The Basic Steps Towards Differentiating

It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

Different levels of readiness Different Interests

Different Ability Levels

Different Cognitive Needs

The content
The process

The product

Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary

Charts and models

Use leveled activities

Hands-on materials

Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups

Leveled product choices use of technology within products and presentations

Use related arts teachers to help with student products

Leveled Instruction meet the developmental needs of the students involved.

1.

Level of complexity Amount of structure Pacing Materials

1.Anchoring Activities
A student may do at any time when they have completed their present assignment or when the teacher is busy with other students.
They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.

2. Flexible Grouping
This allows students to be appropriately challenged and avoids labeling a students readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another

Homogenous/Ability
-Clusters students of similar abilities, level, learning style, or interest. -Usually based on some type of pre-assessment

Individualized or Independent Study

-Self paced learning -Teaches time management and responsibility -Good for remediation or extensions

Heterogeneous Groups
-Different abilities, levels or interest - Good for promoting creative thinking.

Whole Class
-Efficient way to present new content -Use for initial instruction

3. Compacting Curriculum
assessing a students knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content.

Student Centered Best practices

Multiple approaches to content, process, and product

Different approaches 3 or 4 different activities

A way of thinking and planning

Flexible grouping

One Thing A Program

35 different plans for one classroom

A chaotic classroom
Just homogenous grouping

The Goal

Hard questions for some and easy for others

What is fair isnt always equal

and
Differentiation gets us away from one size fits all approach to curriculum and instruction that doesnt fit anyone

Thanks
Abbas ZeebAbdulsamad Abbas.abdulsamad@dubaisms.net Mobile: 00971559961299

Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996. Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers. Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003.

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995.
Wormeli, Rick. Fair Isnt Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.