Maximizing Learning through Differentiated Instruction

1. BACK TO SCHOOL NIGHTDifferentiated Instruction William Epps

2. WORDS FOR THE WISE • In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners. Tomlinson, C.A. (2001). How to differentiate instruction in mixedability classrooms (2nd Ed.). Alexandria, VA: ASCD.

3. Objectives • We will define and explain differentiated instruction in order to apply strategies that will help ALL students to be successful.

4. What is differentiated instruction? • Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. - Carol Ann Tomlinson

5. What Differentiated Instruction… • IS • Differentiated instruction is more qualitative than quantitative • Differentiated instruction provides multiple approaches to content, process, and product • Differentiated instruction is student centered • Differentiated instruction is a blend of whole class, group, • and individual instruction • IS NOT • Individual instruction • Chaotic • Just another way to provide homogenous instruction (You • do use flexible grouping instead) • Just modifying grading systems and reducing work • loads • More work for the "good“ students and less and • different for the "poor“ students

6. Ways to address differentiation • Two ways to address differentiation: • Through Curriculum • Through Student Differences

7. Differentiation Through Curriculum • Content • Can be reached by altering the materials the students work with. • Process • Can be reached by using open-ended assignments, ranging from simple to complex. • Product • Can be reached by students choosing from a list of assignments, where the end result is graded by use of a rubric.

8. Differentiation Through Student Differences • Readiness • This can be reached by giving the appropriate leveled follow-up work to each student after the skill has been taught. • Interest • This can be reached by giving students a choice. • Learning Profile • This can be reached by basing assignments on students’ differing rates of learning.

9. Strategies to Make Differentiation Work • Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

10. Tiering

11. Processes, content and products Assignments Homework Learning stations Assessments Writing prompts Anchor activities Materials What Can Be Tiered?

12. What Can We Adjust? • Level of complexity • Amount of structure • Pacing • Materials • Concrete to abstract • Options based on student interests • Options based on learning styles

13. Tiering Instruction • Identify the standards, concepts, or generalizations you want the students to learn. • Decide if students have the background necessary to be successful with the lesson. • Assess the students’ readiness, interests, and learning profiles.

14. Bibliography • Good, M.E.. (2006). Differentiated Instruction: Principles and Techniques fro Elementary Grades. Online submission, 34pp. • Tomlinson, C.A.. (2000). Differentiation of Instruction in the Elementary Grades. Online Submission.

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