Differentiated Instruction

The mission of the Wappingers Central School

District is to empower all of our students with

the competencies and confidence to challenge

themselves, to pursue their passions, and to

realize their potential while growing as

responsible members of their community.

Students respond best when instruction

differs based on learning style…. Differentiated Instruction

“shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.”

Carol Ann Tomlinson

Learning Styles

• Howard Gardner’s Multiple Intelligences• Verbal/linguistic• Logical mathematical• Spatial• Bodily Kinesthetic• Musical• Interpersonal• Intrapersonal• Naturalist

Learning Conditions

• Number of students in

class

• Desk, comfy chair, or

floor

• Time of day

• Temperature

• Light

• Noise

• Smells

• Visual stimuli

• Space

“In the end, all learners need your energy, your heart and your mind. They have that in common because they

are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners.” Carol Ann Tomlinson

is a teacher’s PROACTIVE response to learner needs

SHAPED BY MINDSET

Guided by general principles of differentiation

Supportive learning environment Quality Curriculum Assessment that informs teaching

and learning Instruction that supports student

differences Leading students and managing

routines

Teachers can modify ____________________________________________________________

According to student’s ___________________________________________________

Differentiated Instruction

Content The information and

ideas students grapple with to reach the

learning goals

Process How students take in and make sense

of the content

Product How students

show what they know, understand

and can do.

Interest Passions, affinities, kinships

that motivate learning

Readiness The student’s proximity to

specified learning goals

Learning Profile Preferred approaches

to learning

Affect/ Environment The climate or

tone of the classroom.

Strategies for Differentiation

• Many ways to differentiate

• Menu of choices

• Strategy should match needs of students

• Strategy must be embraced by teacher

Small Group Instruction

• Small group instruction more effective than whole group instruction

• Allows us to focus more attention on children• See & hear children’s responses• Gauge their thinking processes• Children are heard

Learning Centers

• Multi-level activities related to unit of study

• Learning objectives

• Reinforcement/practice

• Application of skills

• Independent or cooperative learning

Anchor Activities

• To provide meaningful tasks for students when they:• Complete an assignment• First enter the classroom• Become “stumped”• During guided reading

Multi-level Reading

• Maximize opportunities for on-level reading

• Same topic/theme

• Related topics

• Administrative task

Alternative Homework

• Matches child’s skill level

• Extension of differentiated class work

• Reinforce/practice skill

• Application

• Meaningful & respectful

Project/Activity Choices

• Choices empower students

• Provide limited choices• Projects• Presentations• Performances

Curriculum Compacting

• 3-step process1. Assess what a student knows & what

still needs to be mastered2. Plan for learning what is not known &

excuse student from what is known3. Plan for freed-up time to be spent in

enriched or accelerated study

• Accelerates, Eliminates & Replaces

Personal Agendas & Contracts

• Agendas• Personalized list of tasks• Specified time• Independent & collaborative work

• Contracts• Independent work• Empowers students/respects their interests

Motivation• Intrinsic vs. Extrinsic Motivation

• “Schools and programs that manage to tap into the intrinsic interests and desires of students tend to be successful with all kinds of students...” (Noguera, 2003)