increasing student achievement through differentiation[1]
TRANSCRIPT
Increasing Student Increasing Student Achievement through Achievement through
Differentiation Differentiation Barbara A. Guillory, M.A. Ed, NBCTBarbara A. Guillory, M.A. Ed, NBCT
I. What is Differentiation I. What is Differentiation Instruction? Instruction? a)a) Differentiated Instruction is Differentiated Instruction is
best practicesbest practices
b)b) Differentiated instruction is Differentiated instruction is the teacher’s response to the the teacher’s response to the learner’s academic needs learner’s academic needs
c)c) Differentiated instruction Differentiated instruction recognizes the varying recognizes the varying backgrounds, knowledge and backgrounds, knowledge and preferences of each studentpreferences of each student
d)d) Differentiated instruction Differentiated instruction allows for students’ differences allows for students’ differences
““Differentiated instruction is a teaching philosophy based Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to on the premise that teachers should adapt instruction to
student differences. Rather than marching students student differences. Rather than marching students through the curriculum lockstep. Teachers should modify through the curriculum lockstep. Teachers should modify
their instruction to meet students’ varying readiness their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to get at the teacher proactively plans a variety of ways to get at
and express learning.”and express learning.”
-- Carol Ann Tomlinson Carol Ann Tomlinson
II. Why Differentiate? II. Why Differentiate? a)a) The diverse The diverse
population of population of learners, there is learners, there is not a one size fit all not a one size fit all
b)b) It allows for meeting It allows for meeting the students were the students were they arethey are
c)c) The students are The students are able to access all of able to access all of the curriculum the curriculum
III. How do teachers III. How do teachers differentiate? differentiate?
Through: content, process, product Through: content, process, product According to student’s: readiness, interest, learning profile According to student’s: readiness, interest, learning profile
IV. The role of assessment in the IV. The role of assessment in the differentiated classroom differentiated classroom
a)a) OngoingOngoing
b)b) Not always recorded for a gradeNot always recorded for a grade
c)c) Is the tool used to direct the plans Is the tool used to direct the plans for instruction for instruction
d)d) Leads to increased academic Leads to increased academic growth growth
e)e) Is student dependent Is student dependent
V. Types of Ongoing assessments: V. Types of Ongoing assessments: (teacher mechanisms)(teacher mechanisms)
a)a) Anecdotal records Anecdotal records
b)b) Observation checklist Observation checklist
c)c) Skills checklist Skills checklist
d)d) Class discussion Class discussion
e)e) Small group interaction Small group interaction
f)f) Teacher-student conferences Teacher-student conferences
g)g) Exit tickets Exit tickets
h)h) Performance task and rubrics Performance task and rubrics
VI. Types of ongoing VI. Types of ongoing assessments: (student sources)assessments: (student sources)
a)a) Short answer test Short answer test
b)b) Open response test Open response test
c)c) Home work Home work
d)d) Notebook Notebook
e)e) Oral response Oral response
f)f) Portfolio entry Portfolio entry
g)g) Problem solving Problem solving
h)h) Question writing Question writing
VII. Strategies used for VII. Strategies used for Differentiated InstructionDifferentiated Instruction
Varying organizers Varying organizers Literature Circles Literature Circles Tiered Lessons Tiered Lessons Tiered Centers Tiered Centers Tiered Products Tiered Products Learning Contracts Learning Contracts Small Group Small Group
Instruction Instruction
Independent Independent Study Study
Tiered Tiered AssignmentsAssignments
Varied Varied Questioning Questioning StrategiesStrategies
Interest CentersInterest Centers Interest GroupsInterest Groups Varied Varied
HomeworkHomework Reading BuddiesReading Buddies
Source the Differentiated Classroom, Tomlinson 1999
VIII. How do I begin to VIII. How do I begin to differentiate? differentiate?
Start slow Start slow Organize your classroom space Organize your classroom space Start student files Start student files Start student portfolios Start student portfolios Have clear written directions for all activitiesHave clear written directions for all activities Post daily agendas for students Post daily agendas for students Become familiar with students abilities and interest Become familiar with students abilities and interest Have a system Have a system Provide students with opportunity for questions Provide students with opportunity for questions
IX. The Differentiated IX. The Differentiated Classroom Classroom
Fewer discipline issue Fewer discipline issue Significant student Significant student
growth growth Interactions with Interactions with
students are more students are more positive and productivepositive and productive
“ “Instruction begins when you, the Instruction begins when you, the teacher, learn from the learner; teacher, learn from the learner; put yourself in his place so that put yourself in his place so that you may you may understand . . . . . . . . . . . . . what understand . . . . . . . . . . . . . what he learns and the way he he learns and the way he understands it.” understands it.” - -Kierkegaard Kierkegaard