Total Group

Alone

Paired

Small Groups

•Comprehension•Recall•Modeling other levels of thinking•Checking for level

•Analyze•Synthesize•Adaptive reasoning•Evaluation

•Analytical•Synthesize•Decision making•Evaluation

•Systems thinking•Application•Decision making•Criteria establishment•Comprehension

Begin Slowly – Just Begin!Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats

OPTIONS FOR DIFFERENTIATION OF INSTRUCTION

To Differentiate Instruction By

Readiness

To Differentiate Instruction By

Interest

To Differentiate Instruction by

Learning Profile

,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭vary direct instruction by small group ٭ adjust proximity of ideas to student ٭experience

encourage application of broad concepts ٭& principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of adults ٭or more expert-like peers give choice of tasks and products ٭(including student designed options) & give broad access to varied materials ٭technologies

create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.

useful instructional strategies:- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment

useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors

useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT

CA Tomlinson, UVa ‘97

Thinking About the Role of Instructional Strategies in Differentiation

Strategy for Differentiation

Primarily Used to Differentiate

Positives Cautions

Tiered Assignments Readiness Meat & Potatoes differentiation Must use as only part of a flexible grouping pattern

Tiered Products Readiness, Interest, Learning Profile

Can be passion-producing Must provide coaching for quality

Learning Contracts Readiness Encourage student autonomy Be sure to blend skill and content

Drill-Focused Cooperative Tasks

Low End Readiness Deals with coverage and mastery issues

May aggravate have/have not status

Thought/Production Focused Cooperative Tasks

Interest, Learning Profile

Involves all students with high level tasks

Be sure tasks call for varied intellectual skills

Alternative Assessments

Readiness, Learning Profile

More of a real-world way of measuring student learning

Be sure assessment focus on essential understandings and skills

Graduated Rubrics Readiness Clear coaching for quality and success Take care to stress ideas and process more than mechanics

Choice Boards Readiness, Interest Balances teacher choice and student choice

Teacher choice should target readiness

Learning Centers Readiness Can target varied skills levels in a class Don’t send all students to all centers

Strategy for Differentiation

Primarily Used to Differentiate

Positives Cautions

Interest Centers Interest Can link classroom topics to areas of student talent and interest

Be sure centers provide depth or breadth (vs cute)

Enrichment clusters Interest, Learning profiles

Stresses student choice and students as producers of useful products

Lose their punch without teachers skilled in the cluster domain

Compacting High End Readiness

Can reduce unnecessary redundancy for advanced or eager learners

Loses its punch unless Column 3 is rich and challenging

Peer Tutoring Low End Readiness

Gives struggling learners additional explanation opportunities

Can over-use high end learner in teacher role and may short change struggling learner if tutor is weak

Multi Ability Options (MI, Triarchic Theory)

Interest, Learning Profile

Encourages teachers to be flexible in planning routes to learning

Can easily become just a learning style vs. intelligence approach

4-MAT Learning Profile Helps teachers be more conscious of student learning style/mode

Can become formula-like – does not address readiness

Independent Study Interest Encourages student autonomy in planning and problem-solving

Students need an amount of independence suited to their readiness for it

Small Group Direct Instruction

Readiness Cuts down size of class and increases student participation

Students not being taught must be well anchored

Thinking About the Role of Instructional Strategies in Differentiation, cont’d

9

Thoroughly pre-assess the learner’s knowledge and document findings Explain the process and its benefits to the student Create written plans and timelines for study Allow student choice in enrichment or accelerated study

Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step process:1.assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master2.create plans for what the student needs to know, and excuse the student from studying what he/she already knows

ReadinessCompacting

Focus task on a key concept Use a variety of resource materials at different levels of complexity and associated with different learning modalities Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration

Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness.For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate.

ReadinessTiered Assignments and Products

Things to ConsiderDescription of StrategyPrimary UseDifferentiation Strategy [1]

[1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

10

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of photosynthesis.

11

THINK-TAC-TOEBook Report

Draw a picture of the main

character.

Perform a play that shows the conclusion of a

story.

Write a song about one of the

main events.

Write a poem about two main

events in the story.

Make a poster that shows the

order of events in the story.

Dress up as your favorite character

and perform a speech telling who you are.

Create a Venn diagram

comparing and contrasting the introduction to

the closing.

Write two paragraphs

about the main character.

Write two paragraphs

about the setting.

12

Beginning Intermediate AdvancedOutcome/Objective

Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.

Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.

Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.

Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.

Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.

Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.

Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.

Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom

Novel Think Tac-ToeDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, rich with detail, and accurate.

Create a pair of collages that compares you and a character in the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking.

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.

Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.

Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

Make 2 timelines. The first should illustrate and describe a least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.

Using books of proverbs and/on quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________Activities Selected: _______, _____, _____Student: ______________________

14

I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

15

Learning Contract #2

To demonstrate what I have learned about ____________________, I want to_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__

RAFT

RAFT is an acronym that stands for

Role of the student. What is the student’s role: reporter, observer, eyewitness, object?

Audience. Who will be addressed by this raft: the teacher, other students, a parent, people in the community, an editor, another object?

Format. What is the best way to present this information: in a letter, an article, a report, a poem, a monologue, a picture, a song?

Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?

RAFT Activities

Role Audience Format Topic

Semicolon Middle Schoolers Diary entry I Wish You ReallyUnderstood Where I Belong

N.Y.Times public Op Ed piece How our Language DefinesWho We Are

Huck Finn Tom Sawyer Note hidden in a tree knot A Few Things You Should Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King

TV audience of 2010 Speech The Dream Revisited

Thomas Jefferson Current Residents of Virginia

Full page Newspaper Ad If I Could Talk to You Now

Fractions Whole Numbers Petition To Be Considered A Part of the Family

A word problem Students in your class Set of Directions How to Get to Know Me

Lang

uage

Arts

& Li

tera

ture

Scien

ce

Histor

yMath

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998

(C.)R.A.F.T. (S). Assignments

Context, Role, Audience, Format, Topic, Strong Verb

• Aids students in formulating ideas that are outside of the typical response paragraphs and essays

• Allows for high student choice and differentiation by interest

• Allows for leveling by difficulty and differentiation by readiness

R.A.F.T.(S). Prompts

• Imagine that you are Goldilocks’ mother (role). Explain (strong verb) to Goldilocks (audience) the importance of using good manners (topic).

• The leaves from a tree (audience) would like to know why they are changing color (topic). Pretend you are a scientist (role) and write them a letter (format) to explain (strong verb) why.

Create a (C).R.A.F.T.(S). Prompt• Think of a topic you are currently studying that would lend

itself to a writing assessment• Identify a variety of each:

• Context- This may be added for beginning writers it provides the background or scenario for the writing

– Role– Audience– Format– Topic– Strong verb – direct the writer to the purpose

• Write your prompt in sentence format, leaving blanks for student choice where appropriate .

RAFT(Role/Audience/Format/Topic)

Example of Social Studies

February 2013Office of Instructional Enhancement and

Internal Operations/Office of Special Education

21

Role Audience Format TopicDeath of Confederate Soldier

Robert E. Lee Complaint Pickett’s Charge

21st Century Woman Susan B. Anthony Thank-you note Women’s Rights

Alexander the Great Aristotle Letter What I have seen on my journeys

Ben Franklin Dear Abby Advice column My son likes a World War

Great Wall of China Self Diary Invaders I have seen and stopped

RAFT(Role/Audience/Format/Topic)

Example of Math

February 2013Office of Instructional Enhancement and

Internal Operations/Office of Special Education

22

Role Audience Format TopicZero Whole numbers Campaign speech Importance of the

number 0

Percent Student Tip sheet Mental ways to calculate percents

Decimal Customers Petition Proof/check for set membership

Parts of a graph TV audience Script How to read a graph

Exponent Jury Instructions for the jury

Laws of exponents

Array Web

Concept

Parts or Characteristics

T-ChartsDATA or IDEA T- Chart

IDEA T-Chart

Opinion or Proof or

Estimate Evidence

Student Choice Boards

• Enable students to choose learning activities that are designed by the teacher

• Can be used in any subject area and enhanced with nonlinguistic representation

Fractions Choice Board

• Learning Goals: Students will…– KNOW: Fractions show parts of a whole and

can be expressed numerically.– UNDERSTAND: Fractions represent equal sized

portions or fair shares.– Be able to DO: Use different materials to

demonstrate what the fraction looks like.

Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student Interest

Insects Choice Board

• Learning Goals: Students will…– KNOW: The characteristics of insects.– UNDERSTAND: Insects have particular

characteristics and parts and are different from other kinds of bugs.

– Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects.

Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student Interest

Learning Contracts

• Allow student choice with a range of specified activities.

• “Pact” between teacher and learner to complete a series of tasks that are designed to achieve specific learning goals

• Encourage responsibility and time management

Turville, J. (2007) Differentiating by Student Interest

Sample Learning Contract

Activities Chosen:

My activities will be complete and handed in and/or ready to present by _______________________________.

Student Signature ________________Teacher Signature ________________Parent Signature _________________

Turville, J. (2007) Differentiating by Student Interest

A Planet “Show & Tell”(Each student must pick one square from each horizontal row and use the two together)

Use the computer to make a drawing that shows how the rotation and revolution of the Earth works to create day and night and seasons.

Paint a picture that shows how the rotation and revolution of the Earth works to create day and night and seasons.

Construct a model that shows how the rotation and revolution of the Earth works to create day and night and seasons.

Create a book or puppet show that shows how the rotation and revolution of the Earth works.

Make labels for the sun, Earth, day, night, orbit to attach to or use with your creation. Be ready to explain orally.

Write sentences* that identity and explain each part of your drawing or model and how each part works.

Write a story that explains the Earth’s rotation, revolution, day and night, and seasons.

Write a poem that explains the Earth’s rotation, revolution, day and night and seasons.

Pick

a W

ay to

Exp

lain

Crea

te O

ne

This differentiated review/synthesis task is based on Va. SOLS for science:

1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of heat & light *night & day are caused by the rotation of the Earth. 1.7 The student will investigate and understand the relationship of

seasonal change (light and temperature) to the activities & life processes of plants and animals. Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.

Sample Think Tac Toes• Think Tac Toe Language Arts (http://www.rcs.k12.tn.us/rc/instruction/ttt/ttt.htm)

• Environmental Think – Tac – Toe (http://www.msu.edu/~adermanc/Biology102%20Spring/Human%20systems%20Think.htm)

• Assorted Elementary Cubing and Think-Tac-Toe - http://www.narragansett.k12.ri.us/Nes/DInew/tttcubingact.html

• Chemistry Think-Tac-Toe - http://64.233.169.104/search?q=cache:yf7fJ9WYGkcJ:www.piecesoflearning.com/samplepages/dd3.pdf+think+tac+toe&hl=en&ct=clnk&cd=9&gl=us&client=firefox-a

• Art Think-Tac-Toe -http://hiartteacher.blogspot.com/2008/04/leonardo-da-vinci-think-tac-toe.html

• http://www.bedfordk12tn.com/education/components/scrapbook/default.php?sectiondetailid=1153&pagecat=166&PHPSESSID=d8c6a5e82cb5a14694dc64d934fc7244

• Math Think-Tac-Toe –http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tictactoe.pdf

Verbal Rehearsal

Connect with prior learning Association methodThink-Pair-Share

Larry Bell’s 12 Powerful Words

1. Trace List in steps 2. Analyze Break apart 3. Infer Read between the lines 4. Evaluate Judge 5. Formulate Create 6. Describe Tell all about 7. Support Back up with details 8. Explain Tell how 9. Summarize Give me the short version10. Compare All the ways they are alike11. Contrast All the ways they are different12. Predict What will happen next

Frayer MethodExamples Non-examples

Non-linguistic Representation

Use or Application – put in

context

Now write your own definition:

Concept

Visual Clueing

Post key words Color code or place

with pictures, clip art

BibliographyCampbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and

More. Stanwood, WA. 1996.

Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.

Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.

Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.

Cont.• Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the

Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

• Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

• Turville, Joni. (2007). Differntiating by Student Interest: Strategies and Lesson Plans. Larchmont, NY: Eye On Education.

• Northwest Regional Educational Laboratory (2005). Seeing with new eyes: A guidebook on teaching & assessing beginning writiers (6th ed.). Portland, OR: Northwest Regional Educational Laboratory.

41

Resources (continued)

• Assessment:– Curriculum-based measurement www.studentprogress.org

• National Center on Accessing the General Curriculum (NCAC): www.cast.org/ncac/

• Access Center: www.k8accesscenter.org

42

Where Do I Go From Here?Resources

• Online discussion forum:http://www.k8accesscenter.org/discuss

• Effective classroom strategies– Differentiated instruction

• Differentiation Listservs:• mstorm@air.org

• Collaboration

ResourcesDiane Heacox

Differentiating Instruction in the Regular ClassroomCarol Ann Tomlinson

How to Differentiate Instruction in Mixed-Ability Classrooms

http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html

http://www.wilmette39.org/DI39/DIPA/DIPA2.html

http://www.wilmette39.org/DI39/assess.html#2

http://www.flaguide.org/cat/minutepapers/minutepapers1.php

http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/ppts/Assessment.ppt