Job Embedded Training

March 28, 2012

Carol Muzny, Instructional Coach

Differentiation by

Climbing the Data Ladder NWEA Module 3

Jot down a few of your students who would be at the tip, in the broad center, and at the stem.

I can create differentiated activities with my team’s help so that all learners reach a chosen standard.

What does a Differentiated

Classroom look like?

A Differentiated Classroom,

Really?

“Differentiation is classroom practice that looks eyeball to eyeball

with the reality that kids differ, and the most

effective teachers do whatever it takes to hook the whole range of kids on

learning.”Carol Ann Tomlinson

Stop and Reflect…

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Agree

Grade level standards are the focus of all my instruction

Write your answer on the back of your leaf.

BIG QUESTION: How can I use available resources to differentiate in my classroom so it’s not such an overwhelming task?

There are many different ways to differentiate an instructional plan. Not every lesson needs to be differentiated; some lessons lend themselves well to a particular strategy, but for other lessons, whole group instruction may be more effective or simply more manageable.

Consider your options and choose what works best for you and your students.

Step 1: Skills and Concepts

Are all students expected to learn the same skills/concepts at the same level of difficulty/complexity?

YES

Consider differentiating the assessment or the activities

NO

Consider differentiating the difficulty of the skills and concepts being taught.

Use a tool such as NWEA’s DesCartes to identify the levels of difficulty appropriate for each student or group of students. Decide what each student will be accountable for learning.

Consider: group students for instruction based on their level of

readiness using RIT scores or other assessments (DIBELS, pre-assessments, exit-slips) as a guide.

If there are any students significantly above or below the rest of the group, consider ways to develop independent projects or assignments at an appropriate level of difficulty.

Next

Step 2: Assessment – How will the students show what they’ve learned at the end of the lesson, unit, or project?

Will all students be given the same assessment?

YES

Consider differentiating the activities/lessons

NO

Consider these options for differentiation by adjusting the difficulty of the assessment.

Can the assessment/expectations be adjusted to levels appropriate for each student or group of students?

Consider: Leveled tests/assignments - Start with the assessemnt

you would normally use. Use a tool such as Descartes as a guide to adjust the difficulty or complexity of each question or requirement.

Rubrics or Checklists – These are especially useful for projects. Create a rubric that would be appropriate for students in the middle. Use DesCartes as a guide for increasing or decreasing the level or difficulty for use with other students.

Next

Step 3: Activities and Lessons

Would any of these lessons be logical choices for differentiation?

YES

Consider these options for differentiating the activity.

NO

Consider differentiating the learning materials

Could a lesson be made more simple or more complex?

Consider differentiating directionsSimple Detailed

Specific Open-Ended

One step at a time Multi-step

Consider differentiating complexity of the assignment

Concrete Abstract

Hands-on Theoretical

Teacher-led Student -led

Consider using tools or manipulatives that could allow for differentiation• Allowing some students to use a calculator• Provide audio version of text for some students• Provide manipulatives, visuals, or other tools that fit students’ learning

styles or needs.• Create a graphic organizer that supports the text.• Use a variety of instructional strategies

Consider using Lexile (www.lexile.com) or Scholastic Teacher Book Wizard (http://bookwizard.scholastic.com) to help match students to appropriate reading materials.

For more information www.foridahoteachers.org/strategies.htm

Alternative Assessments

Anchor Activities

Appointment Clocks

Centers and Stations

CubingCurriculum Compacting

Homework Options

Jigsaw

KWL ChartsLearning Contracts

Literature Circles

Menus/Agendas

OrbitalsQuestionChoices

ReadingBuddies

Reflection/Response

Scaffolding Think-Tac-Toe Think-Pair-ShareTiered

Activities

TieredRubrics

VariedOrganizers

VariedProducts

VariedTexts

Ways to Differentiate Instructional Strategies

How do I know what kids need what kind of differentiated instruction?

• Teacher professional judgment• Formative assessments• Anecdotal jot-downs• Results from progress monitoring• Pre-Assessments• MAP RIT bands

How do I know what to teach kids in each group?

Build Instructional Ladders

• based loosely on DesCartes RIT bands).

• The focus must stay firmly on the standards.

• Use the DesCartes subheadings to help you match standards to activities.

To NWEA

How can I possibly develop lessons for each group?

TEAMWORK

Video Clip – Team Planning at Ft. Wright

Are you ready?

Exit Slip -