How Do I Differentiate Through Project-

Based Learning?
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How Do I Differentiate Through Project-Based Learning?

by John McCarthy, TeachThought PD Workshop Facilitator
Want to bring John McCarthy to your school for a TeachThought PBL or
Differentiation Workshop?
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*this blog was originally published at TeachThought PD
How do I differentiate through PBL? Teachers often ask this question as they see the
possibilities of planning and implementing project-based learning units (PBL).
 Changing practice to PBL from traditional instruction can be liberating for its potential
to meet the differentiated needs of all learners.
There are many opportunities to differentiate from the start of a PBL unit to its
climactic conclusion. In my book, So All Can Learn: A Practical Guide for Differentiation
(February 2017), I explain that the key is to think of Differentiation as a lens thats used
to view lessons and units for planned opportunities of supports that meet all learner
needs. For PBL units, as with traditional units, lesson planning is where the learning
experiences take shape. Here are some PBL strategies that can be differentiated to
bring out the power of meeting learner needs, so all can learn.
Strong PBL units include standard elements that make for rich experiences. They
include:

Authentic Purpose

Entry Event

Need to Know protocol

Checkpoints

Student Voice

Authentic Purpose
Students must believe in the entirety of learning experiences as having a purpose
beyond playing the game called School. Having a purpose or challenge that impacts
the world beyond school can be motivating to students. When their work is not solely
for the review by the teacher, instead its for meeting the needs of a client, community,
or organization, students can find motivation in the work that they do.
Some examples include:
Fifth graders in Metro Nashville Public Schools raised awareness about economic,
social, and scientific impact of cancer. They advocated for more research to find a cure
by raising funds through an event. The money was donated to cancer research on
behalf of a local hospital that has a childrens cancer ward.
Seniors in Lapeer Public Schools did outreach for the issue of their choice. They raised
funds and/or volunteered time for social issues. During the early days of the water
crisis in Flint, MI, one team of students provided free water testing in the surrounding
communities for wells. In return, they filled containers with clean water and donated to
Flint.
An alternative education high school in East China Schools has done several authentic
learning experiences through PBL units. They increased reading opportunities by
designing, building, and placing book bins into their community for access to donated
books. In another experience, students raised awareness about homelessness and
poverty to support the local soup kitchen.
In each of these experiences, the curriculum content was transformed from abstract
schoolwork to concrete application. For example, the cancer awareness campaign
succeeded due to students understanding of cells and their functions, plus the
difference between healthy and cancerous cells. Math skills were taught in context of
use for calculations both with regards to the economics of cancer and in the
preparation of the free meal provided at the community event.
Give students a context for the curriculum. The result is that the abstract concepts can
make more sense. Applying the concepts and skills for a real world context helps
learners understand the value of the outcomes beyond assessments. Students find
purpose in the big picture of the final outcome. They have a face as their audience who
needs their support. This can be a motivation for deeper learning, because someone
is counting on them. The curriculum becomes the food that fuels the learning.
Entry Event
Every PBL unit needs a strong launch. The entry event provides that engagement and
purpose for learning. Like authentic learning experiences, which is the common thread
throughout a PBL unit, the entry event challenges students thinking through real
world connections.
Use students interests to introduce a topic. When connecting their interests, students
can see how the curriculum is visible in their world, outside the walls of academia. The
experiences could be sensory such as a video that shows how sneezing spreads
bacteria, roleplay to understand the meaning behind a primary source document, or
conduct a RAFT journaling exercise. Invite an expert or outside party to introduce the
challenge, explain how the final product assessment relates to their need, and answer
questions that begin to build the curricular ties. Use video conferencing so that the
partnership could potentially be global. Such experiences help deepen the context of
the academic work inside of a meaningful authentic experience.
.
Need to Know protocol
Once a PBL unit launches, its important to check for content understanding during the
entire experience. The Need to Know protocol achieves this need. Its like a K-W-L,
only the questions generated are revisited throughout the unit until they are all
answered. The Need to Know protocol is run several times to generate new questions,
which may occur once a week. When answers are reviewed, students vote on if the
question is fully addressed. If the vote is not unanimous, then the teacher must provide
additional support for whomever needs it. The students determine when academic
needs are met. The result is curriculum learning instead of the illusion of content
coverage.
One teacher explained that the Need to Know protocol helped him determine what
mini-workshops were needed. He was able to determine some of the groupings based
on the questions asked, and who shared the same needs.
This formative assessment took provides immediate feedback. The protocol empowers
students to determine when something is learned, or if more differentiation is needed.
What makes the Need to Know protocol effective is the revisiting of the questions to
check for unanimous understanding, and the opportunities to generate more questions
later in the unit.
Checkpoints
Every PBL unit breaks down the concepts and skills into components that are checked
for student understanding. These checkpoints may occur once or twice a week, and
sometimes more often. Checkpoints are different from the daily formative
assessments that are done to track progress of the lessons. A skill or concept may take
several lessons to show competency. Checkpoints occur when those moments are
planned.
Students who pass the checkpoint continue to the next skill or receive differentiated
experiences that explore a deeper complexity of the work. Learners who do not pass
the checkpoint require differentiated support to meet their readiness needs.
Checkpoints avoid the scenario where a teacher discovers that students are behind in
their understanding and the school work after weeks, instead of hours or days.
Students turning in key artifacts as a checkpoint, such as an outline or graphic
organizer. This ensures that teachers can intervene in a timely fashion.

Student Voice
One of the advantages of PBL units is the opportunities for allowing students to design
their learning. This can take the form of deciding on the topic focus, making product
choices, and/or designing their plan of action. Authentic learning experiences and the
Need to Know protocols are additional methods to promote students taking charge of
their learning.
Typically, the outcome to a PBL unit does not have one single answer. When the focus
has an authentic purpose beyond the school, the potential answers and products
multiply. Students are able to try several different approaches towards success.
Teachers need to concede the limelight so that students learn to lead learning
experiences.
Some teachers find student voice exciting and terrifying at the same time. How can
students take control of their learning if they do not have the curriculum background?
There are multiple answers to that question, which depends on the existing teacher
experience level with giving students more control of their learning.
When starting out new to this experience, its okay to start simple and slow. Begin with
offering students three choices. Define two of the choices with specific guidelines. The
third choice is open to encourage students to propose their ideas. If their proposal
meets the academic criteria, let them do it. If not, send them back to planning a new
idea. Give a deadline for proposals. After time is up, students with unapproved
proposals must choose from the two teacher-designed options.
More experienced users of student voice understand that they can define the skills and
concepts, holding firm to them as what must be used and demonstrated. At that point,
they encourage and coach students to personalize their own pathways towards
meeting the expectations. In this way, students build ownership in the work as they get
to design it.
Other Strategies for Differentiation within PBL
Within PBL units, as within high quality traditional units, there are many effective
strategies that can be differentiated for student needs. Each of the following are good
places to start.
Structured Feedback Opportunities
Formative feedback on a daily basis is important for the long term effectiveness of PBL
units, and for ensuring that support needs are met for those learners who struggle and
others who need challenge that is more appropriate to their skill level. From
observational checklists, exit cards, journals, quizzes, to assignments, the more that is
known about where learners are academically, an effective plan can be developed.
Feedback is also about getting students thoughts about the lessons effectiveness. If
students do not feel that the lesson makes sense to them, then the learning
experiences should be adjusted accordingly.
Reflection Protocols
Use protocols that enable students to lead in the thinking and processing of ideas. Such
protocols may include Socratic Seminar, Fishbowls, Harkness Discussion, Save the Last
Word for Me, and feedback loop sessions. The teacher can observe for data as well as
use post reflections on the protocol experiences to check on needs of students.
Workstations and Learning Centers
Setting up stations or centers is a way to give students choice of tasks or have the work
designed to their needs. For example, students must visit four of the five centers, which
promotes choice. Or students could be required to do specific work at each center,
based on their readiness skill needs. Each center might be color coded by black, red,
and blue. The black tasks are for the advanced learners, the red is for those at grade
level, and the blue are for those needing support to close the achievement gap. Colors
should be changed each time, along with running mixed skill groups.
Use Pinterest or Google Drive folders to create virtual stations. Assign a specific
Pinterest board to students based on their readiness needs. Use Google Drive folders
to provide a range of options for tasks that students choose from to complete.
Learning Teams

Whenever I ask students what

they like about project-based learning, the popular answer is, I get to work with
others. Theres always someone I can get help from. PBL units often places students
into teams to complete tasks and support each other in their learning needs. Its
important that students are grouped based on what each person can contribute
academically. One way to form groups is through the use of Learning Profile Cards.
This tool collects from students how they rate themselves in various academic skills
and learning preferences. Teachers add anecdotal notes as they get to know their
students better. Learning Profile Cards provide a rich perspective on each student that
can inform the lesson planning and team formation.
 Another important need is to teach students the 21st Century Skill of how to
collaborate. The Partnership for 21st Century Learning is a valuable resource. Such
skills are especially important as teachers provide coaching to students on
communication and collaboration skills, so that they act on their learning in different
ways. For example, some learners like to talk through the work as way to build
understanding. Others may prefer to quietly process internally what they understand
before sharing. People are likely to do both styles depending on the task, yet they may
have one preference over another. Teachers can use a tool like the Henrico 21 TIP
Chart to reflect on their practice for teaching and coaching collaboration skills.
Keep Students at the Center of Learning
Differentiation in a PBL unit structures provides many opportunities. Creating
authentic real world connections and empowering students to direct their learning is a
combination for success. The more that students take on the heavy lifting of learning
during the learning experiences, the more room teachers have to personalize support
for learners in need. When planning lessons for a PBL unit, include the step of using the
Differentiation lens to determine what additional supports and extensions that
students could benefit from. Teachers often know what the needed support should be,
based on their experience of previously teaching the skill or concept. Use that
knowledge to plan intentional differentiation supports that encourages student
success.
Looking to grow and differentiate learning with PBL? Check our PBL Workshops Page!
image attribution: Fabrice Florin

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February 15, 2017February 15, 2017

Achieving Differentiation Through

Personalization & Individualization
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Achieving Differentiation Through Personalization & Individualization

by John McCarthy, EdS, TeachThought PD Workshop Facilitator and author of So All
Can Learn: A Practical Guide to Differentiation
Grow >> Differentiation Workshops
The term personalization and individualization are often used synonymously for
differentiating instruction.
While both concepts support meeting students learning needs, they serve different
purposes. For many educators this conversation may seem like an exercise in
semantics. Yet the differences in the practical usage of personalization and
individualization can help improve instructional planning by teachers and be strategic
in meeting the needs of all students.
Differentiation is the lens for the tools and resources for meeting learner needs.
Personalization and individualization are approaches for providing the best conditions
for success of students achieving the learning goals.

Differentiation Defined
It is best to start with a common structure for taking this dive into deeper learning
through Differentiation. In practice, Differentiation focuses on meeting the needs of all
learners, beginning through assessments of where their skills currently stand. Lorna
Earl explains the relationship of assessments and Differentiation best.
She states, Differentiation is making sure that the right students get the right learning
tasks at the right time. Once you have a sense of what each student holds as given or
known and what he or she needs in order to learn, differentiation is no longer an
option; it is an obvious response.
Differentiation in Practice: Intuitive & Intentional
There are two approaches to practicing Differentiation: Intuitive and Intentional.
When used together, effective and efficient practice of personalization and
individualization of instruction can take place.
Intuitive differentiation occurs in the moment as instruction happens. Teachers
makes adjustments based on how students respondor do not reactto the plan
(John McCarthy, So All Can Learn: A Practical Guide to Differentiation). A core skill of
teachers is being able to adapt instruction when some students appear to be lost, or for
learners who find the work to be not challenging.
Intentional differentiation happens during the lesson planning process. Preplanning
enables teachers reflecting on and implementing the elements of differentiation into
lessons provides strategic support of student learning (John McCarthy, 2017). If we
know that students are likely to negatively struggle with an upcoming lesson, or has
previously learned the targeted skills, then preplanning differentiation based on
assessment data is necessary for greater chances of learner success.
Once the plan is in place from intentional differentiation, teachers will have prepared
responses to the predicted likely needs of learners, such as leveled activities aligned to
readiness skills of students, graphic organizers, and/or opportunities for students to
drive how they can best demonstrate their understanding. Within this context of
Differentiation, personalization and individualization can be used with greater clarity.
Individualization of Learning
Individualizing learning is likely most often used. It is a teacher-centered approach.
Teachers look at assessment data to identify trends for the common needs of the
group, either whole class or small groups. For example, students working on research
and writing may be identified into groups based on skill level for writing details, from a
basic listing to using text evidence.
When individualizing, teachers develop supportive designs, using student data.
Students may be given choices, but they are generally not included in the drafting
process. This teacher-centered approach is useful when the scaffolds and adjustments
can be generalized based on students share common needs.
The learning experiences may be differentiated in several ways:
Whole Class
Teacher provides a variety of graphic organizers and other tools to students based on
their needs, while conducting a whole class experience. The lesson might also include
jigsaws or think-pair-shares that encourage students to support each others thinking
during the whole class lesson.
Small Groups & Individuals
Teacher plans centers activities where students rotate between stations that include
folders, each assigned to the needs of student groups. The centers could also be virtual
to add more options, and address any room space challenges. The teacher has the
option to move around to provide help where needed, or run a station to meet with
groups or individuals for coaching support.
Choice-based
The teacher designs and offers set choices. The students pick from the options, giving
them some control of their learning experience. Choices is a gateway to true student
voice, which is often fostered through personalized learning.
Other examples of Individualization might include Guide Reading and leveled math
groups or classes. Often when we think about the readiness skills of learners, we group
them based on their assessment results. It is how teachers differentiate based on
common needs. Identifying a students learning preferences and interests is used by
teachers to inform lesson planning and unit development.
In each case, when the teacher drives the development work, informed by assessment
data, the results can be high quality individualization.
Personalization of Learning
Personalizing is actively including the learner in constructing their understanding.
What skills and life experiences does she have, and how could they be used to tackle
concepts and skills? What the student brings is used along with academic assessment
data to craft learning experiences that uses the students strengths and interests.
For example, let students design their homework practices and assessments, with
guidance on the academic criteria from the teacher. An easy first step is to give
students two options as designed by the teacher. Then, give them a third option, which
is to develop their own idea. The teacher listens to the students proposal. The design
can be accepted, revised, or sent back to students for developing a new idea. If the
student does not get a proposal accepted within a specified time frame, he must pick
from the teacher-designed options.
Including students in the lesson or assessment development process does take more
time in the short term, but may save time in the long term, because the learning
connections are tighter with students active input. Involving students in the planning
process, enables them to provide ideas that they know will help them make learning
connections, raise buy-in, and empower them to persevere where needed.
All this can happen because the student shares in the planning process.
Differentiation Meets Everyones Needs
Individualization and personalization are both good for meeting learner needs. While
there may be arguments by proponents on both sides, what matters is differentiating
for what students need to achieve. Sites like, Personalized Learning, offer a similar
point of view, with a nuanced perspective that contributes to the search for improving
student achievement. The best option will depend on the teachers comfort zone when
planning and how best students might respond.
Individualizing is a common choice by teachers, because it seems quicker to manage
and plan with only one person, the teacher. Arguably, individualization based on sound
assessment results can be used for many day-to-day student needs. Personalization
requires teachers to be willing to give up at least some of their control of the planning.
When a student helps create what is often a performance assessment, there is no
guessing by the teacher as to the fit. No need to convince students that the learning
experience will be good for them, because they helped make the choices.
The next time you are planning intentional differentiation, think about if
individualization or personalization is the best approach for that upcoming lesson.
Whichever path you choose, based on a close look at assessment data, will be good for
students.
Differentiation through Personalization and Individualization: Meeting needs for all
learners; image attribution: Joshua Rappeneker
How I Learned Differentiation
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How I Learned Differentiation

by Jessica Hocket
As middle and high school student, I had few choices in learning and few opportunities
for work I would have called fun or even worthwhile.
As a teacher, I pledged to make better use of adolescents time and let them choose
from meaningful tasks whenever possible. Looking back through old computer files of
things I actually did, I see that I was somewhat successful in designing activities that
were more engaging than what I had experienced myself. But many of these efforts
which I thought of as differentiatedalso fell far short of what Carol Ann Tomlinson
calls respectful differentiation. One instance from my second year of teaching stands
out in particular.
I was scouring the Internet for activities related to an upcoming novel when I found a
ready-made learning menu of tasks related to that very book. It used grades as
motivational organizer for differentiation. Students could choose their own grade by
doing a certain number of activities. If they wanted a C, they would do one list of tasks.
If they wanted a B, they had to do the C tasks, plus the B tasks, and so on.
Within each group of activities, there were also some choices and a range of product
options. I gave them several weeks to complete the tasks, allowing them to work on it
in-class periodically. At the time, this approach seemed to satisfy my goals for giving
students autonomy and chances to be creative.
My students seemed to appreciate the ownership that the menu gave, and for the most
part completed the work on time and according to the directions. I didnt use it again
(mostly because I thought it created too much work for me to grade!). Time,
experience, and the work and wisdom of others helped me see the real problems in my
approach to differentiation. In hindsight, there are three guidelines that I would give to
my novice self.
Different isnt the same as differentiated.
The menu I adapted and used offered students an array of tasks loosely bound
together by their connection to the same story. If my goal was for students to simply
read the book and do some activities around it, then I achieved it. But my learning goals
should have been more focused, specific, and measureable. Without common goals,
tasks like those I offered are simply different from one another, but not truly
differentiated. Some of the options were related to character motive, others to settings,
others to themes, and others to making comparisons with other literature.
Still others werent connected to any discernible goalsthey were just fun. I didnt have
all students working toward the same goals via varied routes; I had different routes to
destinations that were miles apart. I later realized that I didnt need to offer a laundry
list of choices. A few (or even two) carefully designed, authentic tasks tightly aligned to
the same learning goals are what it takes to differentiate well.
Qualitative differentiation is more effective than quantitative differentiation.
I now know that my Do these if you want this grade set-up represented a
quantitative approach to differentiation. I figured that the higher-readiness (and/or
more motivated) students would self-differentiate by doing more and better work. I
also hoped that the connection to grades would spur some students to do more and
better work than they usually did. My predictions came true, but only for some
students. In practice, students who were not motivated by grades or the prospect of
simply doing more did the bare minimum. I neglected to focus on the quality of the
work in favor of the quantity of it and (worse) valued whether students had completed
a task rather than what they had learned.
Differentiation means sometimes students choose and sometimes the teacher
chooses.
In my zeal to incorporate choice, I came to equate choice with differentiation. I believed
that anytime I offered students choices, I was practicing differentiation and,
conversely, that I couldnt truly differentiate without giving students a choice. The
quality or nature of the choices mattered less to me than not telling students what they
 had to do or that there was only one way to do something. This was certainly the case
with my menu.
I later came to understand that differentiation does not require student choice in all
things. When I differentiated tasks for student interest and student learning
preferences, I was most likely looking to motivate students and make learning more
efficient. So, students choosing made sense. But when I differentiated tasks for student
readinessin effect creating parallel tasks based on evidence of differences in
students academic skillsthen it wouldve made sense to strongly guide the choice or
assign tasks to students to ensure a proper match.
The bottom line: Students can have choices about how to grow, but should not have the
choice of whether to grow.
In retrospect, this example of my early attempts to differentiate by giving students
interesting choices wasnt a botched experiment but an invaluable starting point. I
know more about differentiation now than I did then and less than I will tomorrow.
About The Author
On the journey toward differentiating their classrooms, teachers are bound to take
missteps along the way. In this post, Jessica Hockett, co-author of the forthcoming
book Differentiation in Middle and High School: Strategies that Engage All Learners
(ASCD, 2015), shares lessons she learned through a specific situation in her teaching
career. To hear more on this topic, listen to this recent podcast episode featuring
Hockett, her co-author Kristina Doubet, and Carol Ann Tomlinson.
Jessica Hockett is an education consultant in differentiation, curriculum design, and lesson
study, and a member of the ASCD Professional Learning Services faculty. Hockett and
Kristina Doubet are co-authors of the forthcoming book Differentiation in Middle and High
School: Strategies that Engage All Learners (ASCD, due spring 2015); adapted image
attribution flickr user woodleywonderworks; How I Learned Differentiation

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June 24, 2016June 23, 2016

5 Tools And Strategies That Support

Personalized Learning
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5 Tools And Strategies That Support Personalized Learning
by TeachThought Staff
Personalized learning is something that many teachers strive for, but it can be easier to
want it than make it happen.
Personalization is best created at the learning model and curriculum level rather shoe-
horned in after the curriculum is done, but when youre given lemons you play the hand
youre dealt when in Rome, because birds of a feather may not come back unless you
set them free.
Wait. What?
1. Choice Boards
A choice board is a brilliantly simple tool that can provide scaffolding, tiering, use of
Blooms taxonomy, support multiple learning styles, and more. You essentially take the
idea behind an assignmentor better yet, a learning standard itselfand create four
choices that, if completed, will address a given learning standard.
In fact, these can be done on the fly. Write a topic or standard on the board in the
center of four squares, and in each square create an activity students can perform to
demonstrate understanding of that topic or standard. Or better yet, let them come up
with ways of their own.
2. Project-Based Learning
By its very nature, Project-Based Learning requires a significant role for the student.
They take on authentic roles by documenting, capturing, reflecting, imagining,
managing, and communicating. They actively choose topics and media, audiences and
challenges, research sources and project timelines.
3. Tiered Learning Targets
This isnt exactly the high point of progressive learning, but can be useful in a tightly-
monitored, high-pressure public school classroom. In extracting learning targets from
academic standards, teachers create single statement of performance (often in I
can form). The problem is that this statement will rarely be the just for me strand
all learners need (unless, by chance, every student happens to understand a topic at
the same level, which is unlikely).
So instead of one statementI can explain the relationship between diction and toneit
can be broken up into three standards:
I can define diction and tone. (low)
I can explain the relationship between diction and tone. (middle)
I can explain how diction and tone converge to imply an authors position on a topic. (high)
This helps in terms of assessmentidentifying where learners are stuckand offers an
oar to students drowning in the rigor. The low target provides an accessible starting
point where they can feel honored. Hey, thats about where I am rather than I have
no idea what shes talking about.
4. Write. (A lot.)
Writing as assessment.
Writing to learn.
Quick prompts.
Write-Arounds.
Writing to demonstrate learning.
Formal writing. Informal writing.
Academic writing.
Blogging.
Starting at various stages of the writing process.
Revisiting old writing.
Writing to support meta-cognition.
Reflective writing.
Personal writing.
Writing about reading.
Writing about the writing itself.
Stream of Consciousness writing.
RAFT assignments.
Writing helps personalize learning, is highly flexible, and imposes a cognitive load on
learners that is hard to match in terms of both skill and content knowledge.
5. Mobile Devices
By placing an Android smartphone, iPad, or notebook computer in the lap of a student,
they immediately have direct access to media tools and information. This doesnt mean
learning is suddenly personalized by using a mobile device, but the tool is there. Rather
than listening, they are accessing, a great starting point for personalized learning.
5 Tools And Strategies That Support Personalized Learning