Differentiated Curriculum

1. Differentiated Curriculum What does differentiation mean to teachers and to students? LCPS AES FACILITATORS K-12

2. You cannot discover new oceans unless you have the courage to lose sight of the shore. ANONYMOUS

3. Definition #1 Carol Ann Tomlinson At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

4. Definition #2 Susan Winebrenner Differentiation means providing… students with different tasks and activities than their age peers--tasks that lead to real learning for them. There are five elements of differentiation: content, process, product, environment, and assessment.

5. Susan Winebrenner notes that: When an educator does not have the appropriate background and knowledge of differentiated strategies, all children suffer cognitive or affective harm in the classroom.

6. Definition #3 Peter D. Rosenstein Differentiation for…students consists of carefully planned, coordinated learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the student. It combines the curricular strategies of enrichments and acceleration and provides flexibility and diversity.

7. Why Differentiate? • What do we do when they don’t know it? • What do we do when they already know it?

8. ALL STUDENTS DESERVE AN ENRICHED CURRICULUM STUDENTS NEED OPPORTUNITIES TO EXTEND THE REGULAR CURRICULUM.

9. ALL STUDENTS DESERVE AN ENRICHED CURRICULUM Therefore: Teachers may need to provide activities extending the regular curriculum. Such activities will allow students to work during school time independently studying a topic of passion or extreme interest.

10. Research Shows that… 75-90%of the material assigned to a given grade level is redundant learning for advanced kids. Therefore, much of their class time is spent on tasks that are quite meaningless and frustrating for advanced learners.

11. Principles of Differentiation 1. Present content that is related to broad- based issues, themes, or problems. 2. Integrate multiple disciplines into the area of study.

12. Principles of Differentiation 3. Present comprehensive, related, and mutually reinforcing experiences within an area of study. 4. Allow for the in-depth learning of a self-selected topic within the area of study.

13. Principles of Differentiation • Develop independent or self-directed study skills under guidance of an educator. • Develop productive, complex, abstract, and/or higher level thinking skills. • Focus on open-ended tasks.

14. Principles of Differentiation • Develop research skills and methods. • Integrate basic skills and higher level thinking skills into the curriculum. • Encourage the development of products that challenge existing ideas and produce “new” ideas.

15. Principles of Differentiation • Encourage the development of products that use new techniques, materials, and forms. • Encourage student outcomes by using appropriate and specific criteria through self-appraisal, criterion -referenced and/or standardized instruments.

16. NORMAL IS ONLY A SETTING ON THE WASHING MACHINE

17. Who benefits from a differentiated curriculum? How is it beneficial? • All students benefit from appropriately challenging learning experiences. • Teachers benefit because they can target essential skills that all students must have in order to meet the school accountability requirements.

18. Planning Curriculum and Instruction • Start with good curriculum. • Continuously assess where students are. • Create a sense of community. • Use flexible grouping. • Use multiple instructional strategies.

19. Teaching for Learner SuccessThe Role of the Teacher in the Differentiated Classroom • Using Whole Class Instruction • Helping groups work successfully • Observing group function • Coaching for success • Teaching and re-teaching small groups • Monitoring students’ growth • Bringing Closure

20. Managing The ClassroomPrinciples and Practices for Managing a Differentiated Classroom • Describing tasks • Providing Clear Directions • Getting Help • Assigning Groups • Distributing Materials • Using Space Flexibly • Organizing Material • Using Time Flexibly • Explaining Differentiation • Charting Progress

21. Conclusion According to Peter Rosenstein: “Differentiation for students consists of carefully planned, coordinated learning experiences, and learning needs evidenced by the student…

22. Conclusion … It combines the curricular strategies of enrichment and acceleration and provides flexibility and diversity…

23. Conclusion …Appropriate differentiation allows for increasing levels of advanced, abstract, and complex curriculum that are substantive and that respond to the learner’s needs.” Peter Rosenstein

24. REFERENCES ASCD -- Association for Supervision and Curriculum Development (2001). At work in the differentiated classroom, facilitator handbook. Carol Ann Tomlinson, ed. Gallagher, J. J. (June 1998). Accountability for gifted students.Phi Delta Kappan. 79 (10), p. 739. Johnson, A. (Fall 2001). Gifted Child Today. How to use thinking skills to differentiate curricula for gifted and highly creative students. 24 (4). p. 58.

25. REFERENCES Principles of a differentiated curriculum for the gifted/talented retrieved from the internet on December 1, 2003. http://www.ih.k12.oh.us/MSHERRMANN/PRINDIFF.htm Reis, S. M., Kaplan, S. N. et. al. (November 1998). Equal does not mean identical. ASCD. 56 (3). Tomlinson, C. A. (Jan 2000). Differentiated instruction: Can it work?The Education Digest. Retrieved on December 1, 2003. http://www.aea11.k12.ia.us/curriculum/differentiated.html

26. REFERENCES Tomlinson, C.A. and Kalbfleisch, M. L. (November 1998). ASCD. Teach me, teach my brain: A call for differentiated classrooms. 56 (3).