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Anne Ridgway

on 27 July 2016

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Transcript of Differentiation

To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

Hall, Tracy. "Differentiated Instruction and Implications for UDL Implementation." The Access Center. Word Press, 08/21/2012. Web. 21 Aug 2012.

Ms. Ridgway has been studying differentiation in-depth since 2005. She also has been working on her dissertation (doctorate paper) that has over 30 plus pages of documented research on HOW this benefits students.

All this means is that your teacher is willing to take the time to meet the needs of all
learners in various ways!
What exactly are the smart
features of a person?
What makes up our intelligences?
Multiple Intelligence Theory
According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration -- similar to our fingerprints.
Remember, Gardner also considers intelligence to be flexible or malleable; it can change as you develop based on your experiences.
So why differentiate?
So what does this cartoon imply about
taking major tests that are for a grade in the classroom?
So if we all have different abilities, then what exactly makes us smart?
1. Linguistic Intelligence
2. Logical/Math Intelligence
3. Musical Rhythmic Intelligence
4. Bodily/Kinesthetic Intelligence
5. Spatial Intelligence
6. Naturalist Intelligence
7. Intrapersonal Intelligence
8. Interpersonal Intelligence
9. Existential Intelligence
What are the intelligences?
So how does this affect classwork?
All the time Ms. Ridgway has been assessing you and figuring out what you need...think back to class work where you were in certain groups, got a certain assignment, got a certain quiz...
Ms. Ridgway maybe even gave you a copy of Mindset so you could study it at home because she knew it would help certain students to have their own copy.
How do we take some of our quizzes and tests???
The key is to for the teacher to incorporate
as many of the intelligences into your curriculum that you
are already strong in with the ones
that you are weak in as the year
goes on; sometimes you will work on
projects and assignments
that relate to your strengths
and other times
your weaknesses.
For some of our quizzes/tests we will order them into tiers based on either the level you feel comfortable, the level you earn, or the level I have faith you can handle.
Remember, quizzes in this class are formative grades. Not all are taken for a 'grade.' Some are to provide a numerical and written feedback to help you improve on building knowledge and skills.
So what are the tiers?
This drawing on the right is something Ms. Ridgway did on the computer. There is a program that can make you draw like Jackson Pollack!
What intelligences influenced Pollack if he could paint the painting on the left? Remember, it may seem like just scattered paint on a canvas, but it is a lot more than that.
What is this triangle of color?
This is NOT your Lexile/reading grouping or Mindset scenarios. This is used specifically when assigning certain work.
At times, these colors will represent
groups you will be placed in based on
your performance in class on certain strands of learning.
Think of the red as you starting to understand the material, orange means you are starting to grasp the concepts, yellow means you are almost there yet you need more review, and green means you have mastered this concept. Blue and purple are the top tiers showcasing that you are more than ready to teach the subject or create something for class to showcase to others to help us all dig deeper into the learning!
Success in the Classroom!
What did students say about taking
different formative or summative
assessments in relation to WOW and other
“The WOW process helped us stretch our minds out, because we wrote definitions in our own words.”
“The picture kept the word in my head.”
“You can tell a WOW word because it keeps coming up over and over, so you know it’s important.”
“Yeah, WOW words are usually in the EQs [essential questions] or I can just spot them in the book now.”
Facts do not lie: Students in class showed improvement
from pre-test to post test; students made on average over twenty points better on the post-test. Students also retained knowledge after a long time when another post-test was given.
~This is from Ms. Ridgway's paper from her Specialist degree!
The tiers will be based on various areas. For example, if we are taking a formative assessment on WOW words, Ms. Ridgway may make three or four different quizzes to assess your knowledge of these words. These quizzes will be given in different formats based on the needs of the learner. An example could be a rigorous quiz for students who are comfortable writing long paragraphs and using pictures to convey their learning. Another example might be a quiz that is divided into many different sections with word banks because some students perform better in little chunks.

When a formative or summative assessment occurs, you will know your tier before the assessment happens.
Consider this work of art...took Michelangelo four years to paint the ceiling and six to paint the altar!
Some people consider that you have many areas
that make up your abilities, not one IQ.
Full transcript