Transcript DIFFERENTIATION - Allen County Educational Service Center

DIFFERENTIATION
TIES TO THE OHIO
TEACHER EVALUATION
SYSTEM
Judy Chaffins, [email protected]
Why Is It Important to
Understand Differentiation?
• It is a part of the Ohio Teacher Evaluation
System (OTES) and you will be measured by it.
• It is part of the Ohio Report Card in the form of
value-added.
• It is a part of 21st Century Learning and
Teaching.
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Definition
• Differentiation is simply planning to meet the
needs of all learners in your classroom more often,
with more success.
• It is creating a classroom in which teaching and
learning can proceed predictably and productively.
• It is to support the maximum development of each
individual and the group as a whole.
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Teachers’ Goal
To help each learner
take the next
appropriate step in
learning
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OTES Rubric – Differentiation Domain
DIFFERENTIATION
(Standard 1: Students;
Standard 4: Instruction)
Sources of Evidence:
Pre-Conference
Classroom
Walkthroughs/Informal
Observations
Evidence
Ineffective
Developing
Skilled
Accomplished
The teacher does not
attempt to make the
lesson accessible and
challenging for most
students, or attempts
are developmentally
inappropriate.
The teacher relies
on a single strategy
or alternate set of
materials to make
the lesson
accessible to most
students through
some students may
not be able to
access certain parts
of the lesson
and/or some may
not be challenged.
The teacher supports the
learning needs of
students through a
variety of strategies,
materials, and/or pacing
that make learning
accessible and
challenging for the
group.
The teacher matches
strategies , materials, and/or
pacing to students’ individual
needs, to make learning
accessible and challenging for
all students in the classroom.
The teacher effectively uses
independent, collaborative
and whole-class instruction to
support individual learning
goals and provides varied
options for how students will
demonstrate mastery.
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OTES Rubric – Differentiation Domain
DIFFERENTIATION
(Standard 1: Students;
Standard 4: Instruction)
Sources of Evidence:
Pre-Conference
Classroom
Walkthroughs/Informal
Observations
Ineffective
Developing
Skilled
Accomplished
The teacher does not
attempt to make the
lesson accessible and
challenging for most
students, or attempts
are developmentally
inappropriate.
The teacher relies
on a single strategy
or alternate set of
materials to make
the lesson
accessible to most
students through
some students may
not be able to
access certain parts
of the lesson and/or
some may not be
challenged.
The teacher supports the
learning needs of
students through a
variety of strategies,
materials, and/or pacing
that make learning
accessible and
challenging for the group.
The teacher matches
strategies , materials, and/or
pacing to students’ individual
needs, to make learning
accessible and challenging for
all students in the classroom.
The teacher effectively uses
independent, collaborative
and whole-class instruction to
support individual learning
goals and provides varied
options for how students will
demonstrate mastery.
Evidence
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Pre-Conference Sample
Questions - Differentiation
• How will the instructional strategies address all
students’ learning needs?
• How will the lesson engage and challenge
students of all levels?
• How will developmental gaps be addressed?
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Post-Conference Sample
Questions - Differentiation
• How did the instructional strategies address all
students’ learning needs?
• How did the lesson engage and challenge students of
all levels?
• How were developmental gaps addressed?
• Why is it important to provide varied options for
student mastery?
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OTES Rubric – Focus for Learning
FOCUS FOR LEARNING
(Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
The teacher does
not demonstrate a
clear focus for
student learning.
Learning
objectives are too
general to guide
lesson planning &
are inappropriate
for the students,
and/or do not
reference the
Ohio standards.
Developing
The teacher
communicates
focus for student
learning, develops
learning
objectives that are
appropriate for
students &
reference the
Ohio standards
but do not include
measureable
goals.
Skilled
Accomplished
The teacher demonstrates a
focus for student learning, with
appropriate learning objectives
that include measurable
goal(s) for students learning
aligned with the Ohio
standards. The teacher
demonstrates the importance
of the goal & its
appropriateness for students.
The teacher establishes challenging
& measurable goal(s) for student
learning that aligns with the Ohio
standards & reflect a range of
student learner needs. The teacher
demonstrates how the goal(s) fit into
the broader unit, course, & school
goals for content learning & skills.
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OTES Rubric – Focus for Learning
FOCUS FOR LEARNING
(Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
Developing
Skilled
Accomplished
The teacher does
not demonstrate
a clear focus for
student learning.
Learning
objectives are
too general to
guide lesson
planning & are
inappropriate for
the students,
and/or do not
reference the
Ohio standards.
The teacher
communicates
focus for student
learning, develops
learning objectives
that are
appropriate for
students &
reference the Ohio
standards but do
not include
measureable goals.
The teacher demonstrates a focus
for student learning, with
appropriate learning objectives
that include measurable goal(s) for
students learning aligned with the
Ohio standards. The teacher
demonstrates the importance of
the goal & its appropriateness for
students.
The teacher establishes challenging
& measurable goal(s) for student
learning that aligns with the Ohio
standards & reflect a range of
student learner needs. The teacher
demonstrates how the goal(s) fit into
the broader unit, course, & school
goals for content learning & skills.
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OTES Rubric – Assessment Data
Ineffective
The teacher does
not plan for the
assessment of
student learning or
does not analyze
student learning
data to inform
lesson plans.
ASSESSMENT DATA
(Standard 3: Assessment)
Sources of Evidence:
Pre-Conference
The teacher does
not use or only
uses one measure
of student
performance.
Developing
The teacher explains
the characteristics,
uses, & limitations of
various diagnostic,
formative, &
summative
assessments but does
not consistently
incorporate this
knowledge into lesson
planning.
The teacher uses more
than one measure of
student performance
but does not
appropriately vary
assessment
approaches, or the
teacher may have
difficulty analyzing
data to effectively
inform instructional
planning & delivery.
Skilled
The teacher demonstrates an
understanding that assessment
is a means of evaluating &
supporting student learning
routines effectively
incorporating diagnostic,
formative, and/or summative
assessments into lesson
planning.
Accomplished
The teacher purposely plans
assessments & differentiates
assessment choices to match the full
range of student needs, abilities, &
learning styles, incorporating a range
of appropriate diagnostic, formative, &
summative assessments into lesson
plans.
Student learning needs are accurately
The teacher employs a variety of identified through an analysis of
formal & informal assessment
student data; the teacher uses
techniques to collect evidence of assessment data to identify student
students’ knowledge & skills & strengths & areas for student growth.
analyzes data to effectively
inform instructional planning &
delivery.
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Evidence
OTES Rubric – Assessment Data
ASSESSMENT DATA
(Standard 3: Assessment)
Sources of Evidence:
Pre-Conference
Ineffective
Developing
Skilled
Accomplished
The teacher does
not plan for the
assessment of
student learning or
does not analyze
student learning
data to inform
lesson plans.
The teacher explains the
characteristics, uses, &
limitations of various
diagnostic, formative, &
summative assessments
but does not consistently
incorporate this knowledge
into lesson planning.
The teacher does
not use or only
uses one measure
of student
performance.
The teacher uses more
than one measure of
student performance but
does not appropriately vary
assessment approaches, or
the teacher may have
difficulty analyzing data to
effectively inform
instructional planning &
delivery.
The teacher demonstrates an
understanding that assessment is a
means of evaluating & supporting
student learning routines effectively
incorporating diagnostic, formative,
and/or summative assessments into
lesson planning.
The teacher purposely plans
assessments & differentiates
assessment choices to match the
full range of student needs,
abilities, & learning styles,
incorporating a range of
appropriate diagnostic,
formative, & summative
assessments into lesson plans.
The teacher employs a variety of
formal & informal assessment
techniques to collect evidence of
students’ knowledge & skills &
analyzes data to effectively inform
instructional planning & delivery.
Student learning needs are
accurately identified through an
analysis of student data; the
teacher uses assessment data to
identify student strengths &
areas for student growth.
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Evidence
Assessment
• Assessment for – teachers use to measure
achievement (formative from teacher viewpoint)
• Assessment of – teachers use to plan instruction
(summative)
• Assessment as – students use to become more aware
of their own growth relative to important learning
targets, develop skills to enhance their own success,
and to help their peers (formative-from student
viewpoint)
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Classroom Assessment
• The process of collecting, synthesizing, and
interpreting information in a classroom for the purpose
of aiding a teacher’s decision making.
• Formative – ongoing (guide, mentor, direct &
encourage student growth – the cook tastes the soup:
adjustment)
• Summative – point in time snapshot (measure &
evaluate student outcomes-the guests taste the soup:
finality and judgment)
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Pre-Assessment
 Finding the right “entry” point for each learning
experience (flexible grouping)
Is the child a novice, skilled or a master?
• Can he/she swim? … shallow end of the pool,
putting his/her face in the water;
• Does he/she need instruction? …learning strokes;
• Does he/she need advanced instruction? …learning
how to improve his/her strokes
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Professional Comparisons
• A doctor needs to make an accurate diagnosis in order to
help the patient.
• A lawyer needs to make an accurate assessment of a
client’s needs in order to create the appropriate legal step
for the client.
• An engineer needs the appropriate measurements and
data to develop an appropriate plan for a project.
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Rubric – Prior Content Knowledge/Sequence/Connections
PRIOR CONTENT
KNOWLEDGE/SEQUE
NCE/CONNECTIONS
(Standard 1: Students;
Standard 2: Content;
Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
Developing
The teacher’s
lesson does not
build on or
connect to
students’ prior
knowledge, or
the teacher may
give an
explanation that
is illogical or
inaccurate as to
how the content
connects to
previous and
future learning.
The teacher makes an
attempt to connect
the lesson to
students’ prior
knowledge, to
previous lessons or
future learning but is
not completely
successful.
Skilled
The teacher makes clear &
coherent connections with
students’ prior knowledge and
future learning—both
explicitly to students & within
the lesson.
The teacher plans &
sequences instruction to
include the important content,
concepts, & processes in
school & district curriculum
priorities & in state standards.
Accomplished
The teacher uses the input & contributions of families,
colleagues, and other professionals in understanding
each learner’s prior knowledge & supporting their
development. The teacher makes meaningful &
relevant connections between lesson content & other
disciplines & real-world experiences & careers as well as
prepares opportunities for students to apply learning
from different content areas to solve problems.
The teacher plans & sequences instruction that reflects
an understanding of the prerequisite relationships
among the important content, concepts, & processes in
school & district curriculum priorities & in state
standards as well as multiple pathways for learning
depending on student needs. The teacher accurately
explains how the lesson fits within the structure of the
discipline.
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Rubric – Prior Content Knowledge/Sequence/Connections
PRIOR CONTENT
KNOWLEDGE/SEQUE
NCE/CONNECTIONS
(Standard 1: Students;
Standard 2: Content;
Standard 4:
Instruction)
Sources of Evidence:
Pre-Conference
Evidence
Ineffective
Developing
The teacher’s
lesson does not
build on or
connect to
students’ prior
knowledge, or
the teacher may
give an
explanation that
is illogical or
inaccurate as to
how the content
connects to
previous and
future learning.
The teacher makes an
attempt to connect the
lesson to students’
prior knowledge, to
previous lessons or
future learning but is
not completely
successful.
Skilled
The teacher makes clear &
coherent connections with
students’ prior knowledge
and future learning—both
explicitly to students &
within the lesson.
The teacher plans &
sequences instruction to
include the important
content, concepts, &
processes in school &
district curriculum priorities
& in state standards.
Accomplished
The teacher uses the input & contributions of families,
colleagues, and other professionals in understanding
each learner’s prior knowledge & supporting their
development. The teacher makes meaningful & relevant
connections between lesson content & other disciplines &
real-world experiences & careers as well as prepares
opportunities for students to apply learning from
different content areas to solve problems.
The teacher plans & sequences instruction that reflects an
understanding of the prerequisite relationships among
the important content, concepts, & processes in school &
district curriculum priorities & in state standards as well
as multiple pathways for learning depending on student
needs. The teacher accurately explains how the lesson
fits within the structure of the discipline.
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OTES Rubric – Knowledge of Students
Ineffective
KNOWLEDGE OF STUDENTS
Developing
The teacher
demonstrates a lack of
familiarity with
students’ backgrounds
and has made no
attempts to find this
information.
The teacher
demonstrates some
familiarity with students’
background knowledge
& experiences &
describes one procedure
used to obtain this
information.
The teachers’ plan for
instruction does not
demonstrate an
understanding of
students’ development,
preferred learning
styles, and/or student
backgrounds/prior
experiences.
The teachers’
instructional plan draws
upon a partial analysis of
students’ development,
readiness for learning,
preferred learning styles,
or backgrounds & prior
experiences and/or the
plan is inappropriately
tailored to the specific
population of students in
the classroom.
(Standard 1: Students)
Sources of Evidence:
Analysis of Students
Data
Pre-Conference
Skilled
Accomplished
The teacher demonstrates
familiarity with students’
background knowledge &
experiences & describes multiple
procedures used to obtain this
information.
The teacher demonstrates an understanding of with the
purpose & value of learning about students’ background
experiences, demonstrates familiarity with each
student’s background knowledge & experiences, &
describes multiple procedures used to obtain this
information.
The teacher’s instructional plan
draws upon an accurate analysis
of the students’ development,
readiness for learning, preferred
learning styles, & backgrounds &
prior experiences.
The teacher’s analysis of student data (student
development, students learning & preferred learning
styles, & student backgrounds/prior experiences)
accurately connect the data to specific instructional
strategies & plans.
The teacher plans for & can articulate specific
strategies, content, & delivery that will meet the needs
of individual students & groups of students.
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Evidence
OTES Rubric – Knowledge of Students
Ineffective
KNOWLEDGE OF STUDENTS
Developing
The teacher
demonstrates a lack of
familiarity with
students’ backgrounds
and has made no
attempts to find this
information.
The teacher
demonstrates some
familiarity with students’
background knowledge
& experiences &
describes one procedure
used to obtain this
information.
The teachers’ plan for
instruction does not
demonstrate an
understanding of
students’ development,
preferred learning
styles, and/or student
backgrounds/prior
experiences.
The teachers’
instructional plan draws
upon a partial analysis of
students’ development,
readiness for learning,
preferred learning styles,
or backgrounds & prior
experiences and/or the
plan is inappropriately
tailored to the specific
population of students in
the classroom.
(Standard 1: Students)
Sources of Evidence:
Analysis of Students
Data
Pre-Conference
Skilled
Accomplished
The teacher demonstrates
familiarity with students’
background knowledge &
experiences & describes multiple
procedures used to obtain this
information.
The teacher demonstrates an understanding of with the
purpose & value of learning about students’ background
experiences, demonstrates familiarity with each
student’s background knowledge & experiences, &
describes multiple procedures used to obtain this
information.
The teacher’s instructional plan
draws upon an accurate analysis
of the students’ development,
readiness for learning, preferred
learning styles, & backgrounds &
prior experiences.
The teacher’s analysis of student data (student
development, students learning & preferred learning
styles, & student backgrounds/prior experiences)
accurately connect the data to specific instructional
strategies & plans.
The teacher plans for & can articulate specific
strategies, content, & delivery that will meet the needs
of individual students & groups of students.
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Evidence
Differentiation is based upon three main areas:
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Content
Process
Product
Via
• Readiness
• Interest
• Learning Style
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Non-Negotiables of
Differentiated Instruction
• Provide respectful work for students, grounded in
high-quality curriculum (not MOTS: more of the same)
• Create community and connections in the classroom
with attention to student readiness, interests, and
learner profiles
• Use flexible grouping and flexible pacing
• Engage in on-going assessment and use the results to
adjust instruction
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Obstacles in Leading a Differentiated Classroom
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Grouping students smoothly
Helping groups work effectively
Directions for multiple tasks
Minimizing stray movements
Starting or stopping a class or lesson
Productive use of “ragged time”
Promoting on-task behavior
Needing to finish-up and move-on
Re-arranging the furniture smoothly
Curbing noise
Keeping track of who is learning what
Grading daily tasks
Turning in work
Keeping up with on-going papers
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• Webb’s Depth of Knowledge
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Evidence of Differentiation Via Strategies
• Multiple Intelligences
• “Jigsaw” Activities
• Taped Material
• Anchor Activities
• Varying Organizers
• Varied Texts
• Varied Supplemental
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Materials
Literature Circles
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Tiered Lessons
Tiered Centers
Tiered Products
Learning Contracts
Small Group Instruction
Group Investigation
Orbitals
Independent Study
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4-MAT
Varied Questioning
Strategies
Interest Centers
Interest Groups
Varied Homework
Compacting
Varied Journal
Prompts
Complex Instruction
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Evidence of Differentiation Via Materials
• Materials for advanced learners are more than busy work – they accelerate
conceptually or go into greater depth
• Materials provide pathways to accelerate student learning, where appropriate
• Materials to support struggling learners are more than busy work – they provide
scaffolding for the grade-level curriculum, including auditory support materials
and/or language-simplified or non-English versions
• Materials to support struggling learners are specific to the student’s particular
stumbling blocks
• Materials provide for a variety of learning styles within whole class instruction
and plans for how to use them
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Evidence of Differentiation Via Pacing
Actual and Good Example:
Everyday Math (McGraw Hill/The Wright Group)
provides teachers
with a chart at the beginning of each unit
that shows companion lessons for the units
from the grade level before and the one
following.
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Let’s Take a Quick Look
Seventh Grade Social Studies Textbook Example:
For several units, the option for advanced
students is to create a short children’s book about
the information presented in the text.
Is this an example of good differentiation?
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Let’s Take a Quick Look
This is unlikely to challenge an advanced
learner, particularly since the vocabulary
used in a children’s book is likely to be
simpler. It may appeal to some students
learning style, but not others, and doesn’t
increase an advanced student’s knowledge
or understanding.
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Let’s Take A Quick Look
A section on the history of trade in East
Africa differentiates for advanced
learners by asking students to divide
into small groups, choose one event
described in the section, and write a
short skit depicting the event.
Is this good differentiation?
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Let’s Take A Quick Look
This activity could be suitable for any
student in the class and addresses
learning style,
not advanced learning.
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Better Assignment: (Student Choice)
Students adopt the roles of representatives of
different populations involved in the historical
events (Christian missionaries, Arabs, slaves,
Europeans, etc.) and hold a discussion comparing
their points of view about the historical event.
Students should prepare by doing additional
research through teacher selected articles and/or
internet sites.
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Materials for Struggling Learners
Good: Some textbook series provide CDs, DVDs, or online support
that gives directions orally and/or translated into other languages –
most frequently Spanish.
Quality: A 5th grade unit on American History is supplemented by a
variety of leveled readers (pub. by Scott Foresman) on topics such
as the development of the U. S. Constitution and the role of women
during the Civil War. (Leveled readers are parallel books written at
varied levels of challenge.) Each booklet has two levels – one for
on-grade level/advanced readers and one for students who need
simplified language and writing tasks
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Instructional Processes
Provides options for within-class learning groups –
based upon readiness
Provides options for within-class learning groups –
based upon learning style
Provides options for within-class learning groups –
based upon interest
Provides work that is “respectful of all learners” –
activities are interesting, engaging and
challenging. It is not: MOTS (More Of The Same)
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Critical in Differentiation Planning
• For advanced learners, will the activity or product
required advance the student’s learning on the
continuum or will it just expand what the student
already knows?
• For struggling learners, will the activity or product
required provide another way to access the
content or develop the skill?
• For all: It focuses on the quality of activities
versus the quantity of work assigned.
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Lo-Prep Differentiation
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Choice of books
Homework options
Use of reading buddies
Varied journal prompts
Orbitals
Varied pacing w/anchor options
Student-teacher goal setting
Work alone/together
Whole to part and part to whole explanations
Flexible seating
Varied computer programs
Design-A-Day
Varied supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let's Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Miniworkshops to re-teach or extend skills
Jigsaw
Negotiated Criteria
Exploration by interest
Games to practice mastery of information and skill
Multiple levels of questions
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Hi-Prep Differentiation
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Tiered activities/labs
Tiered products
Independent studies
Multiple tests
Alternative assessments
Learning contracts
4-MAT
Multiple Intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape recorded materials
Teams, Games and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
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RECOMMENDATIONS for DELIVERING
INSTRUCTION for STUDENTS in the DIGITAL AGE
 Eliminate lengthy lessons-change topics frequently and make
use of all technology.
 Do not present material in only one modality.
 Allow projects to involve creativity of video, electronic tools,
digital media, etc.
 Do not limit projects to one format, as today’s learners are
“content creators.”
 Generation believes in “product” over “process”. Give them
assignment and set them free to complete.
 Generation thrives on feedback and constant positive
reinforcement.
 More concrete examples before abstract thinking can
develop.
 CHOICES, CHOICES, CHOICES!
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-Larry Rosen, Ph.D. Rewired ( 2010)
DIFFERENTIATION CHECKLIST
 Lesson uses a variety of strategies to make learning accessible or challenging.
(depth and breadth)
 Lesson uses a variety of materials to make learning accessible or challenging.
(from manipulatives or technological accommodations to more abstract,
complex ideas)
 Lesson uses appropriate pacing to make learning accessible or challenging.
 Evidence is shown of independent, collaborative, and whole-class instruction
to support individual learning goals.
 Evidence is shown of a variety of options to show how students will
demonstrate mastery of content.
 Evidence is provided to illustrate challenging and measurable goals aligned to
Ohio’s learning standards.
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DIFFERENTIATION CHECKLIST
 Evidence is provided of diagnostic, pre-assessments, formative and summative
assessments that measure a range of learner needs in lesson plans.
 Evidence is provided to illustrate that a variety of learner needs along with
strengths and weaknesses has been identified by an analysis of student and
assessment data (the “entry points” for learning experiences).
 Lesson can demonstrate connections made between prior learning and future
learning.
 Teacher can document how input was gathered from families or colleagues to
understand students’ prior development and learning.
 Teacher can document how connections were made from the lesson to realworld experiences, career options, or how other content areas were addressed.
 Teacher can document how multiple pathways for learning were provided
based upon student needs.
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DIFFERENTIATION CHECKLIST
 Evidence is provided to document the teacher’s familiarity of
students’ background knowledge & experiences.
 Evidence is provided to document the teacher uses multiple
procedures to obtain students’ background knowledge &
experiences.
 Teacher can accurately explain how the lesson fits within the
structure of the discipline.
 Evidence is provided to document the teacher has drawn upon an
accurate analysis of students’ development, readiness for learning,
preferred learning styles & backgrounds & prior experiences.
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DIFFERENTIATION CHECKLIST
 Evidence is provided that demonstrates an analysis of student
data was used to accurately connect the data to specific
instructional strategies & plans.
 Evidence is provided that shows the teacher planned for & can
articulate specific strategies, content, & delivery that will meet
the needs of individual students & groups of students.
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Novice Differentiation Practitioner
 Can plan for individual, small group & large group experiences
 Understands & can plan for readiness groups – making lessons
minimally accessible for handicapped or developmentally
disabled students & challenging for more advanced students
 Understands & can plan for interest groups – using a minimal
variety of strategies to address each group in either the process
or product of the lesson
 Understands & can plan for different learning styles of students
– using a minimal variety of strategies to address each group in
either the process or product
 Allows students some freedom of choice in interacting with the
lesson and/or evidence of mastery of the concept
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Skilled Differentiation Practitioner
 Can plan a lesson using appropriate level of pacing to
meet the range of learner needs within the classroom
 Can develop challenging and measurable goals aligned
to Ohio’s learning standards and 21st century skill
development
 Can use flexible grouping strategies to provide
appropriate interactions among students &
accommodate learning needs/goals
 Has a wider range of strategies & variety of materials to
choose from to plan appropriate lessons for the wide
range of learners within the classroom
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Skilled Differentiation Practitioner
 Can select or develop challenging & appropriate
diagnostic, formative & summative assessments that will
measure the range of learner needs within the classroom
 Teacher can show evidence of the development of a
caring classroom in which student differences in ability,
culture, language or interests are seen as assets, rather
than hurdles.
 Students are given more choice opportunities based upon
sound data to direct the teacher’s decisions.
 Classroom routines and transitions are clearly
established, successfully implemented & students take
ownership for their actions.
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Master Differentiation Practitioner
 Teacher can accurately explain how an accurate analysis of
student data connects the data to differentiated goals,
strategies & assessments used in the lesson.
 Teacher can accurately explain how the differentiated goals,
strategies, & assessments used in the lesson fits within the
structure of the discipline.
 Teacher can demonstrate & articulate a wide range of strategies,
materials & assessments to meet all learner needs within the
classroom.
 Teacher can implement instructional supports on the spot as a
student falters
 Teacher can draw from a rich database of examples, metaphors
& enrichments ideas to deliver tailored explanations of concepts
in lessons.
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DIFFERENTIATION GROWTH GOALS:
1 Unit:
Collaboratively developed with your peers
using a comprehensive approach to
differentiating
2 Lessons:
Collaboratively reviewed by your peers that
you plan on using for your evaluation
5-7 Lessons: Independently targeted to differentiation
areas to address your professional growth
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Differentiation: Meeting a
Checklist or Making a Difference?
Differentiation can be demonstrated quickly and
evidence provided fairly easily: grouping,
manipulatives given, higher level thinking question
given to advanced students, etc.
However, it requires knowledge, skill and careful
planning if it is going to make a difference in student
achievement, productivity and teacher success.
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Differentiated Instructional & Curriculum Adaptations
 Organization of content presentation: Whole-to-part sequencing of
content, especially in mathematics and science
 Arts-infused curriculum: Training in art history, aesthetics, and criticism
of all art domains integrated within other curriculum areas
 Intuitive expression: Practice to develop empathy and sensitivity to
others through role playing and guided imagery
 Social issues discussion: Integration of current events, social, political,
and philosophical issues within curriculum areas
 Self-concept development: Understanding of own strengths and
talents
 Literary “classics”: Foundations of literature to expand foundations of
thinking
 “World’s great ideas”: Foundations of philosophy, psychology,
sociology, history, humanities to expand foundations of thinking
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Provisions That Develop Self-Direction and Independence
 Discovery learning, inquiry learning: Active practice in finding
problems, solutions, and answers for self
 Independent study: Management of research without teacher
direction
 Self-instructional materials
 Programmed units of study through which student progresses
at own pace
 Flexible project deadlines: Negotiation of time needed to
complete project or task
 Flexible task requirements: Negotiating of time needed to
complete project or task
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Websites & Apps That Support Differentiation
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Bing/Babelfish
Brightstorm
Cast Science Writer
Convert Anything to Anything
DifferentionCentral
Digital History
Discovery Streaming
Free.ed.gov
Gilder Lehrman Collection
Project
Gutenberg
Kahn Academy
Kathy Schrock’s Guide for Educators
Kidsclick
Lexile.com
Library of Congress
Librivox
Museum Box
National Archives……and many more...
• Universal Design for Learning – CAST
• http://www.pearltrees.com/u/932521
-homepage-differentiation
• http://www.pearltrees.com/t/differen
tiated-instruction/id9151035
• http://www.pinterest.com/jennyanne
davis/differentiated-instruction/
• http://www.techlearning.com/Defaul
t.aspx?tabid=67&entryid=6288
• http://www.tandl.leon.k12.fl.us/lang/
Ellessonspage.html
• http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/di_websites_chart.pdf
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