Overview of Differentiated Instruction

1. Overview of Differentiated Instruction District Articulation Archuleta School District 50 JT Friday, September 25, 2009

2. Agenda • Welcome • Activator Activity • Differentiation Defined • Snapshots • High School: Supporting Learning Environment • Intermediate: Continuous Assessments • Elementary: Flexible Grouping • District Focus • Wrap-Up

3. Welcome • Learning Targets • Identify basic components of differentiation. • Connect aspect of differentiation approaches to your own teaching.

4. Norms of Participation • Be present, participate, and engage fully. • Listen to learn, limit side conversations. • Monitor personal technology. • Suspend judgment, live in curiosity. • Commit to follow-through. Center for Transforming Learning & Teaching, 2008

5. Differentiation is like _________________ because _________________

6. Beginning with the End in Mind • “it is important to begin with the conviction that we are no longer teaching if what we teach is more important than who we teach or how we teach.” - Carol Tomlinson

7. Differentiation defined “Differentiated instruction is a philosophy that enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today. Differentiation is not just a set of instructional tools but a philosophy that a teacher and a professional learning community embrace to reach the unique needs of every learner.” -Gayle Gregory Differentiated Instructional Strategies in Practice

8. Differentiation defined Differentiated Instruction is “responsive instruction.” “… the philosophy of differentiation proposes that what we bring to school as learners matters in how we learn. Therefore, to teach most effectively, teachers must take into account who they are teaching as well as what they are teaching.” - Carol TomlinsonFulfilling the Promise of the Differentiated Classroom

9. Key Principles • Teachers make the difference. • Students differ in learning preferences and need multiple and varied avenues to learning. • All students can learn what is important for them to learn • Instruction must be meaningful. • Curriculum, instruction, and assessment are inseparable. • Diversity should be valued and respected. • Differentiating and adapting is critical to the success of all learners. • Flexibility is the hallmark of a differentiated classroom. Tomlinson 2001; 2003

10. Key Principles • Differentiating instruction and adapting curriculum must become the rule rather than the exception • Goals are maximum growth and continued success • Collaborative planning is essential • Students and teachers are collaborators in learning • Curricular adaptation is neither prescriptive nor precise • Adaptations should maximize student participation in typical curriculum and instruction • Adaptations should maximize student involvement with school peer groups • The teacher understands, appreciates, and builds upon student differences. Tomlinson 2001; 2003

11. Differentiated Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation such as: ongoing assessment and adjustment respectful tasksflexible grouping clear learning goals supportive learning environment Teachers can differentiate: Content Process Product Based on students’ Readiness Interests Learning Profile

12. High SchoolFocus: Supportive Learning Environments Response • Jot down three ways you see this practice applied at your level. • Turn to your neighbor and share ideas about how you can use these practices in your classroom. • Share out.

13. Middle SchoolFocus: On-Going Assessment Response • Jot down three ways you see this practice applied at your level. • Turn to your neighbor and share ideas about how you can use these practices in your classroom. • Share out.

14. Elementary Focus: Flexible Grouping Response • Jot down three ways you see this practice applied at your level. • Turn to your neighbor and share ideas about how you can use these practices in your classroom. • Share out.

15. District Focus • Planning for Differentiation • Differentiating Products • Flexible Grouping

16. Modalities of learning style Interest inventories Learning styles Interviews Modalities of content K-W-L Exit/entrance slips Tapping into students prior knowledge Planning for Differentiation

17. Differentiating Products • Choices based on readiness, interest, and learning profile • Demonstrates essential learning • Formative • Summative • Choice

18. Flexible Grouping • Initially whole group for instruction • Divide group for practice or enrichment • Not a permanent arrangement • Groups may be arranged according to • Interest • Readiness • Learning Style • Examples include • Alone • Partner work • Jigsaw • 4 Corners

19. District Learning Plan • Teachers increase elements of DCIA practices to increase all students learning opportunities and academic growth. • Colorado Growth Model.

20. Learning Opportunities • Walk –Through Observational Tool • Book Study • Staff Meetings • Professional Learning Communities • Peer Observations • Make and Take Workshop • Show how to differentiate a sample lesson plan. • Provide exemplars of Differentiated Lessons. • Other . . .

21. In Summary • Ways to Differentiate • Content • What is taught • Process • How it is taught • Product • How learning is assessed

22. Wrap Up • Exit Evaluation • I learned • Most helpful/Least helpful • I would like to learn • My next step • Appreciations, concerns, suggestions

23. Give Yourself a Hand! Teachers Rock!

24. Sources Gregory, G. (2009). Differentiated instructional practices. Thousand Oaks, CA: Corwin. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd ed. Alexandria, VA: ASCD Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD