Differentiated Instruction for

Administrators

Nanci Smith

October 8, 2011


Bangkok, Thailand
 ASCD Professional
Development Institutes
Handout Copyright
©2011 by Nanci Smith. All rights
reserved. This handout is intended for
your personal use only. Further
reproduction and dissemination, in whole
or part, requires the permission of the
various owners as credited herein.

ASCD publications present a variety of

viewpoints. The views expressed or
implied in this publication are not
necessarily official positions of ASCD.
 DAILY SCHEDULE

Continental Breakfast (provided) 7:30 a.m.

Session Begins 8:30 a.m.

There will be a 15-minute coffee break between 10:00 and 10:30 a.m.

Lunch (provided) 11:30 a.m.

Session Continues 1:00 p.m.

There will be a 15-minute soda break between 2:00 and 2:30 p.m.

Session Adjourns 3:30 p.m.

Notes

Differentiating Instruction
for Administrators

Nanci Smith, Ph.D.

ASCD Faculty
nanci@e2c2.com

Definition (concise Key Vocabulary

yet complete) (Be ready to define
terms)

Differentiated
Instruction

Examples Non-examples
(What it looks like) (What it does NOT
look like)

Notes

1
 Notes

Definition (concise Key Vocabulary

yet complete)
On the Back:
On the Back: What are the 3
What are the 3 most important
most important things that
DifferentiatedLEADERS should
things that teachers
should Instruction UNDERSTAND
UNDERSTAND about leading for
about teaching in a differentiated
Examples
DI classroom? instruction?
What it looks like Non-examples

Overview of D. I.

Notes

2
Notes

Differentiated
Instruction
Defined
“Differentiated instruction is a teaching
philosophy based on the premise that
teachers should adapt instruction to
student differences. Rather than marching
students through the curriculum lockstep,
teachers should modify their instruction to
meet students‟ varying readiness levels,
learning preferences, and interests.
Therefore, the teacher proactively plans a
variety of ways to „get at‟ and express
learning.”
Carol Ann Tomlinson

Vocab 1: Differentiated Instruction Offers

Different Approaches to…

CONTENT: What teachers learn

PROCESS: How they learn it
PRODUCT: How they
demonstrate what they
have learned

Notes

3
 Notes

CONTENT
• Teachers read ONE of the following:
– An overview of the components of differentiated
instruction
– About the theory and rationale behind
differentiation
– Examples of how differentiation looks in the
classroom
– About the results of implementing differentiated
instruction

PROCESS
Teachers choose from:
• Observing colleagues teach a series of
differentiated activities
• Watching videos of differentiation in action,
followed by discussion of what is seen
• Being part of a book study on differentiation
• Taking a course on differentiation
• Other ideas…

Notes

4
Notes

PRODUCT
• E-mail a differentiated activity to __________
(e.g., a colleague, instructional coach,
administrator) for feedback before you teach
the lesson and after you teach the lesson to
reflect on how it went.
• Present your differentiated activity to the staff;
include visuals. Be ready to say what worked
well and what you would change next time.
• Invite your principal or a colleague to observe
you teach a differentiated lesson. Meet for
feedback.

Three Flavors of Differentiation

Respectful
• Interest

• Learning L
P
Profile

• Readiness
Notes

5
Notes

What’s the Point?

Readiness Interest Learning
Profile

Growth Motivation Efficiency

Three Flavors of Differentiation

Hp. 7
Respectful
• Interest

• Learning L
P
Profile

• Readiness
Notes

6
Notes

BRAIN RESEARCH SHOWS THAT. . .

Eric Jensen, Teaching With the Brain in Mind, 1998

Choices vs. Required

content, process, product no student voice
groups, resources environment restricted resources
Relevant vs. Irrelevant
meaningful impersonal
connected to learner out of context
deep understanding only to pass a test
Engaging vs. Passive
emotional, energetic low interaction
hands on, learner input lecture seatwork
EQUALS
Increased intrinsic Increased
MOTIVATION APATHY & RESENTMENT

For Example… For those of you who are

interested in finding out
more about how to
proactively differentiate
the jigsaw strategy, meet
over here…if you are more
interested in differentiating
centers….
For this jigsaw, choose the
strategy that most interests
you, but is also new to you.
Notes

7
Notes

For Example…
You will each pretend to be a
student with a different ―label‖
and discuss your feelings about
homework (or grading, etc.)
Choose another initiative
you have been involved
with and show how it
supports (or refutes!) the
big ideas of differentiated
instruction

What Do You Want to Learn About Rome?

Name: _______________________

These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 7. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children

What Can You Tell Us About Rome?

1. What country is Rome in? ______________
2. What does the word civilization mean?__________________________
______________________________________________________
______________________________________________________.
3. Can you give us some examples of different civilizations? ____________
______________________________________________________.
4. Can you name any famous Roman people? ________________________
______________________________________________________.
5. Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________
______________________________________________________
______________________________________________________.

Notes

8
Notes

Three Flavors of Differentiation

Respectful
• Interest

• Learning L
P
Profile

• Readiness

To get started with today’s work on

ways to build community, you may
watch a brief video segment, read
the article in your handout, or
share your tips in a small group.

If it helps to motivate you, encourage a colleague

Now that you have seen the various
to check in with you on your progress in adding
lesson planning templates, choose the
differentiated tasks to your existing units. If not,
one that fits you – or your subject- best
make a private commitment to track your
progress this semester.

Notes

9
 Notes

To design a differentiated learning

profile lesson or task, work with
teachers who have different learning
preferences than you. This will make
your work stronger

It doesn’t matter to me HOW you show me

that you understand the big ideas of
differentiation. You could tell me, show
me, or write or draw about it…

Notes

10
Notes

Modality Task Prompts

Visual Auditory Kinesthetic
Pictures Speeches Matching games
Graphic Organizers Discussions Modeling
Color coding Infomercials or PSAs “Becoming” the task
Posters Creating Question Lists Hands-on tasks / touching
Charts / Graphs Read Alouds “Peg Board” yarn game
Videos Books / Instructions on Gestures and Motions
tape
Detailed Notes Self Talk (Whispies) Motion
Visualizing Tape Recording Drama / Skits
Answers
Making Books Interviews Charades
To Do Lists Lectures / Tone & Manipulatives
Inflection
Written Directions Spoken Directions Modeled Directions

Gardner’s Multiple Intelligences

Verbal Linguistic
Musical Interpersonal

Visual Spatial
Naturalist

Kinesthetic
Intrapersonal

Notes

11
Notes

EIGHT STYLES OF LEARNING

TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
LINGUISTIC Learns through the Read Memorizing Saying, hearing and
manipulation of words. Loves names, places, seeing words
LEARNER to read and write in order to
Write
“The Word Player” Tell stories dates and trivia
explain themselves. They also
tend to enjoy talking

LOGICAL/ Looks for patterns when Do experiments Math Categorizing

solving problems. Creates a set Figure things out
Mathematical of standards and follows them
Reasoning Classifying
Learner when researching in a Work with numbers Logic Working with abstract
“The Questioner” sequential manner. Ask questions Problem solving patterns/relationships
Explore patterns and
relationships
SPATIAL Learns through pictures, charts, Draw, build, design Imagining things Visualizing
LEARNER graphs, diagrams, and art. and create things Sensing changes Dreaming
“The Visualizer” Daydream Mazes/puzzles Using the mind’s eye
Look at pictures/slides Reading maps, Working with
Watch movies charts
colors/pictures
Play with machines

MUSICAL Learning is often easier for Sing, hum tunes Picking up sounds Rhythm
LEARNER these students when set to Remembering
music or rhythm
Listen to music Melody
“The Music Play an instrument melodies
Music
Lover” Noticing pitches/
Respond to music
rhythms
Keeping time

EIGHT STYLES OF LEARNING, Cont’d

TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
BODILY/ Eager to solve problems Move around Physical activities Touching
physically. Often doesn’t read (Sports/dance/ Moving
Kinesthetic directions but just starts on a
Touch and talk
Learner project Use body acting) Interacting with space
“The Mover” language crafts Processing knowledge
through bodily sensations
INTERpersonal Likes group work and Have lots of Understanding people Sharing
working cooperatively to friends Leading others Comparing
Learner solve problems. Has an
“The Socializer” interest in their community. Talk to people Organizing Relating
Join groups Communicating Cooperating
Manipulating interviewing
Mediating conflicts
INTRApersonal Enjoys the opportunity to Work alone Understanding self Working along
reflect and work Focusing inward on Individualized projects
Learner independently. Often quiet
Pursue own
“The Individual” feelings/dreams Self-paced instruction
and would rather work on interests
his/her own than in a group. Pursuing interests/ Having own space
goals
Being original
NATURALIST Enjoys relating things to their Physically Exploring natural Doing observations
“The Nature environment. Have a strong experience nature phenomenon Recording events in Nature
Lover” connection to nature.
Do observations Seeing connections Working in pairs
Responds to Seeing patterns Doing long term projects
patterning nature Reflective Thinking

Notes

12
 Notes

Sternberg’s Three Intelligences

Creative Analytical

Practical

•We all have some of each of these intelligences, but are usually stronger
in one or two areas than in others.
•We should strive to develop as fully each of these intelligences in
students…
• …but also recognize where students’ strengths lie and teach through
those intelligences as often as possible, particularly when introducing new
ideas.

Thinking About the Sternberg Intelligences

ANALYTICAL Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.

PRACTICAL Streetsmart – Contextual – Focus on Use

Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of ______________, develop a
plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about ____________.

Notes

13
 Notes

Three Flavors of Differentiation

Respectful
• Interest

• Learning L
P
Profile

• Readiness

Let’s look at how your work

Any strategy
withyou currentlycan
standards useinform
can be tweakedthe so it
KUDis
Let’s talk about ways you
differentiated. For example…
currently adapt your instruction
for student variance

Here is a reminder card for all

Let’s review theLet’s look atbtwsome sample
thedifference
ways students K, might vary
work
U, and D before we from
write your
new colleagues…
in their readiness for a task…
objectives

Notes

14
 Notes

Since you are already familiar

Since youyou
with
Since three
Exit aregotten
Cards,
have quite
please familiar
pretty design
withagood
DIdifferentiated
strategies, settalk
at writinglet’s
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exit
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Iatthought we’d spend some
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howlook makeuse
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good your
makeclassroom.
the KUD
decisions aboutBe
readytime totoday
say talking
how and aboutyou
which be more
strategy cohesive.
to use onwhy a
ways to combine
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the cards of well
DI
particular day…
as howwithin
you wouldone task…
decide who-
does-what

Developing a Tiered Activity – See pages 163 - 167

1
Select the activity organizer 2
•concept Think about your students/use assessments
Essential to building
•generalization a framework of skills
understanding • readiness range reading
thinking
• interests information
• learning profile
3 • talents

Create an activity that is

• interesting 4
• high level High skill/
• causes students to use Chart the Complexity
key skill(s) to understand complexity of
a key idea the activity
Low skill/
complexity

5
Clone the activity along the ladder as
needed to ensure challenge and success for
your students, in
• materials – basic to advanced 6
• form of expression – from familiar to unfamiliar
• from personal experience to removed from Match task to student based on
personal experience
• equalizer
student profile and task
requirements

Notes

15
 Notes

Planning a Focused Curriculum

Means Clarity About What Students
Should …

KNOW

UNDERSTAND

BE ABLE TO DO

Planning a Focused Curriculum

Facts (Columbus came to the “New World”)

KNOW
Vocabulary (voyage, scurvy)

Concepts (exploration, change)

UNDERSTAND
Principles/Generalizations/Big Ideas (Change can be
both positive and negative. Exploration results in
change. People’s perspectives affect how they
respond to change).

BE ABLE TO DO Skills
Basic (literacy, numeracy)
In general, these are Thinking (analysis, evidence of reasoning,
held steady as a core
for nearly all learners
questioning)
in a differentiated Of the Discipline (graphing/math/social
classroom.*
studies)
*Exception--linear skills and Planning (goal setting; use of time)
information that can be assessed for
mastery in the sequence (e.g. spelling) Social

Notes

16
 Notes

Differentiating the KUD Sort

PE, Health,
Family &
Novice : SS English
Consumer
• Your FAVORITE Science
subject area
Intermediate: Fine &
Science Math Performing
• A lesser-preferred Arts
area
Expert:
Business &
• Your LEAST favorite Technology World
area Languages

These are the

facts, vocabulary, dates, places,
names, and examples you want students to give
you.

The know is massively forgettable.

“Teaching facts in isolation is like trying to pump water

uphill.” Carol Tomlinson

Notes

17
 Notes

Knowledge is BINARY;
KNOW You tend to either
know it or don’t

KNOW (Facts,Vocabulary,
Definitions)
• Definitions of Plot, Character, etc.
• The trig derivatives
• Tropical Climate
• Latitude and Longitude
• Key vocabulary: Union, Confederacy, Slavery,
Emancipation…
• July 4, 1776
41

Notes

18
Notes

Major Concepts and

Subconcepts
These are the written statements of truth, the core to the
meaning(s) of the lesson(s) or unit. These are what connect the
parts of a subject to the student’s life and to other subjects.

It is through the understanding component of instruction that we

teach our students to truly grasp the “point” of the lesson or the
experience.

Understandings are purposeful. They focus on the key ideas

that require students to understand information and make
connections while evaluating the relationships that exit within
the understandings.

I want students
to understand WHY
THAT…

HOW

CAVEAT 2
Notes

19
 Notes

UNDERSTAND

–Multiplication is another way to do

addition
–People migrate to meet basic needs
–Entropy and enthalpy are competing
forces in the natural world
–Voice reflects the author
–Differentiation is a journey

More Examples of “Big Ideas”

–There are tools that composers use to
change the mood of a piece of music
–Use of drugs can have both anticipated
and unanticipated effects on the human
body
–Parts of a SYSTEM are INTERDEPENDENT
–How you solve a PROBLEM
depends on your PERSPECTIVE

Notes

20
 Notes

• That literature is a reflection of

ourselves and our society
–NOT Understand literature
UNDERSTAND
• That for a plant to be healthy, all
THAT…
parts of the plant must be healthy
–NOT Understand why a plant needs all
its parts

It’s Probably an UNDERSTAND if…

(PD/DI p.87)
• Is an idea that is especially
powerful in understanding the
discipline & across topics in the
discipline
• Though it can be understood on a
surface level, it has many layers
that are not obvious to the naïve
or inexperienced learner

Notes

21
 Notes

It’s Probably an UNDERSTAND if…

• Can be understood on a
continuum; something that
kindergarteners through graduate
students could study, albeit at
different levels of sophistication

– In even our best students

and their work, we see
frequent –
• Amnesia
• Persistent
misunderstanding
• Rigid knowledge, no
transfer

Notes

22
Notes

MCAS (MASS) test item:

10th-grade English
• Excerpt from a 9-paragraph passage:
– “A fellow fourth grader broke the news to me after
she saw my effort on a class assignment involving
scissors and construction paper. “You cut out a
purple bluebird,” she said. There was no reproach
in her voice, just a certain puzzlement. Her
observation opened my eyes— not that my eyes
particularly help—to the fact that I am colorblind.
In the 36 years since, I’ve been trying to
understand what that means. I’m still not sure I
do….

71% incorrect!

Many students said it could

notThis
beselection
an essay because
is best described as “it
• A. a biography.
was funny”
• B. a scientific article.
• C. an essay.
and• because “itreport.
D. an investigative had more
than 5 paragraphs.”

Notes

23
 Notes

• Basic skills of any discipline

• Thinking skills
• Skills of planning, independent learning, etc.

The “DO” portion encourages the students to “think” like

the professionals who use the knowledge and skill daily as
a matter of how they do business. It answers the question,
if students have truly come to Know and Understand,
what should they now be able to do?

This is what it means to “be like” a doctor, a scientist, a

mathematician, economist, writer or an artist.

BE ABLE TO DO (Skills: Basic Skills, Skills of

the Discipline, Skills of Independence, Social
Skills, Skills of Production)

• Generalize the process for any case

• Describe these using verbs or phrases:
• Analyze, test for meaning
• Solve a problem to find perimeter
• Write a well supported argument
• Evaluate work according to specific criteria
• Contribute to the success of a group or team
• Use graphics to represent data appropriately
• Explain how you know…

Notes

24
Notes

YES NO
• Use common search • Complete a
engines worksheet
• Choose the showing the steps
appropriate search for using Google
engine for a search.
particular task • Match the task to
• Refine a general the appropriate
search to seek more search engine
specific information

YES NO
• Collect & • Collect
analyze data information
• Display data about what your
appropriately classmates like
• Interpret charts to do in their
and graphs free time

Notes

25
Notes

DOs should be what kids

can do AFTER they leave
DO your class
– not an activity that they
are doing IN class.

UNDERSTAND
KNOW (The Big Picture;
(The Details) The “Why?”)

DO
(The Real-
World Proof)

Notes

26
 Notes

KNOW:
Gardner's 8 (1/2)
UNDERSTAND intelligences
THAT:
There are many
ways to be
smart
Addressing BE ABLE TO DO:
students’ Define each type of
intelligence intelligence and give an
preferences example of an activity
helps them that would appeal to
learn more students with that
efficiently intelligence preference

To THINK ABOUT –
Handout Page 12

The best KUDs are

cohesive in nature. The
UNDERSTANDs give
CONTEXT & PURPOSE to
the KNOWs and DOs.
Notes

27
 Notes

“Kohesive” KUD

Notes

28
Notes

Write a Tiered Activity

ANCHORS:
KUD for How would
you decide
your first which
staff teachers got TIER THREE:
each level of PD/DI pp. 97-99
meeting or
KUD task?
for an What are the
upcoming pros/cons of
your method? TIER TWO:
(or PD/DI pp. 90-95
OR
imaginary!) Study the KUD
training rubric in your
session handout.
TIER ONE:
PD/DI pp. 87-88

The teacher may vary the KNOWS & DOs

with caution and based on evidence
that a student needs to learn backwards
as well as forward to catch up—or that a
student needs to move ahead in order
to keep learning.

The UNDERSTANDS are the constant fulcrum

on which effective
differentiation pivots
for all students.

Notes

29
Notes

Key Principles 1 & 2: Start with good curriculum; On-going assessment

Focus on Principle # 3

All students
participate in
“respectful” work
in a respectful
environment

Respectful work means that…

All work is
challenging
All work is
equally
engaging
All work leads to
unit goals

Notes

30
 Notes

OK, But What Does

Respectful DI Look
Like in a Workshop?

Planning a
DIFFERENTIATED Activity

Pages 169--172

Notes

31
 Notes

Leadership for
Differentiation

What Does it Take?

SUCCESSFUL TEACHER
LEADERS ARE…

Insistent What does

Persistent that mean
to YOU?
Consistent

Notes

32
 Notes

Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation

Take it or
leave it
teaching;
One size
fits all

From the Mouths of…….

I was hired to teach 7th grade

math. Nobody told me to teach
different things to kids. They
certainly didn‟t give me different
textbooks that would match
everybody. And what good does it
do to cater to kids? The world
isn‟t like that. I was hired to
teach 7th grade math, and that‟s
what I‟m going to do.

Notes

33
 Notes

Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation

Reflection on
student need;
Restlessness
Take it or
leave it
teaching;
One size
fits all

From the Mouths of…….

I go home at night worried about

kids I’ve lost because they’re
confused or they’ve given up. I
worry, too, about kids I know I’m
boring. I don’t know what to do to
make school better for everyone. If
somebody could show me, I’d be
happy to try almost anything.

Notes

34
 Notes

Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation

Reflection on
student need;
Restlessness
Take it or Reactive
leave it differentiation;
teaching; Patching potholes as
One size we travel; Frequent
fits all stumbling blocks

From the Mouths of…….

When I plan the differentiated lessons
with my colleagues, I get really excited
about the possibilities. I really can see
why this way of teaching would be a
lot better for a lot more students. But
I have to tell you that after 25 years of
teaching, the management issues still
scare me to death and make me feel
like a beginner all over again.

Notes

35
Notes

Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation

Reflection on Proactive differentiation

student need; in response to identified
Restlessness student needs
Take it or Reactive
leave it differentiation;
teaching; Patching potholes as
One size we travel; Frequent
fits all stumbling blocks

Tomlinson’s Progression of
Differentiation
Increasing flexibility and comfort with strategies for differentiation

Reflection on Proactive differentiation

student need; in response to identified
Restlessness student needs
Take it or Seamless
Reactive integration of
leave it differentiation; differentiation;
teaching; Patching potholes as Teacher can’t
One size we travel; Frequent help but
fits all stumbling blocks differentiate!

Notes

36
 Notes

From the Mouths of…….

I couldn’t go back to the old way I taught

any more. I feel much more creative as a
teacher now, more energized, and I know
my students are learning better. I can’t
exactly remember a day when I decided to
stop covering the curriculum and start
helping kids learn. I guess it was
evolutionary in my teaching instead of
revolutionary. I just know it is better
teaching.

Calling on teachers to change

their practice invites them to
experience
“the humiliation of becoming a
raw novice at a new trade after
having been a Master Craftsmen
at an old one.”

Kauffman in Robert Evans

The Human Side of Change
San Francisco: Jossey-Bass
1996 p. 38.

Notes

37
 Notes

Supporting Your Staff

• Pre-assess their readiness for differentiation
• Find out how they like to learn and what
interests them about differentiation
• Offer numerous entry points for staff
development and individual &/or small group
learning
• Make sure that the school atmosphere
encourages appropriate risk taking
• Celebrate growth...and then say
“What’s next?!”

“Come to the edge,”

he said. The Leader’s
“We are afraid,” Job
they replied.
“Come to the edge,”
he said.
They did.
And he pushed them.
And they flew.
-Apollinaire

Notes

38
 Notes

Imperatives for Success

Successful teacher leaders…
• Know , understand, and practice
differentiation
• Provide ongoing (differentiated)
support to all staff
• Understand the nature of the change
process

Think about / Discuss

• Decide whether you will work at the school
level or the district level. Please assign each
pair at your table to one category on pages
17-18
• How are you doing in each of the sub-skills in
your assigned category? Rate your district
(or your school) on a scale of 1 (we haven’t
really addressed this much) to 5 (We’ve got it
covered! Time to help others!).
• What’s one small step you could help your
school or district take to improve the ratings
in this category over the next year?
• Share your thoughts with your table mates
Notes

39
 Notes

Closing Thoughts

Words to Live & Lead By

Novice
• Seeks algorithmic
Apprentice Practitioner Expert
From Novice to Expert
•Acknowledges
processes and expects gaps in • Skillfully
•Demonstrates differentiates
accuracy
“mastery” personal
of understanding curriculum
and confidence in and instruction through
PD/DI pp. 53-54
and
differentiation skills with explaining differentiation of curriculum
differentiating curriculum
the
of curriculum
development
and
• Focuses on •Articulates the rationale,
andthe
instruction instruction
challenges instead of philosophy, and “how to” of
• Demonstrates a •Exhibits differentiation
the benefits/necessity a belief in to a wide variety of
differentiation, but lacks parents, teachers,
willingness to work audiences (e.g.
•Lacks a big picture with students,
through challengesconfidence
understanding of the at timesadministrators)
in
•Problem solvesGrowth
Teacher inwhere
some persistence addressing challenges
philosophy due to in situations
•Understands
misperceptions about the • Recognizes andDifferentaition
differentiation
avoidsis both necessary
good philosophy of the “quickand difficult
fixes” to
differentiation
curriculum/instruction but lacks
differentiating curriculum
•Exhibits an unyielding belief in
confidence
(e.g. assessment and in application
and instruction
the necessity of differentiation for
evaluation) all students

Notes

40
 Notes

• Practice and ongoing

support

•Specific feedback on •Participation in

their differentiation conferences, staff
• Continued development, and book
study and •Discussion and studies focusing on
•Frequent and discussion with problem solving (with differentiation and
specific feedback) in the subsequent sharing of
a variety of tools detractors of
feedback on experiences/knowledge/ski
and practitioners differentiation (e.g.,
perceptions, lls with colleagues
•Problem grading, classroom
questions, and management, • Opportunities for
ideas solving with discussion and problem
“fairness”)
increased solving in areas of concern
•Specific and challenge over • In-depth study of associated with
clear examples time topics associated with differentiation with an
of differentiation high-prep differentiation emphasis on growth
•Focus on the (e.g., tiered
•Focus on the assignments, flexible •Support in the
differentiation of
benefits and grouping, assessment development and
curriculum and monitoring of policies and
necessity despite instruction and evaluation)
procedures that promote
inconvenience through a study •Practice and ongoing the differentiation of
and discomfort of the topics support in the curriculum, instruction,
differentiation of and staff development
• Low risk associated with
low prep curriculum and
experiences instruction
differentiation Kelly A. Hedrick

SOLID CURRICULUM

ONGOING
ASSESSMENT

RESPECTFUL
ACTIVITIES

Rubric Based on A Differentiated Classroom in

Balance PD/DI pp. 58-60
Notes

41
 Notes

What’s the DNA of what you’ve heard and thought

today? Explain

What’s an illuminating metaphor for what you’ve

heard and thought today?

Write a quick jingle or ad for differentiation as you’ve

heard and thought about it today.

Another option for distilling what you’ve heard & thought

today.

Notes

42
 Notes

Key Concepts of
Differentiated Instruction

Jigsaw Activity – Part 1

• With your small group, please discuss and become clear
and concise about:
– THE MEANING OF THE CONCEPT ON YOUR CARD; I.E. A
DEFINITION
– WHY THIS CONCEPT IS IMPORTANT TO THE
DIFFERENTIATION MODEL OF INSTRUCTION
– AN EXAMPLE OF WHAT THIS LOOKS LIKE IN A
DIFFERENTIATED CLASSROOM OR STAFF DEVELOPMENT
SESSION
• If you do not have a colored index card, you are the
observer. Your job is to listen (not speak!) & record
insightful thoughts, possible misconceptions, and
unanswered questions.

Notes

43
 Notes

Jigsaw Activity – Part 2

• Join with others in the same color group, and make
a circle.
• Turn and talk to a person on the right and then on
the left (or vice versa) and discuss how their word
“links” with your word.
• Finally, go around the circle quickly stating your
word, its definition and importance to
differentiation, and what it looks like in practice.
• Observers meet together and share what you heard
and implications for staff development for
differentiation.

Notes

44
 Notes

Differentiation
Is a teacher’s response to learner’s needs

Shaped by mindset & guided by general principles of differentiation

Respectful tasks Quality Curriculum Flexible grouping Continual assessment Bldg. Community

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness Interest Learning Profile

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning

Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence
Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC .

Differentiated
Instruction…

…Involves a complex set of skills

that take time and support to
develop

Notes

45
 Notes

Begin

At a slightly uncomfortable
• At a comfortable pace pace!
• With a comfortable topic
• In one subject area or prep
• By sharing the load with
colleagues
Work to improve in small steps, to
move in the right direction

Cindy’s Six
Simple Secrets
to Success

Notes

46
Notes

Know where
you’re headed...

Be determined to achieve
your goals...
Notes

47
 Notes

Don't let the

situation
confuse you...

Ask for and listen

to good advice...

Notes

48
 Notes

Take time for fun...

And look before you flush!

Notes

49
Notes
                                                         

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