The Differentiated Classroom
Learning That Makes a Meaningful Impact
FOUNDATIONS AND IMPLICATIONS OF A DIFFERENTIATED CLASSROOM
EDU 673 Instructional Strategies for Differentiated Teaching and Learning
Dr. Cynthia Martinek
May 9, 2016
What is differentiation?
According to the text, content is finding more than one way to present information (Puckett, 2013). Therefore, students will learn through modeling, video presentation, and utilizing multiple resources to present the same topic.
Refers to the way students make sense of information which allows them to buy in to the concepts (Puckett, 2013). These activities give students an opportunity to explore key concepts through their lens, interest and ability level. It also provides opportunities to learn through trial and error. Students will appeal to their interest and learning styles.
As stated by Puckett, differentiating by product affords students the opportunity to show what they have learned (Puckett, 2013). This is usually a culminating activity that demonstrates a deeper understanding of concepts. It also gives students a chance to be creative and offers choice. Students will be given express understanding of concepts through performance task, and projects.
Positive Learning Environment
Social & Emotional Needs
- Interest Surveys
- Building Background and Schema
- Think Pair Share
- Turn and Talk
- Partner work and Collaboration
- Check for understanding
- Goal Setting
- Parking Lots
- Leveled and tiered assignments
- Graphic Organizers
Example Choice Board
Opportunities For Success
Sample 4th grade Tiered assignment (Hackett & Hasty, 2012)
Tier one: (Struggling students) Students are asked to write a public service announcement using jingles, slogans, or art to convey why global warming is a problem and what people can do to prevent it.
Tier two: (On grade level) Students conduct a survey of peer awareness and understanding of global warming. They design a limited number of questions and decide how to report their results such as with charts or in a newscast.
Tier three: (Advanced) Students debate the issue about the seriousness of global warming, each side expressing a different viewpoint. They must provide credible evidence to support their opinions and arguments.
- Standardized test
- Performance tack
- Quick checks
- Anecdotal notes
Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.
Chapman, C., & King, R. (n.d.). Differentiated strategies for assessment. Retrieved from https://differentiatedstrategies.wikispaces.com/Differentiated Strategies for Assessment
Excerpted from: Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved from http://www.readingrockets.org/article/what-differentiated-instruction
Hackett, N., & Hasty, E. (2012, March). Differentatied instruction: How to ensure success for all students. Retrieved from http://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf
Garden City Public Schools. (n.d.). Differentiated instruction brochure. Retrieved from http://www.gardencity.k12.ny.us/cms/lib8/NY01913305/Centricity/Domain/29/Differentiated%20Instruction%20Brochure.pdf