Week 9 – Similarities &

Differences
Week 9 – CPA – An Overview of Differentiation

http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx

Getting Ready to CLOSE Read -

This is a book chapter that provides an overview of differentiation. As you read this chapter, interact
with the authors in determining what the authors say and what the authors want the readers to
understand. You will also use your prior knowledge, field experience, and learning segment you are
developing as you interact with this chapter. Annotate the article in a way that helps you process the
information. Respond in writing to these guide questions.

1. Hattie is quoted at the beginning:

Note that differentiation relates more to addressing students' different phases of learning from
novice to capable to proficient rather than merely providing different activities to different
(groups of) students.
a. How do you understand this statement?

The statement is explaining to the reader what the author is referring to when talking about
differentiation because the word could confuse readers if they misunderstand the authors definitions of
the word. The quote with that added context also highlights that doing tasks in different ways helps
students who are struggling, capable, or excelling to approach the topics that best fits their needs.

2. Robust teaching links five classroom element: 1) learning environment; 2) curriculum; 3)

assessment; 4) instruction; and 5) classroom leadership. As you take notes on this chapter, be
sure to include all five elements in your note taking. Write 2-3 big ideas on each of these
elements.
1) Learning environment:
 Teacher’s emotional connection with students contributes to academic growth, that
connection enables the students to trust the teacher as a dependable partner in
achievement.
 In differentiation the teacher’s aim is to make the classroom work for each student who
is present. The teacher is attuned to the various needs of the students and responds to
ensure that the needs are met.
 Teacher’s present an invitation to learn with three hallmarks: (1) Unerring respect for
student’s value, ability, and responsibility; (2) Unflagging optimism that every student
has the untapped capacity to learn what is being taught; (3) Active and visible support
for student success. These hallmarks allow for teachers to forge a connection with their
students
2) Curriculum:
 Effective differentiation occurs when a teacher is (1) clear about student’s status with
specific KUDs, (2) able to plan to move students forwards with knowledge and skill once
they have mastered required sequences, and (3) able to “teach backwards”. You can
 also have students on the same understanding, but teachers need to apply different
scaffolding based on the student’s current development.
 In terms of assessment, an understanding-focused curriculum suggests that pre-
assessments, formative assessments, and summative assessments will center on
student understanding similarly to knowledge and skill. Assessments that help student’s
connect knowledge, understanding, and skill will be beneficial to the learning process.
 There is a clear link between understanding and engagement. Engagement in the
classroom results when a student’s attention is attracted to an idea or a task because it
is seen as worthwhile. In differentiation, tasks will sometimes need to be at different
degrees of difficulty or linked to different experiences, interests, and talents in order to
engage a broad range of learners.
3) Assessment:
 Assessments are a type of diagnostic process to allow a regular and evolving sense of a
student’s academic process to plan for that student’s academic needs.
 Teachers need to know, for each student, where that student begins and where that
student is in the individual journey toward meeting the criteria of the lesson or unit.
4) Instruction:
 Instruction’s goal is to ensure that each student has the best possible learning
experiences in order to maximize academic growth. Achieving maximum academic
growth is dependent upon the effective instructional practices working in concert with
an effective curriculum, as well as effective assessment, and classroom leadership and
management.
 Five components of instruction can be differentiated: (10 content-what a student needs
to learn or how the student will gain access to the knowledge, ideas, and skills; (2)
process- how the student will come to master and “own” the knowledge, ideas, and
skills; (3) product- how the student will commutatively show what he las learned; (4)
affect- the climate that encompasses the learner and interactions among students and
teacher; (5) learning environment- the personal, social, and physical arrangements in
the classroom.
 Responsive instruction also contributes to community as students learn to apricate the
growth exhibited by their peers and the effort that fuels the growth.
5) Classroom Leadership:
 We as teachers aim to create a classroom in which teaching, and learning can proceed
predictably and productively. Although we as humans resist being managed, we are
amenable to becoming part of an endeavor that we perceive to be meaningful and
beneficial.
 Leading in differentiation suggests that a teacher has a vision of a classroom where the
welfare of each student is paramount, where members come together as a team to
achieve important goals- a community designed to support the maximum development
of each individual and the group as a whole.
 Managing routines and processes in differentiation suggest that the teacher will help
students understand, contribute to, and participate in structures designed to facilitate
learning. Some of these routines and processes help the teacher work efficiently and
effectively; others help students work efficiently and effectively. Most involve
 collaborative work between the teacher and the students. The process necessary for
“flexible order”.
3. How would you describe the learning environment in your field placement? Use specific
examples to support your opinion.
How would the students at your field placement describe the learning environment?

Overall, I feel that the environment at RKA models the differentiation, because many of the
teachers have a connection with the student and often come to them throughout the day to talk
and catch up with the teacher. Similarly, many of the classes have two teachers present to help
students one-on-one which I feel best differentiates student scaffolding which allows for more help
to be given to a student struggling while the main teacher can further the lesson.

4. Describe the KUDs for your 7th grade learning segment.

The KUDs for my lesson would be

K: we want students to know about the competing theories from the Enlightenment, and their
perspectives about social contract and natural rights

U: we want students to understand how these ideas influenced Thomas Paine in writing Common
Sense and other early Revolutionaries to call for independence

D: we want students to be able to examine how Thomas Paine was able to persuade colonists to
side with independence, and the influence it has on the overall cause for independence.

5. Why should you plan your learning segment for the highest level of performers in the class –
that is teaching up instead of planning for the lowest performers?

It is best to have high expectations for students so that they feel challenged; however, it is
easier to scale backwards for students who may not be preforming at the highest level yet.

6. What pre-assessment will you use in your learning segment to know where students BEGIN in
this learning segment?

Think-Ink-Pair-Share: as a Do Now the teacher can ask students “What does it mean to be
natural? What does it mean to have rights? What does it mean to be free?”
They would write first in their notes the answers to these questions, then share with a partner
what each wrote, finally they would share with the class their pair answers.
This activity opens with essential question to highlight these were similar questions
Enlightenment thinkers of the time were hoping to answer. Opening students to think critically
and generally about the overall Enlightenment.

7. What would be the learning target for your learning segment? (review learning targets from
EDUC 206 if necessary)

Students will examine the influences Enlightenment ideas such as natural rights and social
contract and ideas expressed in Thomas Paine’s Common Sense had on colonial leaders in their
 debates on independence. Students will examine the Declaration of Independence and the
arguments for independence stated within.

They will show their understanding by being able to examine the Enlightenment thinkers’ ideas
in Thomas Paine’s Common Sense and by inferring what impact this will have on the Revolution.

8. Based on the case study you chose, what is the readiness level of the learners you are
addressing?

Valeria is proficient in the Social Language and would require more help in understanding the
Academic Language. Similarly, Valeria has trouble applying prior concepts to different events.
The goal of the lesson will be to have Valeria practice Academic Language with her peers, as well
as continue to practice prior units and show how they connect to the current unit.

9. What are the interests of your field experience students?

Many of the students share an interest in food, music, video games. Which all can be used to
connect to history, highlighting the important developments that occurred through food song
and digital media.

10. Brainstorm a way students can:

a. Take in knowledge in your learning segment

Video, Graphic Organizer, Peer Work

b. Engage with knowledge in your learning segment

Encourage students to apply the Enlightenment thinkers’ ideas to different aspects of

life and have them question how they would feel to be living in a society governed by
that idea.

c. Explore knowledge in your learning segment

Identify how Thomas Paine used the Enlightenment to persuade colonists to support
Independence.

d. Demonstrate knowledge in your learning segment

Examine and infer how these ideas impact the Founders and shape the cause for
American Independence.

11. How have your ideas on differentiation changed after reading this chapter?

Yes, originally, I only thought differentiation only applied to the instructional aspects of the lesson
segment. Seeing that differentiation can be used in almost every aspect of the classroom highlights an
important impact that I need to consider as I create all my lessons-especially when helping ENL students
transition to a new environment.

Be sure to bring a printed copy of your responses to class on Tuesday.

For those who want additional information, check out this video:
http://streaming.ascd.org/watch/recommended/5115782958001/differentiated-instruction-in-action---
high-school