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Yvette Riley

on 3 June 2016

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Transcript of Differentiation

A Differentiation Journey
So what is Differentiation
"In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, processes and product in anticipation of and response to student differences in readiness, interest and learning needs"
Carol Tomlinson (2010)
What it isn't
What is it then?
Differentiation is PROACTIVE

It is assumed that all learners have different needs in the classroom. Because of this, the teacher plans a variety of ways to allow students to learn and express their learning. With more learning experiences available, the teacher will not have to react less to plans that did not work.

(Tomlinson, 2004)

Four singers take part in a musical round of 4 equal lines. An example of a 4 line round is the song: ‘Kookaburra sits in the old gum tree’

Each person sang the round three times.

What fraction of the total singing time were all four singers singing?

A Teenage Problem
Differentiation is NOT
"Individualized Instruction"

Teachers cannot plan something different for each of their 30 + students in the classroom. This tends to lead to teacher exhaustion and fragmented learning. (Tomlinson, 2004)
Differentiation is NOT chaotic
Differentiating instruction does not lead to losing control of student behavior. Teachers must guide students in how to move from activity to activity effectively, and the proper behavior at each activity. Student movement and talking is necessary but controlled. (Tomlinson, 2004)
Differentiation is QUALITATIVE

Differentiation is not giving more work to students that are successful and less work to students that are struggling. Adjusting the
number of assignments
a student completes is LESS EFFECTIVE than adjusting the
type of assignment
the student completes.

(Tomlinson, 2004)
Differentiation is NOT Another Way to
Provide Homogeneous Grouping.

Gone are the days of the remedial, standard and advanced grouping. Typically these types of groupings leave a student in that group for an entire year. Differentiated instruction focuses on FLEXIBLE grouping, based on a students areas of strengths and weaknesses (Tomlinson, 2004).
Differentiation is NOT "making it easier"

Asking questions on the same topic that are harder may be appropriate for Gifted/high achieving students, but asking easier questions of struggling students is not true differentiation.
Differentiation is rooted in ASSESSMENT

Differentiated instruction uses knowledge of students from all facets, including formative assessment. Gone are the days where assessment only takes place at the end of the unit. Assessment should be ongoing, and help the teacher design lessons so that all students are successful

(Tomlinson, 2004)
Differentiation provides MULTIPLE APPROACHES

Content, Process, and Product are three curricular elements that can be differentiated. A student must be offered different approaches on what they learn, how they learn it, and how they show what they have learned.

(Tomlinson, 2004)
("Content, process, product")
Differentiation is STUDENT CENTERED

Teachers must keep in mind that not all students have the same background knowledge. Learning must be interesting, engaging, and relevant for students in order to keep them motivated to learn. In a differentiated classroom, students take more responsibility for their learning because they have a vested interest in what outcomes they accomplish.
"........teacher to tell students everything rather than guiding them to think on their own, accept significant responsibility for learning..."

(Tomlinson, 2004)
Differentiation is a BLEND of instruction

Flexible groupings of whole class, group, and individual instruction is imperative for differentiation. A blend of these groupings provides the best learning experience for students.

(Tomlinson, 2004)
("Whole class instruction")
How do i do it?
Kookaburra sits on the old gum tree,
Merry merry king of the bush is he.
Laugh, Kookaburra, laugh, Kookaburra,
Gay your life must be!

Create your own PBL
Bringing it to life........."The Essence"
Design with the end goal in mind....
"Big ideas" and core tasks
enduring understanding....and connected learning..
Important to know and do...Foundation concepts and skills...
Worth being familiar with..."nice to know"
To determine Readiness...
Pre-Assessment....know the learner

Interest...leads to improved motivation

Exploratory Studies
Studying concepts and principles through the lens of interest
Student choice of tasks
Independent study
Group Investigation
Interest groups
Literature circles
Negotiated criteria for tasks and products
Student-selected audiences
Student Mode of learning
Your Task
Use the assessment task provided you need to redesign it as a PBL task with appropriate "Clues" or support levels that will support all students achieve the task.

In groups of 4-5, one person needs to download the task electronically and make changes to it for the group.
Take note of the template.
Upload when completed.
Full transcript