Differentiation:

ADAPTING FOR UNDERSTANDING, NOT EXPEDIENCY IS THE GOAL.

'We might change the layout of the track, but all students are still in the race.'

-Dr. Carol Ann Tomlinson

DRIVING QUESTION

How do I create an instructional brand that weaves assessment choices and instructional practices together to differentiate learning towards mastery?

LEARNING TARGETS:

I CAN...


Identify where assessment choices provide opportunities for instruction that informs and sets up differentiation for student learning.


Connect instructional opportunities with assessment choices that lead students towards mastery.

Pocket Norms


Step Up- contribute in ways that add to the learning


Move Over- allow space for others


Assume Goodwill- positive presuppositon


Collect Wisdom- seek to learn and grow


Accept/Expect Non-closure- ongoing, process, learning and reflection

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Making Meaning: Differentiated Instruction

If: The idea of Differentiation of Instruction is an approach to teaching that advocates active planning for student differences in classrooms (Carol Ann Tomlinson).


Then: How do we identify what students already know and help them move beyond their initial understanding?



Essential Questions:


When planning your instructional approach and assessments for students, ask:


  1. Am I changing the work load?
  2. Am I changing the nature of the task?



(Rick Wormeli)

Define work load?

See Table Copy of Chemistry Example

Mini-Workshop: General Differentiation Approach

Practice: Take Temperature Reading

Activity 1: Adjust Instruction based on Assessment Results

If: Differentiated Classroom is where assessment and instruction are woven together on the premise that we cannot have good assessment that does not instruct and we cannot have good instruction that does not assess.


Then: In what ways do assessment inform our instruction and practices on every turn?


Use the two examples from the article and address the following:


  • Identify the assessment. How does it inform the teacher of their instruction? practice of differentiation?
  • Did the work load change? Explain.
  • Did the nature of the task change? Explain.
  • In what ways do you think the formative assessment directly impacted student achievement?

Differentiated Instruction : The "WHAT"

Most methods of differentiation fall into the following categories:


  • Content-legally mandated curriculum (skills and content knowledge)
  • Process- many ways in which our students learn the curriculum.
  • Product-how students prove that they have learned the content.
  • Learning Environment-classroom configurations that provide best opportunities for students to learn.
  • Affect- socio-emotional factors that influence learning. (ex: feeling safe and invited)

Differentiated Instruction: The "How"

  • Readiness- tasks that are a close match for a learners skill and understanding of a topic
  • Interest- levels of learner engagement, modes of expression, and learner choice
  • Learning Profile-learning environment, cognitive style, intelligence preference, and group orientation

Response to Intervention Process: Structures and Strategies for Mixed-Ability Classrooms

"Differentiation From Planning to Practice Grades 6-12"

Article by Rick Wormeli referred to by college board website.