Differentiated Instruction

1. Differentiated Instruction Tracy Quattrone Hamilton County Educational Service Center January 2008

2. Differentiated Instruction Responding to All Students’ Needs

3. Programming for Talent Development: “Levels of Service” I: Services for ALL students in the classroom, building, district – General Differentiation (Ohio Content Standards, Thinking Skills, Learning Styles, Group Projects…) II: Service for MANY students – General Differentiation (projects and groupings based on interest and emerging talents, activities and groupings targeting readiness, advanced classes…) III. SOME students-need alternative opportunities – Systematic Differentiation based on learner need (ELO Resource Room and Math for a Grade options…) IV: A FEW students- benefit from services that are highly individualized (Activities planned through careful, detailed assessment of student’s unique characteristics, acceleration, self-contained classes) (Grade and/or subject Acceleration…) Adapted from Center for Creative Learning 1997

4. Understanding Differentiation • Differentiation is a philosophy which includes pre-planning as well as a set of instructional strategies. • Differentiation is not always visible, but is a way of thinking about instruction. • Differentiated lessons have rigorous expectations for all. • Differentiation offers time for choice, however the teacher guides students in making those choices. • Differentiation means providing appropriate scaffolding to help all learners reach common learning goals. • Differentiated lesson planning takes professional understanding and often a change in beliefs which may result in more planning time for teachers. • Differentiation is different and thus not “fair”.

5. Differentiation of Instruction From works by Carol Ann Tomlinson Is a teacher’s response to learners’ needs Guided by general principles of differentiation such as Flexible Grouping Ongoing Assessment And Adjustment Respectful Tasks Teachers can differentiate Process Product Content According to Student’s Readiness Interest Learning Profile Through a range of instructional and management strategies

6. As a parent you may notice that thoughtful Differentiation can be delivered through instructional and management strategies such as: Questioning Strategies Menu Boards Tiered Assignments Reading Groups Flexible Grouping Anchor Activities Classroom Community and Environment

7. Bloom’s Taxonomy Synthesis Evaluation Analysis Application Comprehension Knowledge

8. BEYOND Justify which setting best furthers the plot or theme in a critical essay. OR Devise alternative settings and describe how they might affect the plot or ending. (essay, drama, or chart) AT Compare and contrast the impact of point of view on character development in first and in third person stories. Share your findings in an essay or chart. Reading Assignment Tiered by ChallengeExamine the dimensions of setting, character, plot, mood/tone/point of view, theme. • WORKING TOWARD • Define the elements and place on a chart. • Describe how the author addresses each dimension in the short story. • Share your work in a journal or self-selected product.

9. FLEXIBLE GROUPING

10. Anchor Activitiesare ongoing assignments that students can work on independently throughout a unit, a grading period or longer. Enrichment Folders Centers Independent Studies Technology Programs and Exploration

11. Addressing Fairness in the Classroom Community “Not that everyone gets the same, rather, everyone gets what he/she needs.” “In order to be fair, we must treat them differently.”

12. Planning for Differentiation

13. Visioning… for Differentiation Understands that implementation is a multi-year approach and has many implementation facets. Provides consistency of direction and sustainability of action over a long period of time. Focuses on classroom practices that are responsive. Connects to current initiatives and compliments professional learning. Assesses, meets and trains teachers where they feel comfortable (zone of proximal development). Sparks the interest and excitement of stakeholders. (Leadership for Differentiating Schools and Classrooms)

14. Forest Hills • Past professional learning that included specific differentiation strategies • Current Technology and T.A.B.L.E.T. Initiative provides avenues in which to implement differentiation • Current Understanding by Design Initiative provides a framework for differentiation to fit authentically • Current analysis of student data provides a rationale and need for differentiated instruction • Future Curriculum Reviews allow for strategies to be embedded as well as targeted training to occur

15. Targeted Professional Learning Varied Instruction Based on Student Need High Quality Curriculum Flexible Grouping Differentiated Schools Choices Community Building Teachers as leaders On Going Assessment Collaboration and Sharing of Ideas, Resources and Materials

16. What can parents do: • Ask questions • Support rigorous learning at home • Understand you may not see differentiation every day • Realize differentiation could look different depending on the topic of study • Provide avenues for deeper exploration • Discuss fairness with your child • Promote effort and not just grades

17. Differentiation Resources • Carol Ann Tomlinson • Bertie Kingore • Carolyn Coil • Diane Heacox • Susan Winebrenner • Sheryn Spencer Northey • Joan Smutny