UNDERSTANDING aE Al Sa [ey| CAROL ANN TOM! WHATIS | DIFFERENTIATED INSTRUCTION? Also known as “differentiation,” differentiated instruction (D1) is an instructional approach that acknowledges the reality that students differ in ways that significantly affect their learning. It contends that teaching and learning are more effective when teachers proactively eet cn Culture * Language + Race * Gender * Poverty + Background experiences Learning disabilities * Emotional difficulties + Cognitive delays Gee er ee en a Cera ee eC nee se The nature of adult support systems * Approaches to learning CT Lie eee ed Past experiences with school HE THREE PILLARS OF EFFECTIVE | Cerca Cote cortuard Cred Serb ar Benoa cane cee lcs Oe ony eed Perey et ee sig asesonet inn ee Pea Tesehing leaning cr ea) Sand Sed ey een) ered rere eee Coe peo on Kev ELEMENTS (as Cahite Vi POINTERS Caen Mneriiormert —_Qultyarriakmm = Assessment tfotencaueges & thatergagesstuients = thatinfos taps teaching and smirg lestctontatresponds myst tostdetvafance managing fete rosties nent kena contENT Tre infrratonand ites suds pale wihtoratite &) earings rosuct sonnets state ) “munimt” roses em eu lient Stews Teme atten cera ‘thedassroom eres w Prosi the spcted Vearinggnls —rfhteleaing Pasion afr, PROFILE tists that Prefered ‘apprchesto feairg ‘THROUGH A VARIETY OF INSTRUCTIONAL STRATEGIES SUCH AS Leaningfntrst Centr » RAFTS» Gaptic Onis Scaled Readig/itng + ligne Preferences “Til Assent + Leaning Corba « Mens TinTarToe « Goupwathy Tass» Irdependet jets Expression Opts + Sel structionRCL) eens THE FIVE KEY ELEMENTS , OF DIFFERENTIATION | SS SSS e Ulctearainteestrnhderemngps | Roku allot calm oe ° Tadesepiehatpemareradeenrtomen | okgnbeceraned lan tated aed arersaton ol them become mare effective ves of | for sme leares and boredom for thers. the oom leaing ° * Redness ferentiation te sues to sttch—to| Atego redness ees eig znth worka bitbeyondthercuren prfcencylevls withthe |» Attending to interest contibtes to student tivation spars they need oma progress token, * Interest differentiation erblsstudertstocomrect what’ + tending ta learning profile hls make lecnng moe they are leaning other passions ard costes. fice, more tensarent and more comfortable * Learning profil ciferentiaton eres ters toeam and exes eating in ways that support the succes. 6 “chased ues tounsndtedasonmidesadin | Afenbe ry cssnom's ees o acne warexhltemardtatheaeawetbseynmg | sles wy co tel as and ele gous ec ceeouma geste Tg tidwsand | sateen oa canon hat GB onus erty aries AFFECT/LEARNING pees Process show students rake sense cf what ty ar asked toleam—how they comeio “oni Sometimes the wor acy earng, ta arsed as nono ro cess Techerscan aust acttesto adkrss students readies interest, andr learing reference needs. [A products the vehicle stents use toshow what they have Feared, tis the evidence students generate when they compete significant segment of content. Teachers can differentiate products based on students readiness intrest andor learning preference needs Students can cenrbute in important ways to shaping products to match ther needs and interests, Content is what the teacher ‘eachesAvhat the students 2sied toleam Teachers sometimes change hata student neds to lea, but more often they change the ways in wich students takein the content, ‘Alfect lates to students fee ings ard attitudes—and these ate often influenced by the learning environment teen Teachers can mo both the physical environment na classroom and tsexpressveo emotional noms to provide better support for students andtheirleaning. EXAMPLES EXAMPLES. ters work with one of to ferent graphic orgariesto ‘ude the nanan tet One's stightforwerd aed the ter roves nada lvl cfstucte + Studens may work ane oin pas conalearing tisk EXAMPLES * Some dss or ables inthe room ‘poston to face wal tha have nothing on hem a present rovisual distractions + Theresa safe comer inthe room wher students can go wen they need to separate from the dass for some reason, + Students work wth diferent Selig ss based onthe proicency inspeing + Te teacher ses images ted androe-plys toinroducea concept tothe css EXAMPLES. + Students have the option of drawing ad lbelinga gra of how asmasis works or witrga paragraph to exoan it + Astudent can select fom teacher proposed projects or POL gee eaten make an alter proposal. Goals inocaneere et ndsucescrteraare thesame eras SE Ey Picea terena ser enorserscreetetnteg aera otns. Eee eat tae eee eee eeIsa't differentiation something for “outliers”— services, identified as gifted, or just learning the language of the classroom? Diferentiation for ever student in every classroom ‘Every student wl need addtional support atsome times inorder to grow Every student have moments of confsion Eerystdent wl doubt himself or here some ofthe tne. Ever student ce that he or she important to the teacher and on the teachers radar Al students wl have diferent interests ad diflerent ways of coming 3 leaming respond when students ask why they and their classmates are using different materials or completing different assignments? Before you begin diferentiatng instruction, talk with your students to help them understand what differentiation s, how How can | differentiate if the standardized test doesn't? Its understandable to wonder if attending to student ciferencesis possible when there ls 2 ‘mandate fit this way. Differentiation helps students ‘growas far and as fasta they can priorto ‘the standarcized test. When theyve been mare successful in learning prior tothe ‘test, they are ely to do better on itbecause they are both better prepared and more confident, Isat differentiation more of ‘an “add-on”—something that's nice ‘works and how t should help them grow as leamers, As you ‘sive assignments for differentiated tasks, mind your students rom where they are working nw. On a regular bass, remind them to think about what it means to compete against yourself rather than against others—and why that's often you know ifthe work they doing ever seems to bea poor fitfor thee needs. their thinking with them, and use what you lean to help you plan for ferentiation todoif there is time? onthe contra! We know hat creating endonents thar pet prove chalens fread stort pared ened ee ee ors nirig sed concn es igand more ens for siden We now a. We tect the art ve doy aac sonar tard appropiate and at here ep tnassesdng mete we dont ads tacg sed onan: em ar We wnt oda Nee ee ae eee pe a anon sie eae aly och rrr Why is formative assessment so important in differentiation? {Be sure your assessment closely align with the learning goalstagets you established forthe unit. ‘orlearning experience Review the assessments ‘to see where subsets of students are currently responding to the various goals or targets. Ten form subsets of students who wil benefit from similar learning experience ‘inorder to move forward with ‘the galsin the short erm, Formative assessment i eally the only waya teacher Can know which students are on course with fearing ata given time which ones are confuse, which ones ack re knowledge or sks and which ones need a ‘of challenge n oder to grow. Think of formative sent (assessment for learning as the compass for planning effective cifferentiaton. The emphasis it places on feedback rather than grades can also contribute to 2 mare positive learning environment for mote students and help them build confidence. In addition, involving students n anayzing formative assessment data and planning thelr net steps (assessment ‘05 earning) bulls student agency and a growth mindset.fS) Cee eee ere + Sma-goup instucton + Resources inastudent’s home langage + Leactngcenters—focised on enpoing a distinc topic + Leaerng stationsfocused on working with vated ops or his ina unit + Tiered activites/products + Personal goa sting + Apps to practicing sil tient levels of fcalty + Advanced resources * Curl compacting * ering conta + Help stanly folders Ce ae ne Seana eee nen ery ener ee ened SN ede Peete tras erg Seat cen a ee Cote er cad reese Oa eee ee mettre ete ee trian. rere are) Sec poet etary Seater Ferrers eeicmy Boren inenneeriosien eee enter eseetr resents pepe pee Cu po beac PLAS ATT GLA a a ACS a aT AC eg @ Sore ed Pec okt * Interest centers—focused on celoing a dstint topic + Suden-dsignednguties rpc + Gers Howe * Independent stuies gsaws * Exar grupstspcity groups + Appsand othe resources that cercourage deeper exploration of topics + RAFT assignments * Anchor acts focused onstudentinterests + Otitals TY Sm Tetra t eV Sree ue eee eet eet re er a aee ere eer eet eet et) Eee neces SU en uc eee Ree eee en ey ees ea Pome enti cee ey Lo ee ams ret a) ee ee eee ies ected EZ Be strategic with grouping. identity times ina nit rect emertey ects ay vole (eg, cng theitoducton of ne cant ile Cre ieee ened Peron er eee eer ee ee ce cry ere eet Oey een ry Sr Ly Perret Sec ees PCN ola cel Tt + Arctica praca rate acy options * Work alnewerk wth prin opin * Ghices for howto process ideas—for example, eating text string to it standing athe than sting when completing practice etise + Ghices for howto express eaming— foc example writing bi essay or eating an infogapic explaining insentenceso presenting an annoatedilusttion + RAFTasinments * Colabortiveand ering options * Standup dessa tearing areas * Manipulatives and modes Do eS Penal Perma eg pore eee ey ear ty eect eco. Eocetiie’ Drea tra eee a eee eee tet ecto issiges Da cad Pence ne en) ee Se ee Peat meets peepee tat! pene tet Peet eis them and to contribute ides for making ee nd eee Cee erect eee ee eat eee cement ero Seer ec orsTE Ce eee) DIFFERENTIATED CLASSROOM 4 ‘As teachers become adept at differentiated Instruction, they shift their focus from “managing Kids" to “managing classroom routines" BD Teach students about Dl. Tako your students bout wy you ws them to do fet things ‘ae the tie so they understand ational for ferritin and ate ready to lp estabish routes that wll mk the csroom work fxeveryore. Setup the assroomis physical layout tobe as, ser fiend s possible iy mang sue materials ‘hat students wil med to acess reat ge fo, that ofits material aestoved nou ofthe way lectins and that hee are ear lbeled placesin ‘heroom oc turing incompleted work Shar behavioral expectations. Bese your students inou whats expec of tem bitavoaly when they ae oving aun thereon to get met enn werk orcas pes, Explain your avalbilty. Clty for stdens when yout ‘of its" to then eg. when youre ws witha smal gu) andhow fo get ep dng hase times eg. procedures fer askirg or asstace from youora pac, forconsulting the expert of the day or For turing toa spectiad hel fold) Provide practice with center and station work, Give younger stds guided practice wth how to rove to and workin earingoxinetest carters and chester guided practice with howto wor throughasers of learing statis. Establish the cassoonis “volume conto" Work with students fo fepcaszoom conversation at ves ‘hat support thoughtful work and exabish and use signa thal ein the asta check thet canvsatin levels eg, fand cap, ‘umingighs on and cortng dwn signing conresation montrs to reind ‘wokpes to dal down the volume). Develop an inventory of tsk dictions, Wakonwastoporée lice ses ask ects that dnt bog Ah or conlse students Ty task cards pre- informed student “rections provides” or onscreen ection at varied worsatons. Get fedback, and refine your management work Regt debrief wih studertsoseehow your classroom otnes ae working fr them Inthese Conversations, reind them establshed goal or noms and sitter hlp to continually polsh and improve ie way the dasroom wots, One RPC ELL [fereinraen reece ene ene er eae eet eer reentrant sce nose sila reas erel a eee ay een cries cinetvetris HOW TO GET STARTED WITH TE ea Teachers arent different ‘rom studentsin the sense that Pr hia clferences in readiness interest nope and favorite approaches t learning Ca ar ea naturally affect how we begin ifeentatng instruction, The Deca RoE a best acvioe is alays to start where Poti you are, make sure you have the ae supports you need, and try to stretch ica alte bit beyond your comfort zone deat ean as IT'S OK TO START SLOWLY! YOU MIGHT BEGIN +-slnone dass or in one content area. ‘Theone in wich you feel most confident Theonein which your students ferences masfettheleaing The ‘one where student growths most needed, «witha spec subset of instruction. ‘he dferetted unit witha grading peri. One feet ison withina ut One feet activity wthalesor-peestonrl beanie sre tine with one element of student need. Diesen for a perdi lagly or sleyn response to student readies interest or leaing profle— | ‘thenadrg ther elements ona puposefltimece that ensues they become a pat of your practice whi lowing youand the tens time to aciate tone proceses. ‘START SLOWLY, BUT START. Here are some LOW-PREP STRATEGIES that willhelp: + Reguly eet wih stuenisin salou. + Offer‘work loner "work witha parte optns. + Frond vocabulary + Hold miinorishopsbased on readiness neds + Ofer stent chic inhow to expres learning Glisten propczedoption) + Provide exemplars of eect tent wok from past cases at ferent vs ofcomplety * Diet students to webstes that provide cannes at varied levels oily. bale MCOR 26-11 hustasstuents shoud know, undestane ard be abeto do cetan key things to achieve success a content rea thee re KUD that cn guide teacher sucess in 7 difesestition. Here ae sme Ks Us and Ds that ar certain eflectveydiferetatig instucon, + Deena fetta diferetaion Ahiosophy (nore tan Dillon nd rt, = iinet teasdearaege) Gouna, + Egyotocestonesene | + Dflotitn dese ttn ean ener + Kw eran (KDa lomaameriecerivcl — Ussada cep + ane sees Nib fanenets + Undestre mene Agynest ig ass re fama ast) * Develo feat assess eas gwd wif ret omaie seaent og lng or + Tracer cmectin eh stunts nas th ale here erg Assessment of focandasleairg | + Casson conmunty mule supper forstudets and theta: ieee tats that Sasa nasisnt ions ardteszor sides lores itt ard leanngprie Theaualtyof wht welsh» Wiskothstus top afctshow we tach ‘hem ondesnd ceettion 2 atdpaticpate fee eaten types sea + Respects excep + Reais ites and leaingpcle + Cut Ongoing ass cay aeertatn, routes balance gu Sadie + scion artes ferret + Maragenet ates ferdteertonLEU eE aa WHAT GETTING BETTER LOOKS LIKE ‘THE FIRST STEPS. AS YOU GAIN PROFICIENCY, YOU WILL... THEGOAL... * Werk on bulking general awareness of + Get bette at proving general emotional support + High emotional soppot foreach student and respect rset ferencs. forall stents + Mutual spect for ty a + Atendtoteacher-studentcomsectons, + Enbacea growth mindset and wektobuléit ——— Highteacher student comectns + Wnty laces whee afined mindset can Insets, + Cosstent growth mindset forthe teachar and ech leaner be replaced by 3 growth mdet + Nate arowing srs cormunty nd berg + caso thats ood hae for every student + Startling your earing community. es Ci * Sesaetodariyeulenig ands» Poidecoasert cy «Ath dees ct nestndg er ch er ‘(KUDs) for yoursef and your students. ‘+ Emphasize understanding in both teaching andlearning, * A curriculum that is designed to be authentic and relevant to + Sitksantama'igtanye’” | Pleso wih enpgenenmid excleme cies toasachrundeatne Ene esate lira wieange + Espn of sur ms otbetine ft + Findpoisofeerrcetestenis estes * Cac ds and decors nomad Studer sk + For sudertengagerentn alae tle + Lean abotardinplertassesment + Gnssenlyuse semen vein + Constetasesmert fami and asessnetxeoing fearing. * Cantey lign semen th DS + Tet igmentbetweenKUDs ndnstacton + Sontag sessment wih 0s andetuctn + Assesment thats coset eis testi and andi, + Regal sty your studersbohinandoutol ced onus, + Gago enphaszewndestndrg clasoyavcameto desta betta aspeopleand asleanes. + Provide focused feadack on regu bas + Begntoalgn ston wthKUDs, + Corsten instction wth KU + nso ts ged wth KUDs + aed upg sd ow ep + Pdi panfewled ist hey + Pace dfeetaion aed reaching» Aen stages aapsceyou beeing wth yor ypc ames” 1 Canstertse eBlog cansetain + Useletleprsie, + Stag reas ending rol deetition Atenas desist obe Ase tayu dew pry ibs poate + Canter employment tsp aks ‘roc wihsicetconceaviin” Yen ewkson Ns age teed eoregsre Urocrwat ponrecnnare heb wets iciodmse r + Letgpofacomplince focus. + Carefuly pian. tach and epancasrom outings, _ + Aclassoom consist ude bythe philosophy a! H * Make the ental switch rom Ianagrg,_+ Empower suet asst wth tes, cferentiated instruction his" to “managing routines” * Et student iu cn leaning ands. + Acalectve focus on eaing + Start providing opportunities for student * Prrtzaton of student voice and esprsbty ‘ole choice, and independeee + fllenbrae ofthe maagigrouines" approach eee poner is Wiliam Clay Parish J, Professor and Chai of Educational Leadership Foundations and Pole, and Co-director cof the Isitutes on Academic Diversity atthe Curry Schoo of Education, Univesity of Veginia, Te author of moe than 300 publication, she works troughout the United Sates andintenationaly with educators who wan to create dassrooms that ae more responsive toa brad range of lamers. $12 95US. ll | lil VU olrssateleznez ASCD PRODUCT # QRI7054 (ing RITORAP OS pack) SEE MORE GUIDES AT WWW.ASCD.ORG/QUICKREFERENCEGUIDES | SAVE 10% WHEN YOU BUY IN PACKS OF 25! (© 2017 by ASCO. Alright reserved, Not for reproduction