Differentiation Simple, quick - PowerPoint Presentation

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Differentiation

Simple, quick strategies for every teacher

By Amy Thompson

It seems overwhelming but, you’re already doing it!

Getting to know your students

Projects

Hands on activities

Group workUsing multiple levels of questioning (QAR) Varied assessments: Conferencing with students, written responses, graphic organizers, etc.Start small and just differentiate one aspect of your instruction to begin with.

The two simple charges of differentiation are: (1) do whatever it takes to maximize students’ learning instead of relying on a one-size-fits-all, whole-class method of instruction and (2) prepare students to handle anything in their current and future lives that is not differentiated, i.e., to become their own learning advocates. (

Wormeli

, 2007, pg. 9.)What differentiation is NOT:

Requiring more or less work from students.

Differentiate:

Content

- What is taught? The teacher offers varied curriculum materials.Process

- How it is taught? The teacher varies the learning activities based on student learning styles.

Product- How learning is assessed? The teacher gives students a choice as to how they will demonstrate what they have learned.

Differentiate based on:

Student readiness

– what concepts, skills, or strategies are they ready for based on their foundation.

Student interest

– student interest inventoriesStudent learning styles – visual, auditory, tactile/kinesthetic, multiple intelligences, etc.

You need to determine a “starting point”

There is no sense to spend time teaching them what they already know!

Pre-assessment / Formative assessment can be:

Student/Teacher Conferences

K-N-W Chart (What do I know, need to know, want to know?)Journal writingConcept mapTextbook pretestFist of 5Windshield (Clear, Buggy, Muddy)

Differentiate Content

By challenge:

Leveled reading allows everyone to read at their own level.

Newsela

: https://newsela.com/Shell Education: http://shelleducation.com/ By interest:Use to group for exploratory topics.By learning style:

Used to create partnerships and learning groups.

Differentiate Processes

Initial whole group instruction

Graphic Organizers

Think

AloudsAnchor activities Meaningful assignments tied to content that students are working on independently.Frees up the teacher to rotate through groups.Tiered InstructionCreate your “on level” tier. What do you want students to know, understand, and do?Design a task for struggling learners.

Design a task that requires higher level thinking skills for students who have already mastered the task.

Flexible grouping

Gives students a chance to work with a variety of peers

Keeps students from being labeled as high or low

Groups can be designed based on challenge levels, interest, or learning style.

Differentiate Products

(Reports, Projects, Speeches, Skits, Video, Brochure, etc.)

Tic Tac

Toe

Create a Tic Tac Toe board with different activities in each square. Have students complete any 3 in a row.CubingEach side of the cube has an element such as: describe, analyze, compare, etc.Students roll the die/cube 3 times and complete activities.Can be used with math problems.Menu

Create a “menu” with appetizer, main dishes, side dishes, and dessert activities. The main dish is the anchor activities that everyone is required to complete.

Appetizers and

s

ide dishes are negotiable but students are required to complete at least 2 side dishes.

Dessert activities are optional but should be high interest and challenging.

Differentiated Menu Example

Choices Board

Like the above, a variety of activities are on board and students have to choose a certain number to complete.

Remember, chances are you are already doing some of this.

Start small and just continue to increase differentiation in your classroom.

Have fun!