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Differentiating Process

According to students’ Readiness,Interests,

&Learning Profiles

The Differentiating Process Process

Complete the Introductory Activities on Bb including the

Blog Discussion with your Grade-Level peers.Review the next 2 slides to recall where we are. Framework for Differentiation & Map of DifferentiationRead the 5 articles posted on Bb for this Learning Cycle/Thoroughly explore the websites providing resources for differentiating according to student needs, interests, & learning profile. Everyone complete the Multiple Intelligences survey

found on the Birmingham Grid for Learning website. Design a lesson for your students, differentiated

according to Multiple Intelligences (DUE Feb. 28th)Complete your private journal reflecting on what you are

learning about differentiation.

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Framework for Differentiated Instruction

1) Learning Theory Behaviorism Brain development Information Processing Constructivism Piaget Vygotsky

2. Student Motivation Expectancy-Value Model Protecting students self-worth Mastery (not performance) orientation Student Interests Belonging

3) Student Diversity Special needs Diverse cultures & languages Advanced learners Students living in poverty Characteristics of students (readiness, interests & learning profiles

ContextMultidimensional classroom Student Sense of Belonging: connections to student identity, values, & culture) Safe-to-take-risks environment Support of social networks

Classroom Culture

Content & Pedagogy

Students’ Funds of Knowledge

Curricular Design Models Understanding by Design Universal Design Learning Cycles

Dimensions of Differentiation1) Content Broad based issues, problems and concepts Powerful ideas - Important, meaningful, valuable Efficiently organized, accelerated, sophisticated, depth Authentic methods (structure of the discipline)

2) Process Carefully crafted Questions / Tasks / Words Multidimensional Discovery / Inquiry / Problem Based Learning Project Based Learning Choice Higher level thinking (Bloom or Marzano) Open-Ended Curriculum Compacting Depth of processing Flexible pacing / second chances

3) Product Resulting from Real Problems Addressed to Real Audiences Generalizable Support originality Variety of formats/self-selected format Displays broad range of abilities Opportunity for reflection (metacognition) Reflective/authentic/formative/summative/self assessment

NOW WE ARE HERE.

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WhyMapping Differentiated Instruction (A Closer Look)

Learning ProfileInterestsReadiness

ProductProcessContent

Draw on students’

to Differentiate

using:

Parallel AssignmentsMenus

Choice BoardsTiered Lessons

Higher Level ThinkingContracts (& Compacting)

Open AssignmentsInquiry Based Instruction

ConstructivismProblem Based Learning

WE ARE HERE

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A Differentiated perspective on “process.”

Pronunciation: 'prä-"ses, 'prO-, -s&sFunction: nounEtymology: Middle English proces, from Anglo-French procés, from Latin processus, from procedere1 a: PROGRESS, ADVANCE<in the process of time>b: something going on2 a natural phenomenon marked by gradual changes that lead toward a particular result <the process of growth>

Sense makingStudents moving learning experiences through their own filters of meaning.

Webster

Tomlinson

But always considering what cognitive processes students are experiencing.

Not just the dictionary definition.

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Basic principles of differentiating process

Instead of basing our teaching on our wonderful creativity, or what sounds fun - differentiation must be based on students’:

NEEDS See Anderman&Leake article

READINESSPre-assess

See the Dare to Differentiate website pages on

Pre-assessment; Getting to Know your students, etc.INTERESTSSee Wilhelm & Smith article

Google Interest surveys you can use with your studentsLEARNING PROFILES Read articles & review web-pages on student learning

profiles & specifically teaching according to multiple

intelligences (also see next 3 slides for ideas). Don’t forget the Tomlinson textbook chapters.

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Using Multiple Intelligences to Differentiate

The goal is NOT to allow students to ONLY work with intelligence styles that they like or are comfortable with, but RATHER – for them to experience ALL intelligences – while being allowed consistent opportunities to work in the style they are most comfortable with.

Resources like The Birmingham Grid for Learning offer a free and enjoyable resources that your students can use to learn about their differing patterns of intelligence.

Two of the most practical ways to employ Multiple Intelligence: 1) Design CENTERS that represent different intelligences &

allow students to either select or rotate through all centers.

2) Design/evaluate UNIT PLANS to insure all intelligence styles are represented. Even the very words used for assignments influences which intelligences are

drawn on(see following slides).

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ANOTHER IDEA: Differentiating Process Using Learning Styles

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A Visual LearnerPuzzle buildingReading and writingUnderstanding charts and graphsCreating visual metaphorsManipulating imagesInterpreting visual images

A Kinesthetic LearnerTake frequent study breaksMove around to learn new things (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept).Work at a standing position

An Auditory LearnerLectureClass discussions and debatesMake speeches and presentationsRead text aloudCreate musical jingles to aid memorizationDiscuss your ideas verbally