Dare to Differentiate
Deborah Espitia
Coordinator of World Languages & ESOL
Leslie Grahn
World Language Resource Teacher
Howard County Public Schools, Maryland
[email protected]
[email protected]
Let’s do a fuel gauge
check
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share
with others
Warm-up:
Mixed readiness groups
• Create a group of 3 or 4 who have a
variety of fuel levels indicated on their
gauge.
• Sit together in a group.
Warm-up: Readiness
groups
• Cut and paste activity: In your groups,
cut apart and collaboratively develop
categories for the ideas on the strips of
paper. Glue them to the large colored
paper and label with the agreed upon
categories.
Differentiation Foldable
Differentiation
strategies I’ve
tried
Challenges to
incorporating
differentiation
Questions I
have about
differentiation
Workshop Choice Board
Dare to Differentiate Outcomes
Participants will:
Build background knowledge of research and
application of differentiation strategies.
Participate in simulations of differentiation
strategies.
Create differentiated activities for immediate
use in their classrooms.
Receive a packet full of differentiation activity
templates and examples.
What about my special
needs learners?
Who are the diverse
learners in our
classrooms?
The diversity of our diverse learners
Ability
Gender
Ethnicity
Socio-economics
Interests
Prior experiences
Learning preferences
Lining it all up:
TRADITIONAL TEACHING
LENS

Struggling
learners
Teaching
to the middle



Regular/Average
learners

Advanced
learners
Lining it all up:
DIFFERENTIATION
TEACHING LENS
        
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Lining it all up:
DIFFERENTIATION
Speaking
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Lining it all up:
DIFFERENTIATION
Writing
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Lining it all up:
DIFFERENTIATION
Preterit
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Lining it all up:
DIFFERENTIATION
Imperfect
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Lining it all up:
DIFFERENTIATION
Art Unit
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Lining it all up:
DIFFERENTIATION
Sports Unit
Struggling
learners
Advanced
learners
Students’ positions on this continuum change from
theme to theme, topic to topic, level to level.
Suggestions for working
with struggling learners
 Look for the learner’s positives.
 Don’t let what’s broken extinguish what works.
 Pay attention to relevance.
 Go for powerful learning.
 Teach up.
 Use many avenues to learning.
 See with the eyes of love.
Tomlinson, How to Differentiate
Instruction in Mixed-Ability Classrooms,
ASCD
DIFFERENTIATION:
What is it?
Differentiation based on
research and writings of:
Carol Ann Tomlinson
Professor of Educational Leadership
University of Virginia
A definition…
"What we share in common makes us
human. How we differ makes us
individuals. In a classroom with little or
no differentiated instruction, only
student similarities seem to take center
stage.
A definition…
In a differentiated classroom,
commonalities are acknowledged and
built upon, and student differences
become important elements in teaching
and learning as well ....
A definition…
Students have multiple options for
• taking in information
• making sense of ideas
• expressing what they learn.
A definition…
In other words, a differentiated
classroom provides different avenues to
• acquiring content
• processing or making sense of ideas
• and developing products."
Carol Ann Tomlinson
Differentiation
Non-Negotiables
•
•
•
•
•
Supportive learning environment
Continuous assessment
High-quality curriculum
Respectful tasks
Flexible grouping
The Cogs of Differentiation
Tomlinson, 2003
Differentiation
is a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
flexible
grouping
ongoing
assessment
Teachers can differentiate
Content
Process
Product
according to students’
Readiness
Interests
Learning Profile
through a range of instructional and management strategies
Differentiation concepts
Classroom elements





Content
Process
Products
Learning Environment/ Affect
Assessment
Differentiation
•Content
•Process
•Product
•Environment
•Assessment
Curriculum
Presentation
Pacing
Materials
Differentiation
•Content
•Process
•Product
•Environment
•Assessment
Grouping
Complexity
Choice
Studentcreated
Differentiation
•Content
•Process
•Product
•Environment
•Assessment
Modes of
expression
Materials
Formats
Differentiation
•Content
•Process
•Product
•Environment
•Assessment
Seating
Grouping
Movement
Atmosphere
Differentiation
•Content
•Process
•Product
•Environment
•Assessment
Rubrics
Grading
Format
Modes of
expression
How do I know how to
DIFFERENTIATE?
Strategies
for getting
to know our
learners
Knowing the learner
Cognitive
Development
Knowing the Learner
WHO
Personal
Development
Social
Development
Differentiation Concepts
Student characteristics
 Readiness
 Interest
 Learning Profile
Differentiation Concepts
Learning Profile




Grouping Preferences
Cognitive Style
Learning Environment Needs
Information Processing
Differentiation Concepts
Readiness & Interests




Pre-assessments
Every Student Response
Surveys
??
TV Interest groups
• On a colored index card, write the name
of your two favorite television shows.
• Find five other people who have at least
one show/type of show in common with
you.
• Sit together in a group.
How well do I
know my
students?
Think of a particular student.
Create a web of information
you know about that student.
How well do I
know my
students?
Highlight and label the learner
characteristic for each item
Learning profile = LP
Interest = I
Readiness = R
How well do I
know my
students?
What don’t you know that would be
helpful?
Reflect on how you might get to
know that student better.
Strategies for getting to
know our learnersLEARNING PROFILE
Strategies
for getting
to know our
learnersLEARNING
PROFILE
MULTIPLE INTELLIGENCES
Naturalist
MusicalRhythmic
Bodily-Kinesthetic
VisualSpatial
LogicalMathematical
Verbal-Linguistic
Intrapersonal
Interpersonal
Strategies for getting to
know our learnersLEARNING
PROFILE
Strategies for getting to
know our learnersINTEREST
Strategies for getting to
know our learnersREADINESS
Time for a break!
Digging deeper into
DIFFERENTIATION
What are respectful tasks?
Respectful tasks…
Emphasize strengths.
Are relevant.
Provide choices.
Stretch students.
Scaffold learning.
Differentiation Strategies





Learning Centers
Tiered Assignments
R.A.F.T.s
Choice Boards
Flexible Grouping
DIFFERENTIATION
STRATEGIES:
Learning Centers
What are Learning Centers?
Areas set up in the classroom with
learning activities directed at a
specific:
– Interest
– Skill
– Extended study of essential concept
Learning Centers
(random groupings)
(pink) A
(green) B
(yellow) C
(orange) D
(white) E
Reflection on
Learning Centers
How could I transform
the learning centers I
just experienced to
ones I can use for my
classroom?
Learning Centers
A = Picture prompt
B = Color coding activity
C = Experience with/not
D = Highlight words that relate
E = Choose from lists
SUGAR RUSH!!!
What’s your favorite dessert?
Line up alphabetically
based on your
favorite dessert’s first
letter.
Fuel gauge check
Think about your comfort level with
differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share
with others
DIFFERENTIATION
STRATEGIES:
RAFT Assignments
RAFT Assignments
Focus on:
•
•
•
•
Writing and reasoning
Ideas around a topic
Student choice, interest
Learning styles, preferences
What does RAFT mean?
R = ROLE
A = AUDIENCE
F = FORMAT
T = TOPIC
Let’s build a RAFT
RAFT Assignments
As a group, choose a topic for your
RAFT.
Individually, choose a role and then
add your RAFT idea to the
template.
DIFFERENTIATION
STRATEGIES:
Choice Boards
CHOICE BOARDS
 Students choose from a menu of
options
 Tasks vary by process and interest
 Some anchor activities can be required
of all students
 Can be used for homework, projects,
and assessment
Build Your Own
Choice Board
1. Choose a content topic and language
structure.
2. Create a choice board of activities,
projects, or performances with your
diverse student learners in mind.
DIFFERENTIATION
STRATEGIES:
Tiered Assignments
Tiered Assignments
What are they?
• Tiered assignments are parallel tasks at varied levels of
complexity, depth and abstractness with various degrees
of scaffolding, support, or direction. Students work on
different levels of activities, all with the same essential
understanding or goal in mind.
Tiered Assignments
What are they?
• Tiered assignments accommodate mainly for differences
in student readiness and performance levels and allow
students to work toward a goal or objective at a level that
builds on their prior knowledge and encourages
continued growth.
Tiered Assignments
Why use them?
• One of the main benefits of tiered assignments is that they
allow students to work on tasks that are neither too easy nor
too difficult.
• They are highly motivating because they allow students to be
successful at their level of readiness.
• Tiered assignments also allow students to work in their specific
learning styles or preferences.
Tiered Assignments
How to use them?
1. Make sure all tiered activities are introduced
with the same level of enthusiasm and
interest.
2. Take care to give different work, not simply
more or less work, for different tiers.
3. Ensure that all students are equally involved
and active.
4. Ensure that all activities are equally
appealing and desirable.
Tomlinson’s Equalizer
Analyzing a
Tiered Assignment
 Parallel tasks
 Varying levels of complexity
 Various degrees of scaffolding, support,
or direction
 Different levels of activity with same
essential goals
 Builds on prior knowledge and
encourages continued growth
DIFFERENTIATION
STRATEGIES:
Flexible Grouping
How did we group you today?
•
•
•
•
Interest (TV shows)
Random (colored index cards)
Interest (favorite dessert)
Mixed Readiness (fuel gauge)
Fuel gauge check
Think about your comfort level with
differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share
with others
Dare to Differentiate Wiki
daretodifferentiate.wikispaces.com
Dare to Differentiate wiki:
daretodifferentiate.wikispaces.com
Differentiation Buddies
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Dare to DIFFERENTIATE
Take the dare.
Dare to DIFFERENTIATE
[email protected]
[email protected]
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Daring to Differentiate