WHAT IS DIFFERENTIATION? Differentiation offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense- making activities or processes through which students can come to understand and "own" information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned. Ina differentiated class, instruction is focused and principle driven. Activities aim toward course objectives and outcomes. Alll students have the opportunity to explore and apply the key principles on which the study is based. Concept-based and principle- driven instruction invites teachers to provide varied learning options. On-going assessment of student readiness and growth are built into the curriculum, Preassessment is vital in curriculum design. Teachers need fo assess what @ student already knows about the unit, concept, problem, theme or skill before they can appropriately plan instruction. Teachers continuously assess student readiness and interest, providing support when students need additional instruction and guidance. They also extend student exploration when a student or group of students is ready to move ahead Flexible grouping is consistently used. In a differentiated class, students work in many groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes a combination of readiness, interest, and learning style. Students are active explorers in a differentiated class, Teachers guide the exploration, providing open-ended tasks. Students must learn to be responsible for their own work. This gives students more ownership of their learning and facilitates the learning goal of growing independence in thought, planning, and evaluation Tn differentiated classrooms, teachers begin where students are, not the front of a curriculum guide, They accept and build upon the premise that learners differ in important ways. They strive to assist students in achieving the goal of maximum growth and individual success A diffrent way ts (earn cs athe ide ane cary for. Ath of those ave tatkirg about be cue oe aie fts-all delivery egatone--which mandates that everyone sen che eae thing atthe se the a weatten what thet taditduat needs bas fated thee Seymour Sarason The Predictable Failure of Féucational ReformDifferentiation Is... Varying content: variety of texts and resource materials learning contracts variety of support systems: study buddies, audio recorders, videotape recorders and cameras, computer programs, adult volunteers, peer mentors, high school or college mentors curriculum compacting transferable interest centers complex instruction Varying process: all students receive Bloom's Taxonomy, they just take it to different levels multiple intelligences assignments simulation graphical organizers tiered assignments learning logs complex instruction Varying product: teach planning, production skills first concept centered independent study community audience products rubrics multiple intelligence products complex instruction group investigation Varying environment: challenging, not punishing accepting of learner variety ‘student centered complexity and independence fostered supports individual's developments as learners flexible grouping used to meet learner needs Varying on-going assessment: rubric teacher criteria teacher/student criteria had ea lata, peer evaluation Educational Consultant seff evaluation aireCOMPACTING Compacting is done in three stages: teachers document (1) what the student already knows, (2) what the preassessment indicates the student does not know about the topic or skill, and (3) a plan for meaningful and challenging use of time the student will “buy” because s/he already knows much of the topic or skill. Compacting begins with a focus on student readiness and ends with an emphasis on student interest. It creates a challenging learning ‘environment, guarantees proficiency in basic curriculum, and allows time for enrichment and acceleration, Suggestions for Use in the Classtoom * self-directed learning activities * critical thinking activities * hands-on investigations * community-based apprenticeships student directed small group seminars * community service activities * mini courses * working with a mentor * computer activities/games # projects = journaling = more challenging words/problems * creative games * independent reading/research study * write a story using as many spelling words as possible put spelling words to music to create a song to help others remember the words * write and act out a play using as many spelling words as possible An elementary example could be as simple as more challenging spelling words or as complex as receiving math instruction with the next grade. The student may need to attend class only once a ‘week to gain missing skills. The rest of the time would be used for advanced learning activities. In one sixth grade classroom, a student could recite highway by highway, county by county, state by state, and national monument by national monument, her family trips to Yellowstone and the Great Smoky Mountains. She took the end of the unit test and received an A. She was then allowed to choose an activity to work on from a list of alternate activities. See the attached Compactor chart. Because of student interest, the teacher allowed all students to make a paper- mache country with the high ability student as the consultant A secondary example could be with a student who loved history and was knowledgeable eno to pass the mid-term exam on the Civil War in September. The student then did independent reading and research on Civil War memorabilia, worked in the campaign of a local candidate, and conducted research on the Kennedy/Nixon debates during the 1960 election,Ina science class where a student showed mastery of a unit, the following alternatives were offered Interview an entymologist or exterminator on the types of insects commonly found in the area and chart the life cycle and feeding habits of those bugs. Present it to the class = Chart the cycles of locusts or other insects that have peck population growths. Identify the current cycle and predict the next ten years in a graph, Present it to the class. * Study fruit fly genetics. Create a genetic chart of the dominant and recessive characteristics Demonstrate the “hidden” characteristics of recessive genes in the chart. Predict four generations of a dominant/recessive trait of choice. Present it to the class. Suggestions for Assessment keep on-going accountability sheets observation self-evaluation personal interview see also assessment section THE COMPACTOR Joseph Renzulli & Linda H. Smith Student's Name: Elzabeth ‘Areas of Strength Documenting Mastery Altemate Activities Mop une ‘Achioved "A" an prevest Will reste a country from papler-mBché Wl present report to clase Wal consult” with other students to help hom create ther ov countriesAn Overview of the Curriculum Compacting Process PHASES eect Determine the Assess Students Substitute More Goals/Objectives of for Previous Appropriate the Regular Mastery of These (Challenging) Curriculum Objectives Options vo OY sters oe 1. Identity objectives in a 2. Identify students who 5. Eliminate instructional iven subject or grade should be protested time for those students 3. Find appropriate who demonstrate: protests mastery 4, Protest students to 6. Streamline Instruction for determine mastery those students capable of quiok mastery 7. Offer challenging alternatives ad te | 8. Maintain Records | Two Kinds of Curriculum Compacting CONTENT COMPACTING Ifthe student already knows the content, will he/she have an opportunity to display competency of the subject or topic? (in English class, a teacher who has just distributed thirty copies of a novel to a sophomore class asks if anyone has already read the book.) PT ok ye mere) een) 1. Does the student already know the skills being covered in the classroom? . Can proficiency be documented? . Can certain skills be eliminated? Will the student be allowed and encouraged to master missing skills at his/her own pace? 2. If students do not already know the content but have the ability to master the material at their own pace, will they be . If skills can be mastered at a pace | given that opportunity? commensurate with a student's ability, will the student be able to help determine what he/she will do in the time eamed by displaying mastery? 3. lfcontent mastery can be demonstrated, will the student have the opportunity to select the work that will be substituted for previously mastered content?ANCHORID Anchoring activities are tasks or a series of tasks that students automatically move to at tho beginning of class or when they are finished with their work. The activities must be focused and purposefil. They are not intended as busywork but to help students focus. Students are able to work at their own pace, do productive work, and remain on task. Teaching students to do an “anchor activity” is a good place to begin the process of differentiation. This meaningful work is done individually and silently and should be continued throughout at least a portion of the year. Suggestions for Use in the Classroom * applied problem to solve * critical thinking problem to solve = book to read = journal entry log ong term project, puzzle or activity to practice a new skill problem from the book foreign language pattern drill sketchbook assignment independent study Try a differentiated task for only a small block of time. If students are working on different tasks, it introduces the idea that students won’t always do the same work. By creating an atmosphere that’s conducive to individual focus, emphasis is placed on one’s own work In a primary classroom, a language arts period could begin with all students doing paired reading from the same book. After 10 minutes of paired reading, differentiated by reading readiness, all students are called to the reading corner to listen to a story together followed by discussion as a group. Ina middle school history class, a graphic organizer to compare two time periods could be used for whole class discussion, For the last 10 minutes of class, students could do one of two journal entries in their learning logs. The entries could be at different levels of complexity or based on ‘ovo different interest areas Suggestions for Assessment ® check problem with a peer * share part of the book with a peer * put the project in portfolio see also assessment sectionFLEXIBLE GROUPING This technique allows for varied grouping to occur within the classroom so that students have varied learning environments. Students are grouped by interest level, learning styles, multiple intelligences, and cognitive ability. Sometimes students select work groups, and sometimes teachers select them, The key is not to stagnate in any one style, but rather to allow a variety of grouping experiences, ‘Suggestions for Use in the Classroom = Whole Group Instruction: Teacher gives general instruction to all students at the same time, Examples of this include initial topic lecture, direct instruction, reading a story, class presentations, solving a class problem, or having a class discussion, * Large Group Instruction: Categorized as seven to twelve students, examples include preparing and taking surveys, panel discussions, and creating projects. * Small Group Instruction; Three to six people, examples include practicing a skill, discussing literature, tape recording a story, working in learning centers, designing and practicing a small performance, or creating a project * Pairs: Excellent for tutoring, think-pair-share activities, paired reading and writing, interviewing, and learning social skills or specific content skills. (See Attachment FGI) = Individualize, Examples include tests, quizzes, journaling, self-assessments, individual projects, and teacher conferences. Excelent for assessing understanding, * Needs/Clinic Group: Includes students getting enrichment or extra help in a particular area of study. Examples include review/practice strategies, direct instruction, improve social skills, or designated intellectual peer group activities = Interest Group: People with a strong interest/background/knowledge in a specific area or topie are used as a resource. They may share expertise or proofread a piece. * Multi-age Group: A group composed of students from a multi-age class or from different grade levels. Examples include reading/writing buddies, research, cross-age tutoring, or various projects Grouping According to Leaming Style: Whether the styles include auditory, visual and kinesthetic; or visual-spatial, or others, many teachers group students according, to their strength areas in learning, (See Attachment FG2)suggestions for Grouping According to Multiple Intelligences: Using Gardner's eight intelligences, students may learn and practice learning in their strength areas. (See Attachment FG3) Grouping According to Like Ability: There are times in the classroom when it makes sense for purposes of instruction or production to group students of like ability Cluster Grouping: A small group of high ability students will be placed in the same class for purposes of advanced instruction, or extra enrichment. This is frequently used when there aren't enough students for an advanced class ssessment On-going observation Peer Evaluation Self Evaluation Demonstration Group Discussion Completed Project Rubrics, Dramatizations See also Assessment SectionIndependent study is a process through which the student and teacher identify problems or topics of interest to the student, Both student and teacher plan a method of investigating the problem or topic and identifying the type of product the student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic. Independent study builds on student interests and it satisfies student curiosity. It teaches planning and research skills at advanced levels and encourages independence. It allows students to work with complex and abstract ideas and allows long-term and in-depth work on topics of interest and taps into high motivation, Independent study is a tailor-made opportunity to help students develop talent and interest areas, as long as teachers understand that the independent study needs to meet students at their current readiness for independence and move them toward greater independence a little at a time. Suggestions for Use in the Classroom ‘© Independent study may be used as a whole class activity or as an independent activity for high ability learners in place of regular classroom work that they have already mastered or master quicker than their peers. (See Compacting) This can be an answer to students who say, “I’m done, now what should 1 do?” For more ideas on Independent Study refer to Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner. students need time to “browse” to discover topics of interest. See the end of the section for explanation of topic browsing. * Allow the student maximum freedom to plan, based on student readiness for freedom. For at highly independent learner, you may want to develop a skeletal framework that notes at least the following key points: the student should raise his own research questions, note key resources, develop a time lime, suggest a final product, and propose criteria for success. For a less independent student, you may need to offer research questions from which the student could choose, have required resources, present a time line that the student would follow, offer product options and delineate criteria for success For students in the primary grades, independent study projects may be relatively unstructured. Independent study with visual aids is a developmentally appropr way for primary students to explore their areas of interest. In one second grade classroom, a student who was reading on the 6 grade level read about celebrations in ancient civilizations. She made pictures found in the books into transparencies which depicted various festivals or celebrations and presented them to the class telling about each celebration from memory. There are other visual presentations which would be appropriate for the primary grades, (See Project List for Independent Study) ‘* Provide guidance and structure (o supplement student capacity and to plan and to ensure high standards of production. © Use process fogs to document the proc te ss involved throughout the study.LEARNING CONTRACTS A learning contract is a negotiated agreement between teacher and student that ives students some freedom in acquiring skills and understandings that a teacher deems mportant at a given time. Many also provide opportunities for student choice regarding some of what is to be learned, working conditions, and how information will be applied or expressed. A contract assumes: © Its the teacher’s responsibility to specify important learnings and make sure students acquire them. © Students can take on some of the responsibility for learning themselves. © Delineates skills that need to be practiced and mastered. © Ensures students will apply or use those skills in context. * Specifies working conditions to which students must adhere during the contract time (behavior, time constraints, homework and classwork involvement) © Sets positive and negative consequences. © Establishes criteria for successful completion and quality of work © Includes signature of agreement to terms of the contract by both teacher and students. Suggestions for Use in the Classroom A4" grade poetry unit included concepts such as rhyme, imagery, and sensory description. Students worked with the following key principles * Poetry helps readers understand and appreciate their world © Poetry uses precise, powerful language. © Poetry helps us see and think better Students will practice skills such as use of rhyming works, elaboration of images and ideas, making metaphors, and punctuation Some of this unit uses whole-class instruction and participation to acquaint students with numerous poetic forms and exploration of poets’ works, At other times they work on similar activities but the teacher varies the poems based on complexity and student skills A major part of the poetry unit is completed through a learning contract, Bach student has a grid with 12 squares. Each square contains an abbreviated explanation of a task that must be completed during the course of the unit. Three times a week students have a contract period when they work with their contract grid When an item is completed and reviewed by a peer for accuracy and quality, they file it in a tray labeled with a heading that matches the corresponding box.‘There are two different contract grids in the class (see attached examples). Both look a great deal alike with both having 3 empty cells in which students can insert their ‘own tasks or repeat one they especially liked, One has circles and one has squares. The contract with the circles is completed by students for whom writing and interpreting poetry is new or more difficult. The contract with squates is completed by students who are ready for advanced work with poetry. Suggestion for Assessment The teacher grades students on the contract portion of the unit in three ways. © Each student gets a grade based on how well they worked (had a goal, worked steadily toward it, adhered to working conditions) # Spot checks one or two assignments fiom each student’s grid for completion, accuracy, and quality. «Each student selects two pieces from the contract to become part of a class book. Those two pieces are assessed by the student, a peer, and the teacher according to a quality checklist posted in the class for each type of poem See assessments section for additional suggestions.LEARNING/INTEREST CENTE! RS A learning center is a classroom area that contains a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept. It allows for student choice as well as a study of a topic in depth. Teachers can adjust learning center tasks to readiness levels or learning profiles of different students, Teachers can also design interest centers to motivate students’ exploration of topics in which they have a particular interest. In general, centers should # focus on important learning goals * contain materials that promote individual students' growth toward these goals = use materials and activities addressing a wide range of reading levels, learning profiles, and student interests * include activities that vary from simple to complex, conerete to abstra structured to open-ended * provide clear directions for students ‘offer instructions about what a student should do if he needs help include instructions about what a student should do when he completes a center assignment = use a record-keeping system to monitor what students do at the center and the quality level » include a plan for ongoing assessment of student growth in the class in general, which will lead to adjustments in center tasks Suggestions for Use in.the Classroom Miss Hooper wants to encourage students! natural curiosity about dinosaurs, but she also wants to use the study of dinosaurs to help students understand scientific concepts like patterns, classification, adaptation, and change. Sometimes the whole class listens to a story or watches a video about dinosaurs, talks about what a dinosaur picture or skeleton can tell them if they think like scientists, or classifies a dinosaur on their classification chart. For the next couple of weeks, all students will visit the learning center to work like paleontologists to analyze various dinosaur artifacts. Each student will work on a variety of activities at the center, at their appropriate level of difficulty The learning center contains plastic figurines of dinosaurs; pictures of dinosaurs; fossils of bones, teeth, skin, and footprints, replicas of dinosaur skeletons, several books, and some coloring book outlines of dinosaurs. It also includes a variety of art materials and writing tools, Directions are written on cards and recorded on a small tape recorder Students know they are assigned to the center when they see their name on a chart titled "Paleontologists of the Day" In the learning center, Ms. Hooper differentiates materials while ensuring that all students practice essential concepts and skills. She also differentiates process as she develops activities at varied levels of complexity. Giving students choices about what to study differentiates content. She differentiates process by varying the ways studentslearn, and offering options for students to demonstrate their learning differentiates product, Directions guide students to examine and think about the artifacts in the box, classify and categorize the dinosaur models, predict what the dinosaurs might eat, predict what the features on the dinosaur models might suggest, create a new dinosaur and explain the functions of its bodily features, find out three things scientists think might have caused the extinction of dinosaurs and make a poster telling about one idea, write a job description for a paleontologist. students can design their own task by completing an "I Want to Know" planning form and presenting it to the teacher. (See Attachment LC1) In the center, the teacher can attend to learning profile differences by having students work alone or with peers, presenting visual and auditory directions; and providing resources that contribute to kinesthetic, visual, spatial, and linguistic strengths Suggestions for Assessment * On-going Observation = Anecdotal Records = Individual Conference = Cheeklist * Self Evaluation = Completed Project * Demonstration = Written Report = Rubrics = Journal ® See also Assessment SectionTIERED (ADJUSTED) QUESTIONING In class discussions, tests, and homework, teachers adjust the sorts of questions posed to learners based on their readiness, interests, and learning profile. All students need to be accountable for information and thinking at high levels, Some students are challenged by a more basic thought question while others will be challenged by a question that requires a speed of response, large leaps of insight, or making remote connections, Adjusting questions appropriately helps nurture motivation through success, and remember that in oral settings, all students can hear and learn from a wide variety of responses Suggestions for Use in the Classroom © Target some questions to particular students and “open the floor” to others. «Use open-ended questions where possible © Use wait time before taking answers © When appropriate, give students a chance to talk with thinking partners before giving answers, .courage students to build on one another's answers « Adjust the complexity, abstractness, degree of mental leap required, time constraints, and connections required between topies, based on learning profile of the student being asked a question. Having success at answering oral questions correctly increases student motivation, * Offer a variety of types of questions at various levels on tests. Allow students to choose from several questions to answer. For example; a question at a knowledge based level might be to list and describe three accomplishments of George Washington or list the main parts of a flower. A question at a synthesis level might be to write a poem about George Washington which tells about three accomplishments, oF to design a new flower including all the parts, (See the attached sheet of the Taxonomy of Thinking for ideas on developing questions) Offering a variety of questions addresses different levels of ability as well as different learning, styles, areas of intelligence, and interests‘TIERED ASSIGNMENTS/ACTIVITIES/PROJECTS Tiered assignments/activities/projects are used when a teacher wants to ensure that students with different learning needs work with the same essential ideas and use the same key skills. Teachers use tiered activities so all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open- endedness Guidelines useful for developing a tiered activity or project are outlined on the attached sheet Sugge for Use in the Classroom Example for math assignments: Below Grade Level Grade Level Advanced Level Finda friend & do math onthe Work the even numbered Complete the board with problems 1-10 problems on p. 71 extension problems on on page 71 graphing on page 74 Example of eighth grade study on the atmosphere: Students studying the atmosphere had class discussions, read text materials, viewed videos, and completed a whole-class activity. Following is an example of a tiered activity which has four versions. © Each student received a packet. ‘The reading level varied from below grade level to college-level readability, © All students were required to take notes. Some were given a note-taking matrix while others were just asked to take careful notes. + All students used the Internet to expand their understanding of the importance of the ozone. Students were directed to a variety of sites, which ranged in complexity Information found was added to their notes and appropriately cited © To demonstrate understanding of what ozone is and why it is important, each student worked with one or two others to complete the same version of an activity. examples: created a public service television or radio announcement for citizens of New Zealand - conducted a survey of peer awareness and understanding with reporting of results in vatious ways - wrote position papers - debatedSuggestions for Assessment On-going observation Peer Evaluation Self Evaluation Demonstration Completed Project Rubrics See also assessment sectionOTHER STRATEGIES THAT INVITE DIFFERENTIATION CHOICE BOARDS - Changing assignments are placed in permanent pockets. The teacher targets work toward student need by asking a student to make a selection from a particular row. It also allows for student choice. Choice boards are well suited to dealing with readiness and interest differences among students. AMAT - Focuses on teacher response to student learning profile. Based on several personality and learning inventories, 4MAT hypothesizes that students have one of four learning preferences. Teachers who use 4MAT plan instruction for each of the four preferences during the course of several days on a given topic, Thus, lessons focus on ‘mastery, understanding, personal involvement, and synthesis, Teachers become more conscious of student learning style/mode. PORTFOLIOS - Collections of student work that help students set appropriate learning goals and evaluate their growth. They also provide means of helping teachers and parents reflect on student growth over time. They allaw focus on readiness, interest, and learning profile. Portfolios provide an ongoing channel of assessment and allow for student choice GROUP INVESTIGATION - Allows students to investigate a topic related to something else being studied in class. The teacher guides students through selection of topics and breaks the class into groups by learner interest, Then s/he helps them with planning the investigation, carrying out the investigation, presenting findings, and evaluating ‘outcomes both individually and as a group. PROBLEM-BASED LEARNING - The teacher presents students with an unclear, complex problem, ‘Then students must seek additional information, define the problem, locate and appropriately use valid resources, make devisions about solutions, pose a solution, communicate that solution to others, and assess the solution's effectiveness. VARYING ORGANIZERS ALTERNATIVE ASSESSMENTS. TAPED MATERIAL, PEER TUTORING VARIED TEXTS VARIED SUPPLEMENTARY MATERIALS LITERATURE CIRCLES VARIED HOMEWORK VARIED JOURNAL PROMPTS MENTORING/APPRENTICESHIP READING BUDDIES VARIED COMPUTER TASKS