Climbing The Data Ladder: Differentiating Instruction

1. Climbing The Data Ladder: Differentiating Instruction

2. Why Differentiated Instruction? Dealing with the reality of diverse learners

3. One way to think about differentiation Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

4. Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” -Carol Ann Tomlinson

5. Jigsaw Reading Activity “Mapping A Route Toward Differentiated Instruction,” C. Tomlinson, Educational Leadership, 57:1, September 1999 • In your small groups, each participant selects a “segment” of the article to read (A,B,C,D) • Each member then briefs the rest of the group on his/her segment • Talk about any thoughts generated through the discussion of the article

6. Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

7. Content Process Product Teachers can differentiate: according to student’s Readiness Interests Learning Profile through a range of instructional and management strategies… Source: The Differentiated Classroom, Tomlinson 1999

8. Ask yourself about: CONTENT PRODUCTS/ ASSESSMENTS PROCESS/ ACTIVITIES

9. Content: How do we adjust or modify the knowledge and skills we expect students to learn?

10. 3-Minute Buzz

11. Activities: How do we modify our teaching strategies to help students acquire the knowledge and skills they need?

12. Think – Pair - Share

13. Products/Assessments: How do we adjust or modify the way we assess student learning to better measure student growth?

14. Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

15. What is meant by ongoing assessment and adjustment? Assessment is organic! • Quick, not always recorded for a grade • Is a tool that directly affects ongoing plans for instruction • Leads to increased “yields” in academic growth

16. Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

17. What is meant by “Flexible Grouping?” • Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency • Students sometimes work in groups defined by interests and/or learning styles • Teachers sometimes move between groups to provide instruction

18. Benefits of Flexible Grouping • Teacher becomes more of a “facilitator” of knowledge and skills • Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome • Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

19. Differentiation of Instruction Is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as Respectful tasks Ongoing assessment & adjustment Flexible grouping Source: The Differentiated Classroom, Tomlinson 1999

20. Just a sampling of strategies that support Differentiated Instruction Source: The Differentiated Classroom, Tomlinson 1999

21. One Example: Cubing

22. “I’m a secondary teacher. How can I differentiate?” It can be done! Anchoring Activities Adjusting Questions Tiered Assignments

23. What are Anchor Activities?

24. Just a Few Management Strategies for the Differentiated Classroom . . . • Appoint a class expert (student) • Have clear, written directions for all activities • Grade judiciously • Schedule “quiet” days • Post procedure list for “early birds” • Have sponge/anchoring activities available at all times and well-known to your class

25. It can be done! Teachers who utilize D/I find that: • They have fewer discipline issues • Student growth is significantly increased • Their interactions with students are more positive and productive • Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them