Enhancing Your Instructional Skills Through Differentiation Melissa Storm

Enhancing Your Instructional Skills Through Differentiation Melissa Storm The Access Center

Session Overview • • • Introduction Differentiation Strategies Practice Practical Issues Collaboration Next Steps

Why Differentiate? • All kids are different. • One size does not fit all. • Differentiation provides all students with access to all curriculum.

What is Differentiation? • A teacher’s response to learner needs • The recognition of students’ varying background knowledge and preferences • Instruction that appeals to students’ differences

Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Learning Profile

Comparing Traditional and Differentiated Classrooms • Addressing student differences • Use of assessment • Use of student interest and learning style

Comparing Traditional and Differentiated Classrooms • Instructional format • Assignment options • Factors guiding instruction

Discussion Question What are you already doing to differentiate instruction in your classroom?

Differentiation Strategies • All strategies are aligned with instructional goals and objectives • Specific strategies are selected based on – Focus of instruction – Focus of differentiation

Example of a Differentiated Classroom Judy Rex’s Classroom in Scottsdale, AZ 3 rd-4 th grade multi-age class Children from 2 nd grade reading level through high school

Some Differentiation Strategies • Choice Boards • Tiered Activities • Learning Contracts

Differentiation Strategies

1. Develop a two-sentence summary of your strategy. 2. Provide an example of how the strategy could be used in your classroom. Reading/Language Arts – Compacting Math – Independent Study Science – Interest Centers or Interest Groups Social Studies/History – Flexible Grouping

Case Studies • What aspects of differentiation do you see? • Which techniques could you use in your classroom? How? • What questions or concerns came up?

Differentiation Practice

Assessment in the Differentiated Classroom • • Ongoing Instruction-dependent Student-dependent Informs continued instruction

Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom • Start slowly • Organize your classroom space

Teacher Station 1 Inboxes Bookshelf Teacher Station 2 Schedule Group Assignments

Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom • • • Start student files Start student portfolios Use a clipboard Use of technology Start class with familiar tasks Use task cards, a tape recorder, or an overhead for directions • Have systems for student questions

Implementing Differentiated Instruction in your District or School • Start with Committed Staff • Look for Existing Resources/Infrastructure • Start with One or Two Strategies • Try it and Be Willing to Alter and Extend

Implementing Differentiated Instruction: Additional Considerations • Administrative Support to Teachers • Professional Development • Adequate Planning Time

Collaborating Effectively General Education and Special Education • Interpersonal Communication • Physical Arrangement • Curriculum • Classroom Management

Collaborating Effectively Teachers and Instructional Assistants • Communicate • Schedules • Share classroom experiences • Share responsibility for students

Investing Students • Student “buy-in” • Provide choice • Allow students to assess their own mastery • Adjust physical environment • Increase student responsibility

Where do I Go From Here? • Support networks – Online discussion forum http: //www. k 8 accesscenter. org § What’s New > Effective Classroom Strategies Discussion • Collaboration

Resources • Assessment – Curriculum Based Measurement www. studentprogress. org • National Center on Accessing the General Curriculum (NCAC) www. cast. org/ncac/ • The Access Center www. k 8 accesscenter. org