Differentiation 102a la CAT

"Even if you'reon the righttrack, you'll getrun over if youjust sit there.”

Will Rogers

“Differentiation is a teacheracknowledging that kids learn indifferent ways, and responding bydoing something about thatthrough curriculum andinstruction.”

– Carol Ann Tomlinson

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

The Predictive Power of Mindset

PEOPLE CAN CHANGE THEIR MINDSET

Is a flexible mindset a precursor for differentiating instruction?

Or

Is it a goal for professional development related to differentiation?

What are the implications of your answer?

DIFFERENTIATION

is a teacher’s response to learners’ needs

shaped by mindset and guided by general principles of differentiation

Respectful TasksQuality Curriculum

Flexible GroupingContinual Assessment

Building 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 ReadingCubing Think-Tac-ToesLearning Contracts Tiering Learning/Interest Centers Independent StudiesIntelligence Preference Orbitals 4mat Webquests & Web Inquiry ETC…

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students &

connect them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not

grades).6. Ensures respectful tasks (based on essential understandings,

equally engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and

learning environment.12. Addresses student needs when the teacher is “on stage” as well as

when the student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

Connecting with Kids• Talk at the door• Early interest assessments• Small group instruction• Dialogue journals• Student conferences• Open room days• Ask for student input• Invite examples, analogies,

experiences• See input on class• Use Socratic or student-led

discussions• Share your own stories

• Listen• Seek varied perspectives• Share own interests,

questions, plans• Start class with kid talk• Go to student events• Watch before & after school,

at lunch• Keep student data cards• Take notes during class• Attend extracurricular

activities

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

Building Community• Establishes the framework for a responsive classroom

– Each student’s need for a “next step”– Responsibility for own growth– “We’ve got your back” mentality– Competition against self (vs. others)– Fair as each student getting what he/she needs to

succeed– Working like colleagues

• Begins with teacher mindset• Extends to student belief in one another• Supports the belief that we win or lose together• Ensures security/safety necessary for academic

growth• Enables students to work as a team• Provides the teacher with “teammates” too

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

To Talk About…

Planning a Focused CurriculumMeans Clarity About What Students Should…

Understand- Principles/ Generalizations

- Big Ideas of the Discipline

Know-Facts

-Vocabulary

-DefinitionsBe Able To Do- Process

- Skills

Differentiation in UbD

When it is important to differentiate in the UbD framework?

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when

the student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

RAFT

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when

the student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

FLEXIBLE GROUPING

Ability

Interest

Learning Profile

Cooperative GroupsIndividual

Pairs

Small Group Instruction

Whole Group

Student Choice

Teacher Choice

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).

Let Me Count The Ways…

Content Process Product Environment

Readiness

Interest

LearningProfile

What’s the Point?

13 Indicators of Quality DIQuality DI:1. Requires a “growth” or “fluid” mindset.2. Begins with student-teacher connections.3. Grows to community as teachers gain knowledge of students & connect

them with one another.4. Is rooted in quality curriculum.5. Is guided by on-going assessment (for planning and feedback-not grades).6. Ensures respectful tasks (based on essential understandings, equally

engaging, require high level thought).7. Teaches up!8. Established flexible classroom routines.9. Proactively and consistently uses flexible grouping of students.10. Addresses student readiness, interest, and learning profile.11. Addresses student needs through content, process, product, and learning

environment.12. Addresses student needs when the teacher is “on stage” as well as when the

student is at the center of the learning.13. Professionalizes teachers (leads toward expertise).