Differentiating Instruction - PowerPoint Presentation

Differentiating Instruction
Differentiating Instruction

Differentiating Instruction - Description

The Road to Student Success Although the destination remains constant the routes we take to reach that destination and the time it takes us to get there may vary Learning Targets I can Identify key components of differentiated instruction ID: 510906 Download Presentation


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Differentiating InstructionThe Road to Student Success

Although the destination remains constant, the routes we take to reach that destination and the time it takes us to get there may vary.Slide2

Learning TargetsI canIdentify key components of differentiated instructionI can create a differentiated learning lesson for Common Core Standard-specific learning targets.Slide3

Why differentiate?No two children are alikeNo two children learn in the identical wayTo provide access to the curriculum for all studentsOne size does not fit all Slide4

Why is differentiating instruction a form of Intervention?Intervention must take a broader view than that of simply supplying repetitious skill practice.To succeed in math, students need a solid conceptual base, ways to model their thinking, and a repertoire of strategies.Differentiation is preventative.Meeting the needs of struggling students is effective teaching.Slide5

What is differentiation?Meeting students where they are:AbilitiesInterestsLearning stylesThe recognition of students’ varying background

knowledgeInstruction that appeals to students’ differences Slide6

Ways Teachers Can Differentiate

Knowledge and skills

Varying learning activities or strategies

Varying complexity/choice (tiered assignments)Slide7

First Steps: Preparing for Differentiation Identify standard(s): learning goals and outcomes Diagnose the difference in readiness, interests and learning styles of each student through various tools: Entrance tasks Exit Slips Observation Assessments Slide8

Use data to inform instructionReteaching to whole group?Guided group; pairs practice?Workstations and guided group?One-on-one instruction?Slide9

Using MAP DataClass by RIT – Class by GoalSlide10

Differentiation StrategiesCurriculum compactingIndependent studyInterest centersFlexible grouping Learning contracts Choice boardsReading Counts

Tiered lessons Elementary









Teacher centers

Mini lessons

Technology enhanced lessons




Management SuggestionsExplain the activity and the procedures with the whole classMake expectations clear – develop ground rules for:


Use rich tasks that require time and thinking – this is not an extension of the “seat-work” concept

Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)Slide12

Create the EnvironmentPhysical setting- Use of space: create spaces to work Teach in different areas of the room Provide students access to materials they will need for projects – markers, chart paper, etcSlide13

Establish RoutinesTeach students:how to enter and exit the classroomwhere and when to turn in workhow and when to ask for helpwhere to go for supplieswhat to do when finishedhow to transition in and out of groupsSlide14

Emotional ToneAffirmation Posters – For example “Fair is not everyone getting the same thing, fair is everyone getting what they need to be successful” “This is a risk-taking, mistake-making classroom”Model Honor and InspirationCelebrate learning from mistakesSlide15

Hand-out: “A Math-Rich Physical Classroom Environment”Slide16

Common Core ResourcesSlide17

A Closer Look atTiered LessonsSlide18

Tiered LessonsAdapting directionsSimple  DetailedSpecific  Open-EndedOne step-at-a-time  Multi-stepAdapting the complexity of the assignmentSlide19

Tiered LessonsAdapting directionsSimple  DetailedSpecific  Open-EndedOne step-at-a-time  Multi-stepAdapting the complexity of the assignmentHands-On TheoreticalTeacher-Led  Student-LedSlide20

Sample Lesson: “A Great Feat”Determine the focus standard(s). Grade level, domain, cluster, standardHow can this lesson be improved for teaching the standard(s) at your grade level?Differentiation Strategies for Mathematics, Shell Education Slide21

Creating a LessonHand-outs needed:Common Core Standards (K-5)“Instructional Priorities- Mathematics”Tables 1 and 2Observations of Mathematical Instructional Practices Slide22

Creating a LessonChoose a standard at your grade level.Identify your learning target(s).Identify the resources needed.Choose/Develop Instructional StrategiesHow will you differentiate and assess?Be ready to share with the group. Slide23

NWEA/MAP ResourcesHand-outs:DesCartes Statements by RIT bands (skills)Math DesCarte: Number Sense LessonLesson Plan Template (using MAP data)www.foridahoteachers.orgwww.fortheteachers.orgSlide24


Teachers who differentiate find…Greater understanding of the concepts behind the ‘rules’.All students experience challenge.Ability to apply concepts/skills to new situations and daily life.Students are excited.

Students have ownership.Students are more independent learners.

Students have greater mastery of content.

Students develop/hone problem solving skills.

Students are able to initiate their own tasks/projects.Slide28

Exit Slip List one idea/strategy that you plan to implement with your students next week.List one idea/strategy that you would like to research more in order to implement with your students this semester.What questions do you have about differentiated instruction? Slide29

How can we continue to support your work?Diane Culbertson, NKCESwww.DianeCulbertson.netDiane.Culbertson@nkces.orgJenny Ray, KDE/NKCESwww.JennyRay.netJenny.Ray@kde.gov Slide30


Books: Models of Intervention in Mathematics: Reweaving the Tapestry (NCTM)Standards Based Activities & Assessments for the Differentiated Classroom

90 Instructional Strategies for the Classroom

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