“Winter Break is

over kids! Now, all you round pegs

get back into your square holes”

DifferentiatingInstruction

Melissa Currin, Andrea Krumpelman & Tammy HarrisMelissa.currin@kenton.kyschools.us

Andrea.krumpelman@kenton.kyschools.usTammy.harris@kenton.kyschools.us

Learning TargetsParticipants will• Gain an overview of differentiated

instruction• Become familiar with several

differentiation strategies• Identify points to consider when

implementing differentiation in the classroom

Why differentiate?• No two children are alike• No two children learn in the identical

way• To provide access to the curriculum to

all students• One size does not fit all

What is differentiation?• A teacher’s response to learner needs:Abilities Interests learning styles• The recognition of students’ varying background knowledge• Instruction that appeals to students’ differences

Ways Teachers Can Differentiate

Content

Process

Product

Knowledge and skills

Varying learning activities or strategies

Varying complexity/choice (tiered assignments)

Time to get to work!

Sorting cards by: Content Process Product

Discussion Question What are you already doing

in your classroom that differentiates

instruction?

Preparing for Differentiation

• Identify learning goals and outcomes • Diagnose the difference in readiness, interests

and learning styles of each student through various tools:

Entrance tasks Exit Slips Observation Assessments

Assessment

ongoing

Student

dependentInstruction dependent

Informative for continued instruction

Differentiation Strategies• Curriculum compacting

• Independent study

• Interest centers

• Flexible grouping

• Learning contracts • Choice boards

• Reading Counts

• Tiered activities

• Graphic organizers 1 2

• Think-Tac-Toe

• Teacher centers

• Mini lessons

• Technology enhanced lessons

• Cubes

Management Suggestions• Explain the activity and the procedures with the whole class

• Make expectations clear – develop ground rules for:• Behavior• Performance

• Use tasks that require time and thinking – this is not an extension of the “seat-work” concept

• Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)

Teachers who differentiate find…• Greater understanding of the concepts• All students experience challenge• Ability to apply concepts/skills to new situations and daily life• Students are excited• Students have ownership• Students are more independent learners• Students have greater mastery of content• Students have problem solving skills• Students are able to initiate their own projects.

Time to get to work!• Look at your core content bullet• Identify your learning goal• Develop two strategies• Be ready to share with the group

Where do I go from here?Resources/References• www.enhancelearning.ca• http://www.k8accesscenter.org/index.php• http://www.internet4classrooms.com/di.htm• http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.htm

l• http://www.manhattan.k12.ca.us/staff/pware/diff/index.htm• http://www.readinglady.com/mosaic/tools/tools.htm• http://www.kidsource.com/kidsource/content/diff_instruction.html• http://www.caroltomlinson.com/• Rebecca Mann, Purdue University• Books your building coaches have: Standards Based Activities & Assessments for the Differentiated Classroom 90 Instructional Strategies for the Classroom

Exit Slip 1. List one idea that you feel you can

implement in your classroom.2. List any questions you may have about

differentiated instruction. I will email answers/information to you.

Thanks for your valuable time!!!