Differentiation

1. Differentiation

2. On the Road to Success Your curriculum guide can provide you with ideas as you work through these modules.

3. Learning About Differentiation This series of modules will guide you through the processes and strategies of differentiation.

4. As a result of this session, participants will: • Know the Concept Map of Differentiation. • Extend differentiation experiences. • Understand the educational responsibility to differentiate.

5. As a result of this session, participants will: • Consistently meet district expectations by using differentiation. • Know legal, professional, and ethical responsibilities. • Understand available options.

6. Differentiation is Providing options for students to • Take in new information. • Make sense of ideas. • Demonstrate learning.

7. What is Differentiation? Differentiation is reacting responsively to the learner’s needs to maximize student growth and success.

8. Concept Map for Differentiating Instruction Click here to see entire Concept Map

9. Concept Map Select words in italics to see • Definitions. • Examples. • Models of strategies.

10. Strategies of Differentiation are . . . • Used across grade levels. • Used across disciplines. • Modified for the age.

11. Differentiation is the teacher’s response to the learner’s needs. Differentiation

12. Principles of Differentiation must always be considered and never compromised! Differentiation

13. Principles of Differentiation: Respectful Tasks • Respecting readiness level. • Expecting students to grow. • Offering opportunities to explore. • Offering engaging tasks.

14. Principles of Differentiation: Flexible Grouping • Individuals • Small groups • Classroom as a whole

15. Principles of Differentiation: Flexible Grouping

16. Principles of Differentiation: Flexible Grouping Goal is to link learners with the essential knowledge and skills at appropriate levels of challenge and interest.

17. Principles of Differentiation: Assess & Adjust Formative assessment • Understanding • Performance • Level of proficiency

18. Assessment always has more to do with helping students grow than with cataloging their mistakes. Principles of Differentiation: Assess & Adjust

19. Elements Used in Differentiation • Content • Process • Product

20. Content is . . . • The input, the TEKS, the concepts, the principles, the facts, and the skills. • NON-Negotiable.

21. Process is . . . How the students make sense of the content.

22. An effective activity . . . • Has a clearly defined instructional purpose. • Focuses students on one key understanding. • Ensures that students understand the idea. • Helps students relate new understandings and skills to previous ones. • Matches the student’s level of readiness.

23. Product is . . . The demonstration of the learning.

24. Effective assignments for a product will . . . • Communicate clear objectives. • Provide for modes of expression. • Outline expectations. • Provide support and scaffolding. • Be flexible.

25. Connectivity Depth Complexity Roots of Quality Within Elements

26. Connectivity is … The way in which the teacher connects the learning with real life utility and prior knowledge.

27. Examples

28. Sentence 1 Examples

29. Connectivity Connectivity provides • Relevancy • Interest • Anticipation • Positive feelings of success

30. Depth • Depth allows explorations of content. • Depth provides opportunities to analyze key concepts and ideas.

31. Complexity Complexity provides opportunities to examine relationships between and within disciplines.

32. Readiness Assessment of Student Differences

33. Readiness Less ready may need • Help • More opportunities • Structured or concrete activities • Deliberate pace learning

34. Readiness More advanced may need • Skip practice • Complex, open-ended, abstract, and multifaceted activities • Brisk pace of work

35. Interest Interest refers to the child’s affinity, curiosity, or passion.

36. Learning Profile The learning profile has to do with how we learn.

37. Strategy Adapt Content – Process – Product based upon Readiness – Interest – Learning Profile

38. Strategies in Differentiating Sessions Module 2: Modifications Module 3: Compacting Curriculum Module 4: Acceleration Module 5: Independent Study Module 6: Assessment and Reflection

39. More Strategies for Differentiation * multiple intelligences * literature circles * jigsaw * tiered lessons * taped material * tiered products * anchor activities * learning contracts * varying organizers * orbitals * varied texts * 4MAT * varied supplementary materials * interest centers * learning contracts * interest groups * small group instruction * varied homework * group investigation * varied journal prompts * varied questioning strategies *complex instruction

40. Remember the Basics • It is a district expectation. • It is a learning process. • It is developmental. • Go slowly.

41. Credits Director • Kathryn Harwell Kee Former Director Staff Development, CFBISD, 1982-1994 Former Asst. Superintendent, GCISD, 1994-2002 Assistant Director and Commentator • Gerry Charlebois Lead Teacher Specialist, Advanced Academics Teacher Leader, Elementary and Middle School Special Thanks to . . . Support Staff • Dr. Charles Cole, Assistant Superintendent • Becky Pitzer, Coordinator of Staff Development • Paula Morrow, Technology Specialist • Dave Stephenson, Camera and Editor • Vince Cowdrey, Georgeanne Villard, and AMAT students • Suzy Hagar, Executive Director of Advanced Academic Services • Chris Salerno, Director of Media Services

42. Credits Schools and Teachers • Creekview High School: Matt Warnock, Kappi Helms, Mansoureh Tehrani • Newman Smith High School: Gerald Roulette • Blalack Middle School: Brittnie Bragg • Long Middle School: Tom Dowd and Dan Ford • Furneaux Elementary: Tara Lane • McCoy Elementary: Carol Schelp • Farmers Branch Elementary: Patry Marcum-Lerwick • Staff Development Liaisons: Stephanie Steele, Sharon Page, Christine Rowland

43. Resources • The Differentiated Classroom by Carol Ann Tomlinson. • Leadership for Differentiating Schools and Classrooms by Carol Ann Tomlinson and Susan Demirsky Allan. • Best Practice: New Standards for Teaching and Learning in America’s Schools by Steven Zemelman, Harvey Daniels and Arthur Hyde. • Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner. • On the Road to Student Success, Curriculum Department of C-FB. • Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner. • “Administrative Issues Regarding Differentiation” by Susan Winebrenner, Presentation handout. • “Preparing Teachers for Differentiated Instruction” by John H. Holloway, Educational Leadership, September 2000. • The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners by Carol Ann Tomlinson, Sandra Kaplan, Joseph Renzulli, Jeanne Purcell, Jann Leppien, Deborah Burns.

44. Resources • “Shifting into High Gear” by Evelyn Schneider, Educational Leadership, September 2000. • “Differentiation Committee Report” by Dr. Barbara Caffee, Carrollton-Farmers Branch Division of Instruction and Learning, February 2000. • “Reconcilable Differences? Standards-Based Teaching and Differentiation” by Carol Ann Tomlinson, Educational Leadership, September 2000. • Teaching Gifted Kids and Kids with Learning Difficulties in Mixed-Ability Classes by Susan Winebrenner. • Association for Supervision and Curriculum Development: Differentiating Instruction, Video Series. • “On the Road to Differentiated Practice” by Kim L. Pettig, Educational Leadership, September 2000. • “Gifted Kids Need an Education, Too” by Susan Winebrenner, Educational Leadership, September 2000. • “When Changes for the Gifted Spur Differentiation for All” by Sandra W. Page, Educational Leadership, September 2000. • Teaching With the Brain in Mind, Eric Jensen, (1998) ASCD. • “Independent Study: A Flexible Tool for Encouraging Academic and Personal Growth” by Carol Ann Tomlinson, Middle School Journal, September 1993.