Differentiation

1. John Tibbetts Differentiation Lanier County Elementary

3. Differentiation • A flexible approach to teaching using teaching methodologies for learners with different needs • Providing tailored instruction to meet the differences among all learners

4. Why we need to Differentiate • 34% of 4th graders and 27% of 8th graders score below basic level of proficiency (2007 – NEAP) • Students reading below the basic level have trouble: • Demonstrating understanding • Making obvious connections to their experiences • Extending ideas by making simple inferences

5. The Need to Differentiate • Increase in low-achieving students • Decrease in resources • On & Above-grade level students • Gifted students need engagement and in-depth problem solving

6. Graduation Rates • “Georgia among 17 states with the lowest overall graduation rates in the country.” AJC, July 23, 2009 • State Graduation rate: 79.9% 2010 – GA DOE • Lanier County Graduation rate - 74.8% • Lower among minority populations: 72.6% - Blacks; 69% - Hispanics; Whites – 82%

7. Why do Kids Drop Out? Not Interesting Not motivated Not enough demanded of them Don’t do homework They were failing a subject Could have if they had tried 58% had two or less years left to complete school

8. Brain Research • We must use it or lose it • Provide the learner with the appropriate amount of challenge to prevent anxiety or boredom • Appropriate level of challenge is needed to ensure curiosity and learning

9. Response to Intervention Tier I • Universal strategies for all children Tier II • Customized intervention to meet the specific needs of the student Tier III • Intensive interventions for students with severe or chronic needs

10. Dee Ann Owens Differentiation Lanier County Elementary

11. What it is…. What it isn’t….

12. What it isn’t…. • It is NOT doing something different for 30-plus students in your class • It is NOT giving up control in your classroom • It is NOT classifying “like-learners” together • It is NOT “tailoring” • It is NOT giving MORE or LESS

13. What it is…. • It is providing different avenues to • Acquiring content • Processing ideas • Developing Products • It is proactive • It is rooted in assessment • It is responsive • It is labor intensive at first

14. Myths of differentiation • There is only ONE right way • You have to differentiate ALL of the time • Only for SPECIAL ED students • It is not FAIR to all students • Uses gifted & talented students as TUTORS • Makes assessment EASIER

15. Differentiation Scenarios

16. Teresa Jacobs Differentiation Lanier County Elementary

18. “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” Carol Ann Tomlinson

19. What is the Rationale for Differentiated Instruction?

20. The Engine that drives effective differentiation is... Wiggins &McTighe How STUDENTS best learn:

22. “Bridging the Gap” Learner Learning

23. Needs of Advanced Learners SELF-Efficacy ? Failed

24. Coaching Advanced Learners Continually raise the ceiling of expectation Students need to compete against themselves, rather than against a norm.

25. Maximize Capacity for the Struggling Learner Success

26. A Teacher’s Plan for Success Avoid Teacher FOG Set Goals Make learning relevant Teach using multiple modalities Reinforce legitimate success Think of multiple avenues to learning Maximize growth for each student

27. The Role of the Teacher • Organizers of Learning Opportunities • Create ways to learn that both capture students’ attention and lead to understanding • Gives students as much responsibility for learning as they can handle, ...and then a little more. • A coach or mentor for your students • Understand students’ interest and learning preferences • Create a variety of opportunities togather information, explore ideas, present information and expand understandings.

28. Teach for SuccessBuild a Sense of Community • Organize and focus the curriculum on essential information • See and reflect on individuals as well as the group • Know your students, look beyond actions and erase stereotypes • Share responsibility for teaching and learning, ensure students are prepared for their role • Move students among varied work arrangements to help them see themselves in new way • Give students a voice • Be flexible with time • Think of many ways to accomplish a common goal • Craft learning experiences based on diagnosed need • Think of what could go wrong and structure to avoid potential problems • Keep track of student growth toward personal and group benchmarks

29. Rules of Thumb • Be clear on the key concepts and principles that give meaning and structure to the lesson you are planning. • Think of assessment as a road map for your thinking and planning. • Lessons for all students should emphasize critical and creative thought. • Lessons for all students should be engaging. • There should be a balance between student-selected and teacher-assigned tasks and working arrangements.

30. The Learning Environment • Everyone feels welcomed • Mutual respect is nonnegotiable • Students feel safe • There is a pervasive expectation of growth. • Fairness is evident • Teacher and students collaborate for mutual growth and success. • The teacher teaches for success!

31. Strategies for Management Create and deliver instructions carefully Assign students into groups or seating areas smoothly Have a “home base” for students Be sure to plan for students to get help when you are busy with another student or group Minimize noise Minimize stray movement Promote on-task behavior Give students as much responsibility as possible for their learning Understand student readiness, interest, and learning profile Begin at a pace that is comfortable Time differentiated activities to support student success Use and anchor activity Plan how students will turn in work Teach students how to rearrange the furniture Have a plan for “quick finishers” Make a plan for “Calling a Halt” Let students talk about classroom procedures and group work

32. Your Input Evaluation