Differentiation in the Early Childhood Classroom

1. Differentiation in theEarly ChildhoodClassroom Erica Simpson EDU 610 Final Project

2. What is Differentiation? • “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” (Tomlinson, 2001, p. 1). • Celebrating differences • Allowing students to show learning in different ways and how they are most comfortable • Information is presented in a variety of ways, using a variety of materials • Focus on quality not quantity

3. What is Differentiation?, Cont. • Proactive-being prepared for a variety of learner needs and then modifying as needed • “In a differentiated classroom, teaching is evolutionary” (Tomlinson, 2001, p. 5) • Variety of assessments fuel instruction (pre-assessments, mid-unit evaluations, authentic post-assessments) • “student centered” (Tomlinson, 2001, p. 5) • Teacher utilizes various group approaches (whole group, small group, partners, independent work)

4. What Differentiation is NOT • Giving every student a different task and assessment • Activities are modified for groups of students • Out of control or “chaotic” (Tomlinson, 2001. p. 3) • Teachers are still in control and showing leadership • Giving some students more work and others less • There is little benefit to giving high-achieving students more practice with mastered material

5. What Differentiation is NOT, Cont. • Grading harder or easier based on ability • Struggling learners do not gain more by having the teacher ‘take it easy’ on them • For one particular group of students • Differentiation is beneficial for all students • “a strategy or something to do when there’s extra time” (Tomlinson, 2001, p. 5-7) • Differentiation is a way of teaching, not something to implement

6. Benefits for Students • Builds self-efficacy (students believe in self as a result of setting and reaching goals they set) • Weaker learning styles become stronger • Able to take responsibility for own learning • Feel connected to learning • Tasks encourage critical thinking • Builds a sense of community

7. Benefits for Teachers • Learn to evaluate in many ways • Gain better grasp on time management • Learn to read students in order to understand learning profiles and preferences • Realize the importance of ignoring stereotypes • Able to identify the most important pieces of curriculum

8. Assessment in a Differentiated Classroom • “Think of assessment as a road map for your thinking and planning” (Tomlinson, 2001, p. 19) • Viewed as a positive activity to showcase strengths and an opportunity to improve on weaknesses • Students are able to show and apply learning in ways they are most comfortable • Emphasis is taken off of results and placed on showing how much has been learned • Can be formal or informal, at any point during the day

9. Assessment in a Differentiated Classroom, Cont. • Students must understand and be familiar with assessment strategies and tools • “…a way to extend rather than merely measure learning” (Tomlinson, 2001, p. 20) • Utilize surveys to identify student interests, preferences, and skills throughout the year, as students change • Give short, clear directions right before task (have students repeat if necessary) • Important to teach students self-assess/self-regulate

10. Assessment in a Differentiated Classroom, Cont. • Teachers can differentiate standardized assessments as long as guidelines are followed • Allow students to choose own seating • Differentiate the times assessments are given • Include movement breaks • Provide tools to support student success • Need to assess 3 areas: content, process, product • Content-specifically what learned • Process-student’s thinking process • Product-student developed, showing application of learning

11. The Differentiated Classroom Environment • All feel like they belong and help others feel the same • Positive acknowledgement by peers and teachers • Respect for all, from all • Some noise is okay but should not be distracting • “When a positive climate is evident in a classroom, each person knows he or she belongs to a learning community” (Chapman, & King, 2005, p. 13)

12. The Differentiated Classroom Environment, Cont. • Student work is showcased • Specific place for students to put finished work • Variety of seating options • Allow students to evaluate the space to identify areas that are working well and those that need improvement • Materials are organized and easily accessible for all students

13. Differentiation and Gardner’s Multiple Intelligences • “Students perform best when they use their strongest intelligences” (Chapman, & King, 2005, p. 29) • Four ways to address the multiple intelligences • 1. Toys and Playthings-certain toys are linked to the intelligences (ex. Puzzles—logical, puppets—interpersonal) • 2. Lesson Plans-certain activities are linked to the intelligences (ex. Finger plays—musical, sports—bodily) • 3. Centers-can be organized to meet the intelligences (ex. Body Parts theme: using a mirror to identify body parts—intrapersonal) • 4. Career Education-showing students that certain careers are linked to personal strengths and interests (ex. Florist—naturalist, lawyer—linguistic)

14. Differentiation and Gardner’s Multiple Intelligences, Cont. • Important for students to be aware of how they learn best • “Putting an instructional focus on the multiple intelligences may also help in a very practical way in early childhood classrooms-to reduce behavior problems” (Rettig, 2005, p. 256) • Specific assessment tools using the intelligences are beneficial for all (ex. Linguistic Learner—speeches, Logical Learner—graphic organizers, Spatial Learners—sculptures)

15. Simple Ways to Differentiate • Vary the amount of support given • Provide manipulatives for those who need them • “Learning Logs” where students record daily activities/work done (Chapman, & King, 2005, P. 122) • Provide space and materials for students to correct their own work • Give different writing prompts based on ability • Utilize response cards to assess (some students use pictures, others use words/phrases)

16. Simple Ways to Differentiate, Cont. • Texts on the same topic, differing levels • Computer programs • Student tutoring • Small groups organized by ability, interest, talent • Choices—books, homework, materials, etc. • Utilize graphic organizers • Reading buddies

17. Ideas to Keep in Mind When Planning • Before starting a lesson, identify what you want students to be able to do (focus on specific skills to be gained) • “Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time” (Tomlinson, 2001, p. 17) • Determine what materials will be available • Decide which assessments students will be able to choose from and how they will be presented

18. Ideas to Keep in Mind When Planning, Cont. • Pre-assessments provide the starting point for instruction • “There is no recipe for differentiation” (Tomlinson, 2001, p. 27) • Think about support needed, who will need a lot, who a little, who none at all • “Not beginning is a guaranteed way to avoid progress” (Tomlinson, 2001, p. 33)

19. Differentiated Lesson On Butterflies: Metamorphosis • Objectives: Students will be able to correctly sequence the butterfly life cycle, Students will be able to correctly name the four parts of the butterfly life cycle • Pre-assessment to organize students into groups (1. no background, 2. some background, 3. know it all) • Ask students about life cycle—what does it mean?, what are the stages? • Students can write, draw, explain, act out answer • Students are placed into group 1, 2, or 3 based on prior knowledge

20. Differentiated Lesson, Cont. • Each group is assigned different tasks, all based around butterflies and metamorphosis • Group 1 No Background—Learn what a butterfly is, what it does, basic concept of a life cycle, specifics of butterfly life cycle • Group 2 Some Background—Review fundamentals, learn specifics of butterfly life cycle, explore different butterfly species to compare/contrast • Group 3 Know it All—Review butterfly life cycle specifics, research other living things that go through metamorphosis, compare/contrast with butterfly

21. Differentiated Lesson, Cont. • Assessment—Students will pick one or more tasks off a choice board to show what was learned • Choices might include drawing, creating a sculpture, acting it out, writing, verbalizing • Materials provided could include paper, pencils, markers, crayons, glue, tape, clay, computer, pipe cleaners, pom-poms, glitter, puppets, chart paper, string, graphic organizers, leveled nonfiction books

22. Differentiation Resources • http://www.kuglin.com • http://school.discovery.com/schrockguide/ • http://www2.scholastic.com/browse/article.jsp?id=3750750 • http://www2.scholastic.com/browse/collection.jsp?id=78 • http://www.davidsongifted.org/db/Articles_id_10331.aspx • http://www.primary-education-oasis.com/differentiation-in-the-classroom.html • http://www.internet4classrooms.com/di.htm

23. References • Chapman, C. & King, R. (2005). Differentiated assessment strategies: one tool doesn’t fit all. Thousand Oaks, CA: Corwin Press, Inc. • Rettig, M. (2005). Using the multiple intelligences to enhance instruction for young children and young children with disabilities. Early childhood education journal, 32(4), 255-259. DOI: 10.1007/s10643-004-0865-2 • Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.