What is Differentiation? Content is what the students learn

It includes curriculum, topics, concepts, and themes We should be varying the students' learning process depending on how they learn Products are the outcome of instruction

They consolidate learning and communicate ideas

Products reflect understanding Differentiation is the consistent use of a variety of instructional approaches to modify instruction, content, and/or products in response to learned readiness and interest of academically diverse learners. We differentiate by pre-assessing students' skills and presenting them with an activity that meets their level or likeness Process is how students learn

How students make sense of information, ideas, and skills

It is the teaching methods used

The thinking skills involved

This reflects student learning styles and preferences Differentiation Before we start, let's discuss what a good definition of differentiation may be...

Think about strategies you have used in your classroom. Before we decide who is doing what, we must assess our students. This is not only ability, but also their interests. We must be ready to reach each and every child in our classroom. Let's discuss this...what types of assessments do you use to see not only where your children are in learning but also what types of learners they are. Remember, we like to include interests because engagement is very important! Discussion:

What is content?

How do we differentiate content?

How does differentiating content help our students? When assessing students, it is important to remember that we should be providing them with respectful work. This means:

Appropriate to grade level

Appropriate socially

It is challenging

Students are maintaining dignity while moving forward Every classroom should have a culture that work is respected, even when it isn't being graded. By differentiating, we provide students with choices that add depth to their learning We also provide resources that MATCH students' levels of learning Now let's talk about process... What is process?

What do you do with student processes in your classroom?

How do we differentiate process? Products We all know what a product is, but let's talk about what kinds of products we incorporate into our classrooms? Examples of differentiation content are:

Spelling and/or vocabulary lists for reading level

Providing material that needs to be read at an appropriate level for each student Now some examples of differentiating process... While having all students working on the same objectives, provide different levels of support and complexity Examples of differentiating products...

Student choice

Gardner's Intelligences

Independent study Let's make it easy... Let's now take a look at some differentiation strategies Anchor Activities: Allows a student to work on an on-going assignment independently through a unit Is an elaboration of important goals Purpose is to give students meaningful activities while the teacher is working with others But what does an anchor activity look like? Teach the whole class to work independently on the anchor activity Half the class works on the anchor activity Half the class works on another activity Students switch activities as they finish 1/3 of class works on anchor activity 1/3 of class works on another activity 1/3 of the class gets teacher instruction Anchor Activity Examples: Learning Centers

Listening Centers

Investigations

Vocabulary Work

Taking Notes Discussion:

What can we add to this list? Choice Boards

aka

Tic-Tac-Toe Boards Choice board that gives students 9 choices.

They must pick 3 in a row, column, or diagonal line

Activities vary in content, process, and product to reach all students' readiness and interests Remember... All activities should focus on learning goals

Represent activities that vary in learning preferences, challenges, and complexity

Control student choices by how you arrange the activities

Give the students rubrics

Keep Bloom's in mind when you are creating THE RAFT R=Role

A=Audience

F=Form

T=Topic By doing a RAFT chart, you give students choices Benefits of the RAFT Chart Students have activity choices Is appealing to students' learning styles and interests Students use audiences outside of the classroom Uses Bloom's at a deeper level Can be differentiated in a variety of ways Possible Formats Advertisements Posters Newspaper

Articles Letters Diaries Eulogies Pamphlets Memos Interviews Invitations Skits Resumes Cartoons Yearbooks Let's share some other ideas... Cubing and Think Dots These 2 are very similar

Students either role a cube or a die

With the die, each number is assigned a task

Students complete activities in the order in which they are rolled This strategy is differentiated by not giving all students the same activities (different cube)

Students can work in groups because each one should have their own individual response even if they role the same number/cube side

Each cube/number should be differentiated to level and interest/learning style Tiers Start with the level where most students are at Tier down for students that need it Keep moving up the tier until students reach their highest level OR Start at the lowest level for everyone and move up one tier at a time Tiers... Teach at different levels of ability

Are diverse ways of learning

Promotes higher level learning Allows inclusion and integration of all students at all levels

Students learn key concepts through different ways

Accommodates many teaching and learning styles

Avoids assignments being too easy and too hard What can be tiered? Anchor activities

Homework

Writing prompts

Assessments What else can we tier? How do we tier? Complexity

Structure

Number of steps

Pacing

Materials

Interests

Learning styles Any other suggestions? What did we learn? In your groups, plan a lesson using the style that is on the index card in the middle of your table. Be ready to present and discuss your lesson! Presentation by Lisa Lane Helpful Tools! References THE

END Lesson Plan Template Differentiation Check List Check List page 2 Lesson Plan page 2

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# Differentiation

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