Transcript Nate Frank, I.C. Differentiated Instruction: Education for all

Differentiated Instruction:
Education for all
Nate Frank, I.C.
Philosophy
“What we call differentiation is
not a recipe for teaching. It is not
an instructional strategy. It is
not what a teacher does when he
or she has time. It is a way of
thinking about teaching and
learning. It is a philosophy.”
~ Carol Ann Tomlinson
(2000)
Problem Defined – A Paradigm Shift?
1.
2.
“Society demands schools
produce students with the
complex intellectual skills that are
needed by the ‘knowledge
society’” (1976 b.g.)
Industrial Age to Information Age
“unfettered information flow”
3. “We can no longer accept the
unequal student outcomes that
have characterized American
schools for generations.”
~ M. McLaughlin and J. Talbert
Spring Grove High School
PSSA Math Scores – Six Years
School
SPRING GROVE
HS
Gr.
#
11
Proficiency
49.70
296
(-10)
Adv.
Prof.
Basic
Bel. Bas.
22.3
27.4
18.6
31.8
05-06
11
51.50
(-5)
25.1
26.4
20.1
28.4
04-05
Spring Grove
HS
11
59.20
(-4)
26.9
32.3
17.6
23.3
03-04
Spring Grove
HS
11
54.40
23.7
30.7
27.2
18.3
02-03
Spring Grove
HS
11
54.90
25.0
29.9
27.5
17.6
01-02
Spring Grove
HS
11
58.30
22.5
35.8
16.2
25.5
00-01
Spring Grove
HS
204
Spring Grove Middle School
PSSA Math Scores – Six Years
School
Gr
SPRING GROVE MS
8
Spring Grove MS
#
332
Proficiency
Adv.
Prof.
Basic
Bel Bas
76.50
50.0
26.5
13.3
10.2
05-06
8
72.60
46.8
25.8
14.5
12.9
04-05
Spring Grove MS
8
67.60
33.8
33.8
15.4
17.0
03-04
Spring Grove MS
8
59.20
20.9
38.3
20.6
20.1
02-03
Spring Grove MS
8
56.70
15.2
41.5
23.8
19.5
01-02
Spring Grove MS
8
63.20
19.1
44.1
20.4
16.4
00-01
329
Central York High School
PSSA Math Scores – Six Years
School
Gr.
#
Proficiency
Adv
Prof.
Basic
Bel. Bas.
Yr.
62.60
(+9)
30.3
32.3
18.0
19.4
05-06
11
55.20
(+5)
26.7
28.5
25.3
19.5
04-05
CENTRAL YORK HS
11
67.20
(+10)
36.0
31.2
16.7
16.1
03-04
CENTRAL YORK HS
11
66.80
30.2
36.6
17.7
15.5
02-03
CENTRAL YORK HS
11
281
60.90
27.4
33.5
19.9
19.2
01-02
CENTRAL YORK HS
11
279
53.40
21.1
32.3
25.8
20.8
00-01
CENTRAL YORK HS
CENTRAL YORK HS
11
356
Central York Middle
PSSA Math Scores – Six Years
School
Gr.
#
CENTRAL YORK MS
8
CENTRAL YORK MS
387
Proficiency
Adv
Prof
Basic Bel Bas Year
75.20
40.8
34.4
15.8
9.0
05-06
8
71.00
39.0
32.0
18.1
10.9
04-05
CENTRAL YORK MS
8
60.00
18.2
41.8
27.9
12.1
03-04
CENTRAL YORK MS
8
53.60
14.7
38.9
24.2
22.1
02-03
CENTRAL YORK MS
8
381
50.40
13.4
37.0
25.7
23.9
01-02
CENTRAL YORK MS
8
350
57.70
16.6
41.1
22.3
20.0
00-01
Are We Only Teaching 50% of the kids?
• High School emphasis on responsibility – Are children mature
enough to make the responsible choice?
• Is this an acceptable excuse for overburdened teachers to “give up”
on a child? “If he doesn’t care, then how can I?”
• I, personally, was not mature enough to make the choice to excel
academically until 11th grade. Before that, my parents made the
choice for me. I was going to go to college.period.
• “High school diploma is worth $280,000”
• If I misbehaved or made a poor choice in school, my parents came
to the school and shadowed me
• I made numerous bad choices outside of school!
• Parents, socioeconomic status, geography, etc. greatly impact a
child’s chances – Is this fair? What can teachers do about it?
What Happens to the Students Who Don’t
Succeed In School?
• The total adult correctional population includes
incarcerated inmates as well as probationers and
parolees living in the community. On December 31,
2000, there were:
• 3,839,532 men and women on probation,
• 725,527 on parole,
• 1,312,354 in federal and state prisons, and
• 621,149 in local jails.
• At the end of 2000, 91,612 women were in state or
federal prisons, representing 6.6% of all prison inmates.
93.4% of inmates are male! Are we serving our boys?
(U.S. Department of Justice, Bureau of Justice Statistics, 08/28/01, p1)
Effects of “Selective Education”
• Education
In 1997, state prison inmates' educational levels were:
• 14.2% had an 8th grade education or less;
• 28.9% had some high school education;
• 25.1% had a GED;
• 18.5% were high school graduates;
• 10.7% had some college education; and
• 2.7% were college graduates or had advanced degrees.
(U.S. Department of Justice, Bureau of Justice Statistics, 2000, p48, Table 4.1)
• Is this fair?
Traditional System
My son is a first year student at the
exclusive Small World Learning
Academy
His teachers are currently using the
traditional model of teaching prevalent
in our nation’s high schools
Two-Week Unit on Crawling
for All 11-month olds
1.
2.
3.
Instruction Begins: Direct
Instruction on knowledge, history,
and application through lecture
Observations - it is recorded that
my son is having trouble focusing
– the teacher says “He’s so
distractible!” and “He has NO
attention span!” She has to quiet
him often.
Several students are paying close
attention and satisfying the
teacher. Her thoughts on the
lesson are mixed. She’s
concerned about a few students,
but happy others are doing well.
Overall, she’s exhausted.
Review Day:
After the two-week lesson is complete, the
teacher spends a day reviewing crawling
and telling students how they can do well on
the test. “Anyone can pass if they just pay
attention and try!” she says.
Summative
Assessment
Begins:
My son starts off well 10 points – used arms to
raise head off of ground –
Teacher praises!
Summative Assessment: Problems Begin:
My son is unable to move his arms
and legs forward into a crawling
motion - 20 points
He gets frustrated and begins to roll
over
- 10 points
The teacher encourages him to
keep trying – “You can do it!”
Assessment Over - Failure!
My son fails miserably –
10/30 = 33%
10 out of 12 students pass
– 2 of whom were so
exceptional that they
tried to stand up and
walk!
The one-year-old room is
contacted about the two
“trouble” students
A discussion begins over
how these two can be
isolated so they don’t
hold the rest of the
class back.
Teacher justifies failures
(they didn’t study or try), but
still does not feel quite right...
Solution? Differentiate Silly...
I’m different than the
other kids. Please teach me
to my strengths, interests,
and abilities. My mommy
and daddy would really
appreciate your caring
concern.
By the way...Can I take
a re-test?
Traditional High School:
Something isn’t Quite Right
• The example with my son is an extreme exaggeration (we’d never
treat babies that way!) and barely fits as analogous to our current
school; however, the time between age 0-2 is the greatest growth
spurt humans encounter. The second largest growth spurt occurs in
adolescence between the ages of 13-18. Is it really that absurd of a
comparison?
• Current Practices to Ponder:
– Tracking – Terminology (Career, Consumer, Concepts)
– The hope of Alternative Education
– Inclusion Classes – Lack of co-teaching
– Competition in Schools – Grades? G.P.A.? Class Rank? Real
World? What if teaching profession operated this way?
– Individual Teacher Islands – “What’s your name again?”
– Can all kids learn? Reading? Spanish? Computers? Algebra II?
D.I. Defined
“Differentiated instruction is a
teaching philosophy based on the
premise that teachers should
adapt instruction to student
differences. Rather than marching
students through the curriculum
lockstep, teachers should modify
their instruction to meet students’
varying readiness levels, learning
preferences, and interests.
Therefore, the teacher proactively
plans a variety of ways to ‘get at’
and express learning.”
~ Carol Ann Tomlinson
Definition
Differentiating instruction is doing
what’s fair for students. It’s a collection of
best practices strategically employed to
maximize students’ learning at every turn,
including giving them the tools to handle
anything that is undifferentiated. It requires
us to do different things for different
students some, or a lot, of the time. It’s
whatever works to advance the student if
the regular classroom approach doesn’t
meet students’ needs. It’s highly effective
teaching. ~ Rick Wormeli
What is fair…
…isn’t always equal.
Why we differentiate
“In the end, all learners need
your energy, your heart, and
your mind. They have that in
common because they are
young humans. How they need
you, however, differs. Unless
we understand and respond to
all those differences, we fail
many learners.”
~ Tomlinson (2001)
Philosophy of Differentiation
“Students for whom teachers have
differentiated instruction learn
well…They see classmates as being at
different points on the same journey,
and differences from their own point
on the journey are not seen as weak –
just different. They are not threatened
by difference; it’s seen as strength.
These students consider themselves
beginners at some things, experts in
others, and this variance is natural.”
– Rick Wormeli
Assessment # 1
Components of a Differentiated
Classroom
1. Changing Roles of Teachers
(and students)
1. Tiering
Lessons and Assignments
3. Student Choice and Anchor Activities
4. Criterion-Referenced Differentiated
Assessment Pre-Tests
Formative Assessments Summative Assessments
Changing Role of Teachers
• “When teachers differentiate instruction, they move away
from seeing themselves as keepers and dispensers of
knowledge and move toward seeing themselves as
organizers of learning opportunities.”
DI teachers move away from the role of
“Sage on the Stage”
and build expertise in the role of
“Guide on the Side.”
~ Tomlinson
Why Change?
• We can’t “just” be content experts –
“outsource” teacher jobs to expert
professionals
• Current situation – 5 min. social /
lecture for 30 min. / last 5 min. social –
Kids need to talk! Let’s use it to our
advantage.
• Collaborative Problem solving Structure entire class around
academics – no wasted time
• “Varied routine” “Caring concern”
• Teacher moving around room
interacting with kids – Individualizing
the content for each child
• Teach kids how to interact and how to
function without the teacher present
Why collaborate?
• C.A. – Teaching oxymorons
• Begin class – “My son’s name is
oxymoronic. What is his name?”
• Would you rather work alone or in a group
• “No talking!” or “You may problem solve
with classmates.”
• “Stay in your seat!” or “Use the classroom
resources to assist you.”
Connect the Islands
• “students do better academically in a school where their teachers
take collective responsibility for the success of all students” (V. Lee
and colleagues – National Longitudinal Study of 1988)
Tracking
• Children learn at an early age that they are being sorted, ranked,
and classified according to ‘ability” in the daily competition for
schools’ rewards: teacher approval, smiley faces, privileges, honors,
bumper stickers, top grades, membership in the top groups...The
paradigm currently prevalent in schools,...promotes competition and
excellence. But if one is to ‘compete’ and to ‘excel,’ the implication is
that others must lose, even fail...In order to compete abroad, we
must cooperate at home.” ~ James Mahoney
The Teacher
“In her classroom our speculations ranged the
world. She aroused us to book waving discussions.
Every morning we came to her carrying new truths,
new facts, new ideas cupped and sheltered in our
hands like captured fireflies. When she went away
a sadness came over us, but the light did not go
out. She left her signature upon us, the literature of
the teacher who writes on children’s minds. I’ve had
many teachers who taught us soon forgotten
things, but only a few like her who created in me a
new thing, a new attitude, a new hunger. I suppose
that to a large extent I am the unsigned manuscript
of that teacher. What deathless power lies in the
hands of such a person.”
~ John Steinbeck “Like Captured Fireflies”
Tiering
To adjust a lesson, assignment, or assessment to a
developmentally appropriate level based on student
readiness, interest, or learning profile; most often done
by increasing or decreasing the complexity, not the
workload or difficulty of a task
4 Premises of Tiering:
Advance
d
Grade Level
Readiness
Early Readiness
First premise: One must start tiering
by expecting every student to
demonstrate full proficiency with the
standard and nothing less.
* Essential Understandings Drive!
4 Premises of Tiering cont.
• Second premise: One must realize that most of
the material we teach has subsets of skills and
content that we can break down for students and
explore at length.
• Third premise: There will not always be a high,
medium, and low tier, so don’t get caught in the
cycle of “blue birds” “red birds” and “buzzards!”
• Fourth premise: We don’t tier every aspect of
every lesson. When giving the same
assignment, we might just extend the time
period for some without adjusting the level of
complexity.
Bloom’s Taxonomy
Cognitive Domain
• Knowledge: collect describe identify list show tell define examine label
name retell state quote match record copy Examples: dates, events, places,
vocabulary, key ideas, parts of diagram, 5Ws
• Comprehension: compare distinguish interpret predict differentiate contrast
describe discuss estimate group summarize convert explain paraphrase
restate trace Examples: find meaning and interpret facts
• Application: apply classify change illustrate solve demonstrate calculate
complete solve show experiment act administer collect compute construct
determine develop produce report teach transfer use Examples: use
information in new situations and solve problems
• Analysis: analyze arrange divide infer separate classify compare contrast
explain order correlate diagram discriminate illustrate infer outline prioritize
subdivide Examples: recognize and explain patterns and meaning, see
parts and wholes
• Synthesis: combine generalize modify invent plan substitute create
formulate integrate rearrange design speculate adapt collaborate compile
devise express facilitate reinforce structure substitute intervene negotiate
reorganize validate Examples: discuss "what if" situations, create new
ideas, predict and draw conclusions
• Evaluation: assess compare decide discriminate measure rank test
convince conclude explain grade judge support appraise criticize defend
persuade justify reframe Examples: make recommendations, assess value
and make choices, critique ideas
Multiple Intelligences
•
•
•
•
•
•
•
•
Eight Ways of Being Smart
Verbal-Linguistic: reading, writing, telling stories, memorizing dates, thinking in
words.read, write, talk, memorize, work at puzzles.reading, hearing and seeing
words, speaking, writing, discussing and debating.
Math-Logic: math, reasoning, logic, problem-solving, patterns.solve problems,
question, work with numbers, experiment.working with patterns and relationships,
classifying, categorizing, working with the abstract.
Spatial: reading, maps, charts, drawing, mazes, puzzles, imaging things,
visualization.design, draw, build, create, daydream, look at pictures.working with
pictures and colors, visualizing, drawing.
Bodily- Kinesthetic: athletics, dancing, acting, crafts, using tools.move around,
touch and talk, body language.touching, moving, processing knowledge through
bodily sensations.
Musical: singing, picking up sounds, remembering melodies, rhythms.sing, hum, play
an instrument, listen to music.rhythm, melody, singing, listening to music and
melodies.
Interpersonal: understanding people, leading, organizing, communicating, resolving
conflicts, selling.have friends, talk to people, join groups.sharing, comparing, relating,
interviewing, cooperating.
Intrapersonal: understanding self, recognizing strengths and weaknesses, setting
goals.work alone, reflect, pursue interests.working alone, doing self-paced projects,
having space, reflecting.
Naturalist: understanding nature, making distinctions, identifying flora and fauna.be
involved with nature, make distinctions.working in nature, exploring things, learning
about plants and natural events.
Scaffolding -- Providing extended and
direct support to students, then slowly
pulling pieces of this support away until
the student is autonomous regarding the
skill or content
Tiering – Changing the level of
complexity or required readiness of a task
or unit of study in order to meet the
developmental needs of the students
involved
Tiering
Emerging
Example:
Differentiation means choice.
Grade Level
Advanced
Differentiation means providing
options for different learners.
You can differentiate homework
by giving various choices for
different kinds of learners.
A truly differentiated classroom
requires planned learning
activities based on student
readiness, interest and learner
profile, integrating choices about
materials (input), processing
and product (output)
12 Strategies for Inclusion and Differentiation by Ellen Arnold
Anchors
• Provide students with meaningful activities to
work on when they have free time
• Usually, for individuals to work alone, but okay
for pairs or small groups
• Always related to content and skills being taught
• Set of activities from which students can pick
• Engaging and easy to pick up or put down
throughout the day or week
Westward Expansion Anchor Activities
1.
2.
3.
4.
5.
6.
7.
8.
“During the course of our venture through the West, you will possibly have
extra time when you have completed various tasks. During this ‘free’ time,
you are going to complete three of the Anchor Activities listed below as part
of your journey West. These will be assessed using the Anchor Activity
Rubric.”
Choose an important event that took place during Westward Expansion and
explain how technological improvements impacted this event.
Select an important person from the Westward Expansion era. Write a letter
to that person asking any questions you would like to have answered.
Create a chart and find four similarities and four differences between the
Mexican War and our current war in Iraq.
Describe how James K. Polk defeated the very popular Henry Clay in the
election of 1844. What was his platform and how did he win?
Research five ghost towns of the West. What happened to these towns to
cause them to ‘disappear’?
Construct a Conestoga Wagon and describe the various parts. What
supplies were taken on the trip west?
Research the Donner Party experience. Write a different ending to this
tragic event.
Research the wildlife seen on the trip West. How was this habitat different
from the habitat in the east?
from Bev and Troy Strayer “Low-Prep D.I. Strategies”
RAFT – Science, based on Multiple Intelligences
by Bev and Troy Strayer, “Low-Prep D.I. Strategies”
Role
Audience
Format
Topic
Verbal / Linguistic
Acid and Base
3rd Grade Students
Children’s Story
Chemicals ‘R’ Us
Visual / Spatial
Acid or Base
Work Force (Home,
Farms, Industry)
Magazine Ad
We’re Everywhere
Musical
Band Director
Teenagers
Speech
How the Acid / Base
Relationship is like
Harmony
Logical /
Mathematical
Indicator
Acid or Base
Class Demonstration
Acids are Red
Bases are Blue
Bodily / Kinesthetic
Bill Nye: The Science
Guy
Public
Public Service
Announcement
Keep Our Children
Safe
Interpersonal
Public Safety
Commission
Parents
Advice Column
Keeping a lid On It:
Dangerous
Chemicals
Intrapersonal
You
A Friend
Dialogue
Why I Am Just Like
an Acid (or Base)
Student Choice
Biome Tic Tac Toe
You must choose at least three activities in the Tic Tack Toe design.
by Bev and Troy Strayer, “Low-Prep D.I. Strategies”
Write a song describing the
climate, animals, and vegetation
of your biome
Create a diorama showing a
portion of your biome. Show its
climate, vegetation, and animal
life.
Write a two page report
describing your biome. Cite your
resources.
Create a game that your
classmates can play. This game
should include ALL important
information about your biome.
You create your own activity.
(With teacher approval).
Complete a Venn diagram
comparing and contrasting your
biome with another biome we
are studying. Make sure you
have at least seven things in
each are of the diagram.
Make a poster showing the
animals of your biome in their
natural habitat.
Write a persuasive essay to
convince your fellow students to
visit your biome.
Create a PowerPoint to
showcase the positive attributes
of your biome.
Cubing
Cubing is a literacy strategy which uses a concrete visual of a cube
with its six slides to serve as a starting point for consideration of the
multiple dimensions of topics within subject areas. The students
examine the topic using the prompts from the six sides of the cube.
1. Describe It: If applicable, include color, shape, size. How would you
describe the issue/topic?
2. Compare It: What is it similar to or different from. It’s sort of
like_________
3. Associate It: What it makes you think of. How does the topic connect
to other issues / subjects?
4. Analyze It: Tell how it is made or what it is composed of. How would
you break the problem / issue into smaller parts?
5. Apply It: Tell how it can be used. How does it help you understand
other topics / issues?
6. Argue for / against it. Take a stand and support it. I am for this
because_______. This works because___. I agree
because________.
Cubing
Make a list of six
equivalent fractions
for 5/6.
Roll one fraction die
and draw it using
circles, squares, and
rectangles.
Create a story problem
using the fractions
2/3 and 7/8
Roll one fraction die
and decide what you
would have to add to
the fraction to get a
whole. Write the
equation.
Roll one die and
use that number
for the denominator.
What would be the
numerator to create a
whole?
Create two fractions that
are more than ¼ and two
fractions that are less than
2/5.
by Bev and Troy Strayer, “Low-Prep
D.I. Strategies”
Assessment # 2
Differentiated Assessment
Define Each Grade
A:
B:
C:
D:
E or F:
Interesting:
The Relative Nature of Grades
“The score a student receives on a
test is more dependent on who
scores the test and how they score it
than it is on what the student knows
and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
This quarter, you’ve taught:
•
•
•
•
•
•
4-quadrant graphing
Slope and Y-intercept
Multiplying binomials
Ratios/Proportions
3-dimensional solids
Area and Circumference of a circle.
The student’s grade: B
What does this mark tell us about the student’s
proficiency with each of the topics you’ve taught?
Office of Educational Research and Improvement Study (1994):
Students in impoverished communities
that receive high grades in English earn
the same scores as C and D students in
affluent communities.
Math was the same: High grades in
impoverished schools equaled only the
D students’ performance
in affluent schools.
Assessments
• The Latin root of assessment is, “assidere,” which means, “to
sit beside.”
• “Too often, educational tests, grades, and report cards are
treated by teachers as autopsies when they should be viewed
as physicals.”
~ Doug Reeves
• “It would be ludicrous to practice the doctor’s physical exam as
a way of becoming fit and well. The reality is the opposite: If we
are physically fit and do healthy things, we will pass the
physical. The separate items on the physical are not meant to
be taught and crammed for; rather, they serve as indirect
measures of our normal healthful living. Multiple-choice
answers correlate with more genuine abilities and performance;
yet mastery of those test items doesn’t cause achievement.”
~ Grant Wiggins Understanding By Design
Criterion-Referenced vs. Norm-Referenced
Criterion-Referenced: Using standards,
objectives, or benchmarks as the
reference points for determining
students’ achievement
Norm-Referenced: Using other students’
performances as the reference point for
determining students’ achievement
Pre-Assessments
Used to indicate students’ readiness
for content and skill development.
Used to guide instructional decisions.
Formative Assessments
These are in-route checkpoints,
frequently done. They provide ongoing and
clear feedback to students and the teacher,
informing instruction and reflecting subsets
of the essential and enduring knowledge.
They are where successful differentiating
teachers spend most of their energy –
assessing formatively and providing timely
feedback to students and practice.
Summative Assessments
These are given to students at the end of
the learning to document growth and
mastery. They match the learning objectives
and experiences, and they are negotiable if
the product is not the literal standard. They
reflect most, if not all, of the essential and
enduring knowledge. They are not very
helpful forms of feedback.
Be clear: We grade against
standards, not routes students
take or techniques teachers use to
achieve those standards.
What does this mean we should do with
class participation, homework, attendance,
effort, behavior, or discussion grades?
Teacher Action
Result on Student
Achievement
Just telling students # correct and Negative influence on
incorrect
achievement
Clarifying the scoring criteria
Increase of 16 percentile points
Providing explanations as to why
their responses are correct or
incorrect
Increase of 20 percentile points
Asking students to continue
Increase of 20 percentile points
responding to an assessment until
they correctly answer the items
Graphically portraying student
Increase of 26 percentile points
achievement is associated with an
increase of 26 percentile points.
-- Marzano, CAGTW, pgs 5-6
Great differentiated assessment
is never kept in the dark.
“Students can hit any
target they can see and
which stands still for
them.”
-- Rick Stiggins, Educator and
Assessment expert
If a child ever asks,
“Will this be on the
test?”.….we haven’t done
our job.
Why Do We Grade?
• Provide feedback
• Document progress
• Guide instructional decisions
--------------------------------------------• Motivate
• Punish
• Sort students
10 Practices to Avoid in a Differentiated Classroom
[They Dilute a Grade’s Validity and Effectiveness]
1. Penalizing students’ multiple attempts at mastery
2. Grading practice (daily homework) as students come to know
concepts [Feedback, not grading, is needed]
3. Withholding assistance (not scaffolding or differentiating) in the
learning when it’s needed
4. Group grades
5. Incorporating non-academic factors (behavior, attendance, and
effort)
6. Assessing students in ways that do not accurately indicate
students’ mastery (student responses are hindered by the
assessment format)
7. Grading on a curve
8. Allowing Extra Credit
9. Defining supposedly criterion-based grades in terms of normreferenced descriptions (“above average,” “average”, etc.)
10. Recording zeroes for work not done
Are we interested more in holding students accountable
or making sure they learn?
Avoid, “learn or I will hurt you” measures. (Nancy Doda)
Sources
• (2006) Differentiated instruction for today’s classroom. Performance
Learning Systems.
• (2005) Midwest conference on differentiated instruction: grades 5-12
Resource Book. Staff Development for Educators.
• Strayer, Bev and Troy Strayer. Low-prep differentiated instruction
techniques. Red Lion Area Schools
– Thank you to D. Thatcher for these first three resources!
• McLaughlin, M. and J. Talbert. (2006). Building school-based
teacher learning communities. New York: Teachers College
Press
• Wormeli, Rick. (2006). Fair isn’t always equal: assessing and
grading in the differentiated classroom. Westerville, OH:
Stenhouse Publishers.
Great Websites for Learning
More about Differentiated Instruction
Great Websites for Learning
More about Differentiated Instruction
• www.sde.com/Conferences/DifferentiatedInstruction/DIResources
• www.learnerslink.com/curriculum
• www.ldonline.org/ld_indepth/teaching_techni
ques/modified_concerto (article by Wormeli)
• www.mcps.k12.md.us/curriculum/science/ins
tr/differstrategies
• www.ascd.org/portal/site/ascd/menuitem.3ad
eebc6736780dddeb3ffdb62108a0c/