Chapter 3: Selecting a Process

Handbook on Differentiated Instruction for Middle and High

Schools - Northey

Topics chosen:

• Flexible grouping• Small group differentiation• Individualizing instruction• Two frameworks for differentiating instruction

1. Flexible Grouping

• avoids tracking students• get to know most of their peers• can be heterogeneous or homogeneous• constructed according to:– readiness levels– learning styles– interests

1. Flexible Grouping

• “The Equalizer” – Carol Ann Tomlinson – How to Differentiate Instruction in the Mixed-Ability Classroom

1. pre-test on concept or skill2. teach or review 3. assess student learning4. give assignments based on students’ level of

mastery

The “Equalizer”Information, Ideas,

Materials, Applications

FOUNDATIONAL(For students who need more time)

(for students who mastered info partially)

TRANSFORMATIONAL(for students who mastered the concepts)

Writing: Reteach the writing skill in a limited writing assignment, e.g., one paragraph at a time. Reassess the writing skill within 24 hours. Continue to add on skills.

Writing: Ask students to independently plan and write compositions that demonstrate their understanding of basic writing strategies you have taught. Introduce strategies gradually.

Writing: Students write complex compositions responding to complex prompts in various writing modes.

“Equalizer” categories (pp 108 – 111)

• 1. Information, Ideas, Materials, ApplicationsFoundational Transformational

• 2. Representations, Ideas, Applications, MaterialsConcrete Abstract

• 3. Resources, Research, Issues, Problems, Skills, Goals Simple Complex

• 4. Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections Single Facet Multiple Facet

“Equalizer” categories (pp 108 – 111)

• 5. Application, Insight, TransferSmall Leap Great Leap

• 6. Solutions, Decisions, ApproachesMore structured More Open

• 7. Planning, Designing, Monitoring Less Independence Greater Independence

• 8. Pace of study, pace of thought Slow Quick

2. Small group differentiation

• Literature circles

• Study groups

Literature circles

• overall goal – group students according to book choice

• multi-step process

• Step 1 – choose reading selection for class• Step 2 – chose roles to be used in group• Step 3 – assign roles to students

Literature circles

• Step 4 – everyone reads selections and performed roles to class. Class discusses

• Step 5 – Determine method for choosing books• Step 6 – Assign students to groups• Step 7 – Evaluate each student individually but

also give group project.• www.literaturecircles.com• http://fac-staff.seattleu.edu/kschlnoe/LitCircles

Study Groups

• set apart from whole class • can exist separately from class • Examples:– issues based– readers and writers group– book discussion– topic-centered

3. Individualizing instruction – Research project

• Research Projects (pp 127 – 130) – student chooses own topic of interest.– choosing sources– taking notes and organizing– writing a thesis statement– writing outline– writing paper– constructing works cited

3. Individualizing instruction – Tic-Tac-Toe

• Why? - assignments can address learning styles and multiple intelligences

• Tic-Tac-Toe Menu (p 130 – 131) – 3 x 3 grid of activities provided, student chooses 3 (diagonally, vertically, horizontally – like the game)

3. Individualizing instruction - Curriculum Compacting

• Why? – Work at own pace• How?– 1. assess what students already know– 2. make a plan to address gaps in unit of study– 3. enrichment activities to deepen understanding

3. Individualizing Instruction – Independent study

• Why? – Self-directed exploration of interest• How? – Teacher works with student to

determine interest, method of investigation, and final product

• Who? – Good for students who are typically ahead of the rest of the class

• Example of contract: p 131

3. Individualizing instruction – Learning contracts

• Why? – Self- directed, student knows activities in advance.

• How? – Student agrees with teachers on what grade they wish to get – list of activities provided

• Students should contract for A• Examples pp 134 - 135

3. Individualizing Instruction – Apprenticeship / mentorship

• Making use of community resources – adults, parents, etc.

• Student can pursue a special interest• Contract should outline responsibilities of

everyone involved (student, mentor, teacher, parent, principal)

• see p 136

4. Two frameworks – p 142

• A. Parallel Curriculum (Carol Ann Thomlinson)– curriculum connections: link school to real world– curriculum of practice: students develop expertise– curriculum of identity: how concepts relate to

students

4. Two frameworks – p 142

B. Complex Instruction (Elizabeth Cohen)• flexible groups – work interdependently• responsible for own learning• solving real world complex tasks

Activity

• Pick a partner from your content area.• Get a slip of paper.• Use that “process” type to create a lesson or

state how you would use it.• Do you think that “process” type would be

valuable in your classroom? Be ready to discuss.

SUMMARY

• Match instruction and assignments to students’ readiness and ability

• Maybe differentiating products is the way to go also.

• Teachers must know:– developmental issues of students– interests– how to make the “process” fit students first and

“content” second