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DIFFERENTIATION

DIFFERENTIATION. Claire Gumunyu Takayo Kajino Sharon Pitney . IMPORTANT QUESTIONS. What is differentiation? Why is it important? Where does collaboration fit in? How is it accomplished? How do we access the success of our efforts to differentiate?.

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DIFFERENTIATION

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  1. DIFFERENTIATION Claire Gumunyu TakayoKajino Sharon Pitney

  2. IMPORTANT QUESTIONS • What is differentiation? • Why is it important? • Where does collaboration fit in? • How is it accomplished? • How do we access the success of our efforts to differentiate?

  3. WHAT IS DIFFERENTIATION

  4. DIFFERENTIATION, A LA WIKIPEDIA, IS…… • Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. Differentiating instruction involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching products so that all students within a classroom can learn effectively, regardless of differences in ability[1].

  5. DIFFERENTIATION, A LA ABOUT.COM, IS…… • Differentiated instruction is the practice of modifying and adapting instruction, materials, content, student projects and products, and assessment to meet the learning needs of individual students.

  6. DIFFERENTIATION, A LA CAROL ANN TOMLINSON, IS…….. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom.

  7. DIFFERENT STROKES FOR DIFFERENT FOLKS DIFFERENT STROKES FOR DIFFERENT FOLKS

  8. ONE SIZE DOES NOT FIT ALL!

  9. WHY IS DIFFERENTIATION IMPORTANT?

  10. OUR STUDENT POPULATIONS ARE BECOMING MORE & MORE ACADEMICALLY DIVERSE.

  11. WHY THIS? WHY NOW?

  12. Normal is only a setting on the washing machine

  13. GUIDING ASSUMPTIONS A ‘one size fits all’ classroom is less responsive to and less effective in meeting the needs of the diverse populations in our classrooms A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they have learned Flexible grouping enables teachers to match student with learning experience Developing a differentiated classroom takes time, support, and commitment

  14. DIFFERENTIATED INSTRUCTION

  15. Students can differ in: Readiness level Prior knowledge Learning style preference Learning rate Cognitive ability Interests, strengths and talents

  16. WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. S0 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis Student Readiness Level

  17. COLLABORATION

  18. Differentiation is not a license to eliminate specialists, but rather an opportunity for specialists and generalists to collaborate in ways that focus their combined skills on improving instruction in the regular classroom. Differentiation will work best when time and support are provided for a team of educators – special educators, educators of the gifted, remediation experts, librarians, guidance counselors, and others – to collaborate in reconfiguring classrooms and redesigning curriculums in ways that draw on the expertise of each participant in the planning process.

  19. Members of a core team will share responsibility for all students, and have shared goals for the class, and plan together to achieve those goals. Team members engage in an intentional process of “role release” to expand their knowledge and skills, to enable them to meet the diverse needs of students in the classroom community.

  20. Research has led us to uncover five different, yet connected, themes that teams reported needing in order to be effective which include:

  21. 1) creating a shared vision for collaboration 2) creating shared responsibility for all students and defining teaching roles of team members 3) knowing and utilizing team members’ strengths and competencies 4) having and prioritizing time for collaboration 5) being focused, effective, and efficient while collaborating

  22. It’s not so much about time – it’s more about our attention and focus during the time we have to work together. - Barbara Kane, 1999 -

  23. COMPONENTS

  24. CONTENT Several elements and materials are used to support instructional content. Align tasks and objectives to learning goals Instruction is concept focused and principle –driven.

  25. PROCESS Flexible grouping is consistently used. Classroom management benefits students and teachers.

  26. Parents: Initial on-going assessment of student readiness and growth are essential. Students are active and responsible explorers. Vary expectations and requirements for student responses. PRODUCT

  27. The conditions under which learning takes place LEARNING ENVIROMENT

  28. Guidelines that makes the differentiation possible for teachers:

  29. Clarify key concepts and generalizations. • Emphasis critical and creative thinking as a goal in lesson design. • Use assessments as a teaching tool to extend versus merely measure • instruction. • Engaging all learners is essential. • Provide a balance between teacher-assigned and student-selected tasks.

  30. Some Strategies for Differentiation

  31. Some Strategies for Differentiation First Consider: Content, Process, Product Then Consider: Readiness/Ability, Interest, Learning Profiles

  32. Some Strategies for Differentiation Readiness/Ability Skill level and background knowledge of the child. As ability changes students need to be permitted to move between different groups (flexible grouping).

  33. Some Strategies for Differentiation Interest Topics the student may want to explore or motivate the student.

  34. Some Strategies for Differentiation Learning Profile Learning styles, ranging from visual/ auditory/ kinesthetic skills, grouping preferences (solo/ group/ partner), and/or environmental preferences (space/quiet).

  35. Tiered Instruction Primary Use: Readiness Assignments and products are designed to instruct and assess students on essential skills at different levels of complexity, abstractness, and open-endedness. Curricular content/objectives are the same. Process and/or product are varied.

  36. Interest Centers / Interest Groups Primary Use: Readiness, Interest Centers and groups created and directed toward a specific learner interest. Allow students to choose a topic. Readiness addressed when groups are differentiated by level of complexity and independence. Use interest surveys.

  37. Flexible Grouping Primary Use: Readiness, Interest, Learning Profile Students work as part of many groups depending on task and/or content.

  38. Peer Teaching Primary Use: Readiness Student may have personal needs requiring 1 on 1 instruction. After receiving extra instruction from the teacher, student could be “resident expert” for that concept/skill. The concept/skill is reinforced by re-teaching it to peers.

  39. Anchoring Activities Assignments and products a student can do during moments of transition. Activities should be related to knowledge, appeal to interest, range of options, accompanied with clear routines and expectations.

  40. Writing • Reduce length and/or complexity • Allow more time for writing • Avoid penalizing for errors in spelling, grammar, punctuation • Mark the number of items correct • Avoid returning handwritten work to be copied over • Provide credit for late assignments or partial completion • Simplify written directions by limiting words and numbering steps • Allow students to dictate to peers, tape recorder, parents, etc.

  41. Reading Assignments • Provide stories and chapters on tape, ask for help from other adults to make tapes • Recognize value of listening comprehension • Peer buddies • Extra practice at HOME • Use choral reading or volunteer bases • NO ROUND ROBIN • Highlight a passage to practice in advance

  42. Is Differentiation for Everyone? An analysis in research on ability grouping: In “XYZ classes,” research team from the University of Michigan concluded that the strongest benefits from grouping were found in programs where a pull-out program for gifted/highly talented learners existed. Acceleration of instruction is possible in these classes.

  43. Is Differentiation for Everyone? Phasing out Learning Centers Across the States: Learning Centers assists students with learning needs who benefit from “smaller class sizes, individualized instruction, case management, transition planning…etc.” “With students with disabilities, it´s important to make and academic connection as well as an emotional connection.” Loss of pastoral care?

  44. Is Differentiation for Everyone? Least Restrictive Environment A little girl with Trisomy 21 attends a neighbourhood school, in a class with appropriate related services including 1 on 1 assistance. A notion of “when kids fail inclusion placement, it is the fault of the school.”

  45. Is Differentiation for Everyone? Key to the classroom Students with an IEP may have a paraprofessional come into a classroom to work with a student/group of students. Some may spend 1 or more class period receiving support, others only once a week. HOWEVER. If the student's symptoms are so severe they can not benefit, or other students learning is disrupted – other options need to be considered. One size does not fit all.

  46. Is Differentiation for Everyone? "Where is your differentiation?" “Just another addition to the paper trail that dogs further education…Why do managers feel the need to put these pressures on teachers? To cover their own backs and respond to the pressures of funding bodies, which use such notions as a lever to increase productivity without paying for it - that's why.” http://www.guardian.co.uk/education/2003/feb/18/furthereducation.uk4

  47. Understand it Leading for Differentiation Model it Explain it Require it Support it Stick with it

  48. Bibliography www.saskschools.ca/curr_content/bestpractice/centres/process1.html http://ced.ncsu.edu/2/adventure/haywood/tictac/html www.readingrockets.org/articles/22801?theme=print www.readingrockets.org/article/264 www.thebrainmatters.org/resources/neurologynow www.gazette.net/stories/122006/montcou180924_31977.shtml www.paulakluth.com/articles/pulloutsvc.html www.mouthmag.com/issues/59/placement.htm www.members.shaw.ca/priscillatheroux/differentiatingstratgies www.gifted.uconn.edu/nrcgt/newsletter/spring93/sprng935.html http://www.guardian.co.uk/education/2003/feb/18/furthereducation.uk4 http://www.learning-styles-online.com McGinty, A. S., & Justice, L. M. (2006). Classroom-based versus pullout speech-language intervention: A review of the experimental evidence. http://www.caroltomlinson.com http://www.differentiationcentral.com www.madison.k12.wi.us/sod/car/abstracts/216.pdf

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