Differentiated Instruction

ObjectivesCompare/Contrast Fixed and Growth Mindsets

Define Differentiated Instruction (DI)Explain the Principles of Differentiation

Identify the Type of Differentiation

Two ideas to keep in mind today:

Effective Teaching is harder than ineffective teaching.

Small changes can make a big difference.

Pat Quin, “The RTI Guy”

Fixed vs. Growth MindsetGrowth Success comes from effort

With hard work, most students can do most things

Teachers can override students’ profiles

A key role of the teacher is to set high goals, provide high support, ensure student focus – to find thing that makes school work for a student

LEARNING ORIENTED

Fixed Success comes from being

smart

Genetics, environment determine what we can do

Some kids are smart – some are not

Teachers cannot override students’ profiles

REWARD ORIENTED

Which mindset do you believe is best for students?

What is Differentiation?“A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn. (Tomlinson & Strickland, p.7)

It is not what we teach, it is HOW WE TEACH

Differentiation is . . . Responsive teaching rather than one-size-fits-all teaching.

Planning for the unpredictability of a classroom.

Respectful teaching.A sequence of common sense decisions made by teachers with a student-first orientation.

Differentiation is NOT . . . New.Tracking or an IEP for every child .Constant group work.Occasional variation of teaching styles.

How does DI fit into the PLC cycle?

Differentiation can answer

the questions:

What do we do when students are not

learning?

What do we do when students

are proficient?

Common Sense of DI Ensuring an environment that actively supports students in the work of learning (mindset, connections, community)

Absolute clarity about a powerful learning destination (Enduring Understandings, Essential Outcomes, Learning Targets (KUD))

Persistently knowing where students are in relation to the destination along the way (assessment)

Adjusting teaching to make sure each student arrives at the destination and, when possible, moves beyond it (readiness, interest, learning profile)

Effective leadership and management of flexible classroom routines

“ That students differ may be inconvenient, but it is inescapable. Adapting to diversity is the inevitable price of productivity, high standards and fairness to the students.” – Theodore Sizer

5 Principles of DIA supportive learning environmentQuality curriculumAssessment that informs teaching and learning Instruction that responds to student varianceLeading and managing the classroom

Tomlinson (2013)

Why Differentiate?Differentiating by Readiness leads to

Growth.

Differentiating by Interest increases

Motivation.

Differentiating by Learning profile

increases Efficiency.

3 Ways to Differentiate

Interest Learning Profile

Readiness

“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)

“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).

Why Choice Matters

DI and Choice0

102030405060708090

100

ChoiceNo Choice

93 % of 130 students polled said that choice makes them feel more positive about learning.

Teacher Testimonials“Being a special education teacher, I assumed what I was doing every day was considered DI. It wasn’t until our professional development that I truly understood that I was merely modifying existing instruction for a few select students who were struggling in my class.  After using DI in my room for about a year, the entire class has benefitted from these changes, instead of a select few at-risk students. Using formative assessments has also been a great way to monitor student progress and collect data on their performance.  This information comes in handy when speaking to students and parents about their progress in my class, and allows me to focus on specific areas of difficulty.”

- A SPECIAL EDUCATION TEACHER

Teacher Testimonials“By differentiating instruction, I have been able to challenge my high-achieving students, make language learning easier for struggling students, motivate my reluctant learners and provide exciting and meaningful learning experiences for everyone.  It has definitely made me a better teacher and I have seen more students have greater success!”

- A WORLD LANGUAGE TEACHER

Student TestimonialsDifferentiation by INTEREST:

“I feel a lot more pressure when you give us a specific assignment. If I get to choose, I feel less pressured.”

“I think it is helpful when you differentiate because we have the chance to be creative. I’d be bored if we all did the same things all the time.”

Student TestimonialsDifferentiation by LEARNING PROFILE:

“I can take charge of my own learning.”

“It’s helpful because I get to pick how I understand the information. I know how I learn best. I do not like being forced to learn things in a way that doesn’t help me.”

Student TestimonialsDifferentiation by READINESS:

“You get to work with people who are at your same skill level sometimes, so you don’t have to feel overwhelmed when everyone else is ready to move on and you aren’t.”

“When we receive extra support or enrichment, I think it pushes us to understand more content rather than assuming everyone is at the same point.”

Review and Reflection Differentiation is a way of thinking about teaching

It is a systematic approach to planning instruction Provides learners (who are different with equally appropriate options (respectful tasks) for learning

Growth mindset

DI is guided by 5 principles Supportive community, respectful tasks, quality curriculum, assessments to inform teaching and learning, and the teacher leading the classroom

There are three types of differentiation to improve student learning Interest, learning profile, and readiness

Review and Reflection

How can you apply today’s information to your classroom?

How can you incorporate DI with assessment and literacy?

So if we remember that…“Everybody's got a special kind of story.”

Then with Differentiation…

“Everybody finds a way to shine!”