Differentiation in the ClassroomSusan Peacock, Erin Robertson, & Lauren Shipley

Leadership Academy Week, August 2011

Objectives

• Define differentiation

• Compare ways to differentiate

• Identify types of differentiation seen during classroom walkthroughs

Carol A. Thomlinson, 2001

In spite of the great and growing variety of students in our

classrooms…

Carol A. Thomlinson, 2009

We still teach as though they are essentially alike!

Carol A. Thomlinson, 2009

Carol A. Thomlinson, 2001

A large body of research is clear that students:

• Learn at different rates

• Need different degrees of difficulty

• Have different interests

• Learn in different ways

• Need different support systems

Carol A. Thomlinson, 2009

Teaching a room full of learners The same thingIn the same wayOver the same time spanWith the same supportsAnd expecting the same resultsHas never happened And it never will.

Carol A. Thomlinson, 2009

What is Differentiation?

(making sure we’re on the same page)

Carol A. Thomlinson, 2009

Shhh/Share1. Pick a column2. Write or think silently3. Be ready to share when time is called

Write a definition of differentiation you feel clarifies its intent, elements, and principles.

Explain to a new teacher what differentiation is in terms of what a teacher would be doing in the classroom – and why. Your definition should create an image of differentiation in action in a real setting.

Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about differentiation.

Carol A. Thomlinson, 2009

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Respectful tasks

Flexible grouping

Continual assessment

Teachers Can Differentiate Through:

Content

Process

Product

Environment

According to Students’

Readiness Interest Learning Profile

Through a range of strategies such as:Multiple Intelligences…Compacting…Graphic Organizers…4MAT…Leveled TextsJigsaw…Tiered Assignments…RAFTS…Complex Instruction… Learning Centers

Carol A. Thomlinson,

2001

Classroom Walkthrough Document (2e)

There is evidence that the teacher is intentionally/purposefully making the content, process, product or learning environment different for specific students or groups of students based on the learning needs of those students.

2e. There is evidence of instructional differentiation.

o Process o Product o Environment

o Content o Not evident o Unable to determine

Process

Process is how we teach the standards. When we differentiate process we might:

– Group students according to readiness, interest, or learning profile

– Use a variety of instructional methods: whole group, small group, individual instruction

– Offer instructional tools that honor individual learning profiles

Marilee B. Sprenger, 2008

Ways to differentiate Process

• Varied texts by reading level

• Varied supplementary materials

• Varied scaffolding– reading– writing– research– technology

• Tiered tasks and procedures

• Flexible time use

Carol A. Thomlinson, 2001

• Small group instruction• Homework options• Tiered or scaffolded

assessment• Compacting• Mentorships• Negotiated criteria for

quality• Varied graphic organizers

Content

Content is what we use to teach the NCSCOS. When we differentiate the path to the objectives we might include:

– Choices in how students learn– Materials at different levels of difficulty– Different genres from which to choose– How quickly a child takes in information

(pacing)

Marilee B. Sprenger, 2008

Ways to Differentiate Content

• Reading Partners / Reading Buddies– Read/Summarize– Read/Question/Answer– Visual

Organizer/Summarizer– Parallel Reading with

Teacher Prompt• Choral Reading/Antiphonal

Reading• Flip Books• Split Journals (Double Entry

– Triple Entry)

Carol A. Thomlinson, 2001

• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Note-taking Organizers• Varied Texts• Varied Supplementary

Materials• Highlighted Texts• Think-Pair-Share• Preview-Midview-Postview

Product

Product refers to the way students show us what they know. Any type of assessment may be considered “product.” These may be varied by:

– Offering students choice– Using ongoing formative assessment to determine

how well the students are learning– Personally communicating with students in the form

of conferences/conversations– Varying performance tasks

Marilee B. Sprenger, 2008

Ways to Differentiate Product

• Choices based on readiness, interest, and learning profile

• Clear expectations

• Timelines

• Agreements

• Product Guides

• Rubrics

• EvaluationCarol A. Thomlinson,

2001

Possible Products

• Puzzle• Model• Timeline• Toy• Article• Diary• Poster• Magazine• Computer Program• Photographs• Terrarium• Petition Drive• Teaching Lesson• Prototype• Speech• Club• Cartoon• Biography• Review• Invention

• Lecture• Editorial• Painting• Costume• Placement• Blueprint• Catalogue• Dialogue• Newspaper• Scrapbook• Lecture• Questionnaire• Flag• Scrapbook• Graph• Debate• Museum• Learning Center• Advertisement

•Book List•Calendar•Coloring Book•Game•Research Project•TV Show•Song•Dictionary•Film•Collection

•Trial

•Machine

•Book

•Mural

•Award

•Recipe

•Test

• Map• Diagram• Sculpture• Discussion• Demonstration• Poem• Profile• Chart• Play• Dance• Campaign• Cassette• Quiz Show• Banner• Brochure• Debate• Flow Chart• Puppet Show• Tour

Carol A. Thomlinson, 2001

Environment

Environment refers to the way the classroom works and feels. The emotional climate of the classroom is determined by considering how feelings impact learning. Teachers might be:

– Utilizing student inventories– Responding to cultural needs of students– Balancing levels of support and challenge (fair isn’t

always equal)– Using pre-assessments and formative assessments

for flexible grouping– Varying group formation to meet instructional needs

Ways to Differentiate Environment

• The teacher asks himself or herself, “ What can I do to ensure that students from every readiness level and from every culture feel supported, included, challenged, and safe?”

• Celebrate growth in a way that is meaningful to the students.

• Teach students how to listen to one another.• Provide opportunities for students to share perspectives.• Model respect.• Established shared goals as well as individual goals.• Show each student how he or she is valuable to the

classroom community.• Work with individuals to refine problem-solving skills

intra-personally and interpersonally.

Cynthia Mangus,

2010

The Key

The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

Curriculum should be differentiated in three areas:1. Content:

Multiple option for taking in information2. Process:

Multiple options for making sense of the ideas3. Product: Multiple options for expressing what they know4. Environment:

Multiple options for where learning takes place

Carol A. Thomlinson, 2001

Sort Activity

• In your envelope are things you might see in classrooms during walkthroughs

• Decide which category of differentiation these things fit into on the walkthrough tool

2e. There is evidence of instructional differentiation.

o Process o Product o Environment

o Content o Not evident o Unable to determine

It’s Your Turn!

• Elementary School Math

• Elementary School Reading

• Differentiation Specialists

• Middle School Math

• High School Science

• High School Art

What’s the Point?

Readiness Interest Learning EnvironmentProfile

Growth Motivation Efficiency Comfort

Carol A. Thomlinson, 2009

What Now?

• Classroom Walkthroughs

• NC Teaching Evaluations

• Coaching Tips– Changing a way of thinking…– What is being differentiated?– How can we make it better tomorrow?– How can we meet the needs of more of the

students?

Thank You!

• Fill out three boxes of the Feedback Form

• Determine any next steps for your building

• Is there any support you need?

• Thank you