differentiated instruction powerpoint presentation

Differentiated Instruction

Radford City Schools

People learn differently —we have various learning styles, learning strengths, abilities, and interests.

We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

Differentiated Instruction is Proactive

• The teacher begins with the assumption that different learners have different needs.
• She proactively plans a variety of ways to “get at” and express learning .
• She organizes materials and resources so learning will be purposeful and not chaotic.

Expect BETTER work, �not MORE work!!!

• The teacher does not simply give more work to learners who are more capable; instead, he adjusts the nature of the assignment to meet student needs .
• The level of complexity, steps in a task, and levels of questioning can be geared to student ability.

Begin With Assessment

Students’ readiness level is determined through standardized test results, pre-testing, conversations with the student, interest surveys, and/or instruments indicating preferred learning styles and/or multiple intelligences.

Provide Several Routes to Content, Process, and Product �

• Content— what students learn
• Process— how students go about making sense of ideas and information
• Product— how students demonstrate what they have learned

Differentiated Learning is Student-Centered

• Students are given the opportunity to take increasing responsibility for their own growth.
• Teaching students to share responsibility allows a teacher to work with different groups or individuals for parts of the class time………….and it better prepares students for life.

Differentiation Blends Several Types of Instruction

• Whole-class instruction
• Individual instruction
• Flexible grouping
• Cooperative/collaborative learning

Differentiation is Fluid

• Teachers participate in ongoing collaboration with students
• Lessons and assignments are adjusted as needed
• There is no one “right” way to differentiate as long as the basic principles of differentiated learning are followed.

Some Principles

• Students are pre-assessed to determine learning needs.
• The teacher plans proactively to provide several learning options.
• Students work alone, in pairs, and in small groups .
• Students sometimes receive whole-class instruction .
• The teacher gives clear directions and shares responsibility with students.
• The teacher provides organization to the degree that learning is purposeful and not chaotic .
• The teacher provides support as needed.
• The student takes responsibility for his/her own learning and demonstrates understanding through a student-designed product.

For First Grade Reading

• Create a flexible reading program.
• Post a weekly reading schedule and allow students to find their names on it.
• Allow students to move to appointed parts of the room at times designated on the chart.
• Sometimes the whole class will meet to listen to a story and talk about it or to volunteer to read it.
• Sometimes a small group meets with the teacher to work on decoding, comprehension strategies, or to share ideas.
• Sometimes students will meet with peers to read on a topic of mutual interest, regardless of their reading readiness (different level books on same topic).
• Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levels of reading readiness).
• Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to “choral read” so stronger readers can provide leadership for a peer who doesn’t read as well.

From Tomlinson

Third Grade Reading

• Design a variety of centers based on student learning profiles
• Assign students to centers based on formal or informal assessments
• At centers related to people the students are studying, students can choose to work alone, in pairs, or within a small group
• Some possible centers include:
• Students select a person they’ve studied and make an annotated time line of the person’s early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events.
• Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their friends have had. Students then look in all three works for common themes about growing up and decide to present their work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3 rd grader.

Seventh Grade Science

• As part of an exploration of life science, students chose a living creature and develop questions of interest to them individually.
• Students figure out how to find answers to their questions.
• Each student determines ways to share their findings with their peers.

(Questions can vary in complexity.)

High School Algebra II

• Students can pre-test and “compact out” of a unit at any time during the first three days of instruction
• Students who opt out do an independent investigation of math in the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as needed
• Students who did not “compact out” receive whole group instruction, and then—based on understanding—divide into cooperative groups for practice, or meet in a small group with the teacher for further instruction
• When the class has finished the chapter, everyone participates in two days of mandatory review and the entire class takes the test.

High School U.S. History

Students read biographies of their choice from a suggested reading list. Each student chooses to do one of the following:

• Write a two-page summary of the person’s life.
• Note transforming dates in the subject’s life and make a timeline.
• Choose three events that most impacted the subject’s life and make a poster explaining each.

Students read names from a posted list and go to pre-assigned groups, which include:

• Students meet in small groups and “tell the story” in first person of the subject of each biography
• Students make a chart listing similarities and differences in their characters’ personalities, lives, and accomplishments
• Students brainstorm qualities of “greatness” and create a matrix they will use to rank all of their subjects
• Students choose one or a few topics making news in their lifetimes and conduct a time-travel/round-table discussion in character as their subjects.

Students complete an assignment from the following product list:

• A PowerPoint presentation
• A scripted presentation to the class
• An argumentative or comparative essay.

The Equalizer: A Tool for Planning Differentiated Lessons

• Foundational……………. Transformational
• Concrete…………………. Abstract
• Simple…………………… Complex
• Single Facet……………… Multiple Facets
• Small Leap……………….. Great Leap
• More Structured………….. More Open
• Less Independence……… More Independence
• Slow……………………….. Quick

Tiering Instruction

• Change the nature of the task , not the workload
• Change the sophistication of the prompt and/or the student’s response to it
• Remember to keep all students “above water” by adjusting challenge levels so all students can make sense of their learning

Tiering Formats

• Learning Contracts

Learning Menus

Summarization Pyramid

Change the Verb

Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals.

Students are given choices of tasks in a unit or for an assessment. They most do one “entrée task”, may select from two “side dish” tasks, and may choose to do one of the “dessert” tasks for extra enrichment .

Students receive foam or poster board cubes with a different task written on each face; each task has a different complexity level than the others. Given a topic, students: Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it.

Create a pyramid of horizontal lines, then ask students at different readiness levels to respond to tiered prompts as they interact with the topic.

SOME GREAT PROMPTS

Three attributes

Alternative title

Ingredients

Formula/sequence

Larger category

Future of the topic

Raise or lower the challenge level by changing the verb in your prompt:

CONSIDER USING:

Decide between

Argue for (or against)

• All students need coherent lessons that are relevant, powerful, and meaningful.
• Good curriculum pushes students a bit beyond what is easy or comfortable.
• Encourage students to “work up” and complete tasks that stretch them.
• Sidebar Studies
• Interest Centers
• Specialty Teams
• Real-Life Applications of Ideas and Skills
• New Forms of Expression

Strategies That Support Interest-Based Studies

• Studying concepts and principles through the lens of interest
• Student choice of tasks
• Independent Study
• Mentorships
• Group Investigations
• Interest Groups
• Literature Circles
• Student-selected audiences

Four Factors

• Learning Style Preferences
• Intelligence Preferences
• Culture-Influenced Preferences
• Gender-Based Preferences

Strategies for Learning Profile Preferences

• Vary teacher presentation (auditory, visual, kinesthetic)
• Vary student mode of expression (Gardner’s Multiple Intelligences)
• Working choice arrangements
• Multiple modes of assessment
• Varied approaches to organizing ideas and information

Strategies for Differentiating Content

• Curriculum Compacting
• Mini-lessons

Ways to Support Students

• Reading partners or audio/video recorders
• Note-taking organizers
• Highlighted print materials
• Digests of key ideas
• Peer and adult mentors

Processing: Making Sense of the Content

• Present activities that are interesting to the student
• Provide opportunities for students to think at a higher level
• Cause students to use key skills to understand key ideas

Strategies for Differentiated Processing

• Learning logs or journals
• Graphic organizers
• Centers or interest groups
• Role playing
• Choice boards
• Think-pair-share
• Model-making
• Tiered activities

Creating Product Assignments

• What students must know, understand, be able to do as a result of the study.
• Identify the format of the project.
• Determine expectations for quality (content, process, product).
• Decide on scaffolding (brainstorming, rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading).
• Differentiate based on readiness, student interest, student learning profile.

Why have you been looking at the ocean during this presentation????????

Because……….

Like being on the ocean, when you differentiate you must:

• Find exactly where students are before you know how to take them someplace new
• Organize your resources
• Adjust for varying degrees of depth
• Support those who can’t keep their heads above water
• Modify your strategy as you go
• Recognize there are different ways to reach the same destination

The content of this presentation is based on the work of Carol Ann Tomlinson of the University of Virginia and on her book, How to Differentiate Instruction in Mixed-Ability Classrooms .

Supplementary Resources

• Glossary of terms
• Learning Style inventory
• Sample lessons
• List of additional resources

Differentiated Instruction Powerpoint Presentation

Differentiating Instruction

The Road to Student Success

Although the destination remains constant, the routes we take to reach that destination and the time it takes us to get there may vary.

Learning Targets

• Identify key components of differentiated instruction

• I can create a differentiated learning lesson for Common Core

Standard-specific learning targets.

Why differentiate?

• No two children are alike

• No two children learn in the identical way

• To provide access to the curriculum for all students

• One size does not fit all

Why is differentiating instruction a form of Intervention?

• Intervention must take a broader view than that of simply supplying repetitious skill practice.

• To succeed in math, students need a solid conceptual base, ways to model their thinking, and a repertoire of strategies.

• Differentiation is preventative.

• Meeting the needs of struggling students is effective teaching .

What is differentiation?

• Meeting students where they are:

 Abilities

 Interests

 Learning styles

• The recognition of students’ varying background knowledge

• Instruction that appeals to students’ differences

Ways Teachers Can Differentiate

Knowledge and skills

Varying learning activities or strategies

Varying complexity/choice

(tiered assignments)

First Steps: Preparing for Differentiation

• Identify standard(s): learning goals and outcomes

• Diagnose the difference in readiness, interests and learning styles of each student through various tools:

Entrance tasks

Observation

Assessments

Use data to inform instruction

• Reteaching to whole group?

• Guided group; pairs practice?

• Workstations and guided group?

• One-on-one instruction?

Using MAP Data

Class by RIT – Class by Goal

Differentiation Strategies

•Curriculum compacting •Tiered lessons

Elementary Secondary

•Independent study •Graphic organizers

•Interest centers

• Flexible grouping

•Learning contracts

•Choice boards

•Reading Counts

•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:

Performance

Use rich 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)

Create the Environment

• Physical setting-

– Use of space: create spaces to work

– Teach in different areas of the room

– Provide students access to materials they will need for projects – markers, chart paper, etc

Establish Routines

• Teach students:

– how to enter and exit the classroom

– where and when to turn in work

– how and when to ask for help

– where to go for supplies

– what to do when finished

– how to transition in and out of groups

Emotional Tone

• Affirmation Posters – For example

– “Fair is not everyone getting the same thing, fair is everyone getting what they need to be successful”

– “This is a risk-taking, mistake-making classroom”

• Model Honor and Inspiration

• Celebrate learning from mistakes

“A Math-Rich Physical

Classroom environment”, a closer look at, tiered lessons.

• Adapting directions

– Simple  Detailed

– Specific  Open-Ended

– One step-at-a-time  Multi-step

• Adapting the complexity of the assignment

– Hands-On  Theoretical

– Teacher-Led  Student-Led

Sample Lesson: “A Great Feat”

• Determine the focus standard(s).

– Grade level, domain, cluster, standard

• How can this lesson be improved for teaching the standard(s) at your grade level?

Differentiation Strategies for Mathematics , Shell Education

Creating a Lesson

• Hand-outs needed:

– Common Core Standards (K-5)

– “Instructional Priorities- Mathematics”

– Tables 1 and 2

– Observations of Mathematical Instructional

Choose a standard at your grade level.

Identify your learning target(s).

Identify the resources needed.

Choose/Develop Instructional Strategies

How will you differentiate and assess?

Be ready to share with the group.

NWEA/MAP Resources

• Hand-outs:

– DesCartes Statements by RIT bands (skills)

– Math DesCarte: Number Sense Lesson

– Lesson Plan Template (using MAP data) www.foridahoteachers.org

www.fortheteachers.org

Teachers who differentiate find…

• Greater understanding of the concepts behind the ‘rules’.

• 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 develop/hone problem solving skills.

• Students are able to initiate their own tasks/projects.

List one idea/strategy that you plan to implement with your students next week.

List one idea/strategy that you would like to research more in order to implement with your students this semester.

What questions do you have about differentiated instruction?

How can we continue to support your work?

Diane Culbertson, NKCES www.DianeCulbertson.net

[email protected]

Jenny Ray, KDE/NKCES www.JennyRay.net

[email protected]

Resources/References

• www.foridahoteachers.org

• www.fortheteachers.org

• http://www.giftedsources.com/index.htm

• http://www.tip.duke.edu/

• http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

• http://www.diffcentral.com/index.html

• http://daretodifferentiate.wikispaces.com/

• http://www.caroltomlinson.com/

• www.commoncore.org

• Books:

Models of Intervention in Mathematics: Reweaving the Tapestry (NCTM)

– Standards Based Activities & Assessments for the Differentiated Classroom

90 Instructional Strategies for the Classroom

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction—a method you may have heard about but haven’t explored, which is why you’re here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction—and that’s because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of  Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

• Match vocabulary words to definitions.
• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

• Break some students into reading groups to discuss the assignment.
• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

• Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
• Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student’s level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic.  Finally, learning contracts are made between a student and teacher, laying out the teacher’s expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

• Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.
• Teach mini lessons to individuals or groups of students who didn’t grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.
• Use manipulatives, especially with students that have more difficulty grasping a concept.
• Have students that have already mastered the subject matter create notes for students that are still learning.
• For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

• Emma McCrea (2019) suggests setting up “Help Stations,” where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.
• Set up a “question and answer” session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.
• Create a visual word wall. Use pictures and corresponding labels to help students remember terms.
• Set up interest centers. When learning about dinosaurs you might have an “excavation” center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.
• Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

• ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.
• Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.
•  Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.
• Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

• Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report. 
• Reading groups can pick a book based on interest or be assigned based on reading level
• Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.
• Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

• Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.
• Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.
• Keep track of and assess student’s writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.
• Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.
• For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

• Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!
• Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.
• Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.
• The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments “Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths”. You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.
• Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

• https://www.thoughtco.com/differentiation-instruction-in-special-education-3111026
• https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
• https://www.solutiontree.com/blog/differentiated-reading-instruction/
• https://www.readingrockets.org/article/differentiated-instruction-reading
• https://www.sadlier.com/school/ela-blog/13-ideas-for-differentiated-reading-instruction-in-the-elementary-classroom
• https://inservice.ascd.org/seven-strategies-for-differentiating-instruction-for-english-learners/
• https://www.cambridge.org/us/education/blog/2019/11/13/three-approaches-differentiation-primary-science/
• https://www.brevardschools.org/site/handlers/filedownload.ashx?moduleinstanceid=6174&dataid=8255&FileName=Differentiated_Instruction_in_Secondary_Mathematics.pdf

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

• The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition
• Leading and Managing a Differentiated Classroom – Carol Ann Tomlinson and Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning – Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez
• Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids – Carol Ann Tomlinson and Jay McTighe
• Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 5–9: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 9–12: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Cindy A. Strickland
• Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching – Carol Ann Tomlinson
• Leadership for Differentiating Schools and Classrooms – Carol Ann Tomlinson and Susan Demirsky Allan
• How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson
• Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon
• How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition – Carol Ann Tomlinson
• How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson 
• Assessment and Student Success in a Differentiated Classroom Paperback – Carol Ann Tomlinson, Tonya R. Moon
• Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition – Carol Ann Tomlinson, Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez
• Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom  – David A. Sousa, Carol Ann Tomlinson
• Leading for Differentiation: Growing Teachers Who Grow Kids – Carol Ann Tomlinson, Michael Murphy
• An Educator’s Guide to Differentiating Instruction. 10th Edition – Carol Ann Tomlinson, James M. Cooper
• A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? – Carol Ann Tomlinson, Marcia B. Imbeau
• Managing a Differentiated Classroom: A Practical Guide – Carol Tomlinson, Marcia Imbeau
• Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition – Carol Ann Tomlinson
• Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition – Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson
• The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition – Carol Ann Tomlinson

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Differentiated Instruction in Learning Focused Classrooms Powerpoint

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Carol Ann Tomlinson Ed.D Differentiated Instruction

Jan 01, 2020

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Carol Ann Tomlinson Ed.D Differentiated Instruction. “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” -Carol Ann Tomlinson. Quiz. Background. Education

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Carol Ann Tomlinson Ed.DDifferentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination.” -Carol Ann Tomlinson

Background • Education • B.A. University of South Carolina--majors in German and English, minor in education • M.R.E. Southern Theological Seminary--emphasis in youth education and drama • M.Ed. University of Virginia--emphasis in reading, minors in English education and speech pathology • Ed.D. University of Virginia--emphasis in gifted education, other concentrations in curriculum, qualitative research, organizational behavior and policy analysis • Key Professional Experience • Teacher, Lee County (NC) Public Schools--secondary English and history • Director, Clarendon Child Development Center, Arlington, VA • Teacher, Fauquier County (VA) Public Schools--middle school language arts, exploratory German, & advanced English • Director of Programs for the Gifted and School Community Relations Coordinator, Fauquier County (VA) • Adjunct Instructor for James Madison University, University of Virginia, Radford University, University of Richmond, Baylor University, University of Alaska • Educational Director of the U.Va. Summer Enrichment Program, 1991-1995 • Currently, Professor of Educational Leadership, Foundations, and Policy at the University of Virginia Including: Staff member and Principal Investigator, National Research Center on the Gifted and Talented, Co-Director of U.Va. Institutes on Academic Diversity, and Program Coordinator

Background • Research and Specialty Areas • Differentiation of curriculum and instruction for academically diverse learners, • School reform and gifted education, gifted education and middle school, • Curriculum and instruction/Encouraging creative and critical thinking in the classroom • Numerous other publications, professional presentations, and honors

Belief #2 Belief #1 Belief #3

Belief #1 “It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity.” -Tomlinson

Relaxed Alertness • Affirmation • I am accepted and acceptable here; I am safe here as I am; People listen to me here; People know how I'm doing; and it matters; My interests and perspectives are acknowledged and acted on; People believe in me here. • Contribution • I make a difference in this place; I help others and the class as a whole to succeed; I am connected to others through mutual work and common goals. • Power • I understand how this place operates and what is expected of me; There is dependable support here for my journey.

Orchestrated Immersion • Contribution • I bring to this place abilities and perspectives that are unique. • Power • What I learn is useful to me now; I make choices that contribute to my success. • Challenge • The work here complements my ability; The work stretches me; I work hard; I am accountable for my own growth and contribution to the growth of others; I often accomplish things here I didn't believe were possible.

Active Processing • Power • I know what quality looks like here and how to achieve it. • Purpose • I understand what we do here; I see significance in what we do here; What we learn reflects me and my world; The work we do here makes a difference in the world; The work absorbs me.

“These teachers ultimately say to their students, ‘I want to be a leader in creating a place where each of you becomes more keenly aware of the possibilities in yourself, the people around you, and the power of knowledge. In this place, I want us to find together a good way to live.’” -Tomlinson Belief #2

Relaxed Alertness • Invitation • I have respect for you and who you can become; I want to know you; you are unique and valuable; I believe in you; I have time for you; I learn when I listen to you; This place is yours too; We need you here. • Persistence • You're growing but not finished growing; When one route doesn't work there are others we can find; Let's figure out what works best; There are no excuses here, but there is support; There is no finish line in learning.

Orchestrated Immersion • Opportunity • I have important things for you to do here today; The things I ask you to do are worthy things; The things I ask you to do are often daunting; The things I ask you to do open new possibilities for you; The things I give you to do here help you become all you can be; You have specific roles that make us all more efficient and effective.

Active Processing • Investment • I work hard to make this place work for you; I work to make this place reflect you; I enjoy thinking about what we do here; I love to find new paths to success; It is my job to help you succeed; I am your partner in growth; I will do what it takes to ensure your growth. • Reflection • I watch you and listen to you carefully and systematically; I make sure to use what I learn to help you learn better; I try to see things through your eyes; I continually ask how is this partnership working?; I continually ask how can I make this better?

Belief #3 “The goal of differentiated class is to plan actively and consistently to help each learner move as far and as fast as possible along a learning continuum.”

Orchestrated Immersion • Important: • What we study is essential to the structure of the discipline; What we study provides a roadmap toward expertise in discipline; What we study is essential to building student understanding; What we study balances knowledge, understanding, and skill. • Focused: • Whatever we do is unambiguously aligned with the articulated and essential learning goals; Whatever we do is designed to get us where we need to go; Both the teacher and students know why we're doing what we're doing; Both the teacher and students know how parts of their work contribute to a bigger picture of knowledge, understanding, and skill. • Engaging: • Students most often find meaning in their work, find the work intriguing, see themselves and their world in the work, see value to others in work, find the work provokes curiosity, find themselves absorbed by work. • Demanding: • The work in most often a bit beyond the reach of each learner; Student growth is nonnegotiable; Standards for work and behavior are high; Students are guided in thinking and working like professionals; There is no "loose" time. • Scaffolded: • The teacher teaches for success; Criteria for success are clear to students; Criteria for classroom operation and student behavior are clear to students; Varied materials support growth of a range of learners; Varied modes of teaching support a variety of learners; Varied avenues to learning support a variety of learners; Small and large group instruction focuses on varied learner needs; Varied peer support mechanisms are consistently available; The teacher uses modeling, organizers, and other strategies to point to success.

“Differentiated Instruction focuses on whom we teach, where we teach and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals” (Tomlinson & McTighe, 2006).

References • Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria: Association for Supervision and Curriculum Development. • Tomlinson, C. (1999, November). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16. • Tomlinson, C. & Allan, S. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria: Association for Supervision and Curriculum Development. • Tomlinson, C. and McTighe J. (2006). Integrating Differentiated Instruction and Understanding By Design. Alexandria: Association for Supervision and Curriculum Development.

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