Kulanu Torah

Academy
Professional Development Conference
Differentiated Instruction
Januar y 29, 2010

Developed By:
Sholom Fried MS Ed, SBL , SDL
“Our task is to provide

an education for the

kinds of kids we
have, not the kinds
of kids we used to
have,
or want to have,
or the kids that exist
in our dreams.”
~K. P. Gerlach
Teachers are the
lifeblood of our
nation. They educate
our children, they
prepare our
workforce, and shape
tomorrows citizens
FACT: Our nation’s schools
today are educating the
largest, most diverse student
population ever, to higher
standards than ever before.

This is the reason

why the need for
Differentiated
Instruction is so
necessary
 Differentiated Instruction
Defined
“Differentiated instruction is a teaching philosophy
based on the premise that teachers should adapt
instruction to student differences.

Rather than marching students through the

curriculum lockstep, teachers should modify their
instruction to meet students’ varying readiness
levels, learning preferences, and interests.

Therefore, the teacher proactively plans a variety of

ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

 What is differentiation?
Differentiation is
classroom practice
that looks eyeball
to eyeball with
the reality that
kids differ, and the most effective
teachers do whatever it takes to hook
the whole range of kids on learning.
-Tomlinson (2001)
 Differentiation is
responsive teaching
rather than one-size-
fits-all teaching.
 “It means teachers proactively
plan varied approaches to what
students need to learn, how they
will learn it, and/or how they will
show what they have learned in
order to increase the likelihood
that each student will learn as
much as he or she can, as
efficiently as possible.”
 Differentiation doesn’t suggest
that a teacher can be all things
to all individuals all the time. It
does, however, mandate that a
teacher create a reasonable
range of approaches to
learning much of the time, so
that most students find learning
a fit much of the time.
“Differentiation is making sure that
the right students get the right
learning tasks at the right time.
Once you have a sense of what each
student knows and what he or she
needs in order to learn,
differentiation is no longer an
option; it is an obvious response.”
 At its most basic level,
differentiating instruction
means “shaking up” what
goes on in the classroom
so that students have
multiple options for
taking in information,
making sense of ideas,
and expressing
what they learn.
 Differentiation
Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Meaningful tasks Flexible grouping Continual assessment

Teachers can differentiate through Building Community

Quality Curriculum

Content Process Product Affect/Environment

According to students’

Readiness Interest Learning Profile

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning
Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence
Preferences..Orbitals..Complex Instruction…ETC.
 Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in subject matter.

• The teacher understands, appreciates, and builds upon student

differences.

• Assessment and instruction are inseparable.

• The teacher adjusts content, process, and product in response to

student readiness, interests, and learning profile.

• All students participate in respectful work.

• Students and teachers are collaborators in learning.

• Goals of a differentiated classroom are maximum growth and

individual success.

• Flexibility is the hallmark of a differentiated classroom.

 Assumptions We Need
To Have…
• Students differ as learners and need
appropriate challenge, success, and
learning experiences

• It’s unlikely that we will achieve challenge,

success, and instructional fit for each
learner by ignoring student differences
 Assumptions We Need
To Have…
• Attending to student differences requires
a flexible approach to teaching

• Successful attention to student

differences must be rooted in solid
curriculum and instruction
Assumptions We Need
To Have…
• There are many routes to achieving high
quality curriculum taught in ways that
attend to student differences and build
community

• Developing differentiated classrooms

calls on us not so much to develop a bag
of tricks as to rethink teaching and the
power of learning
 Differentiation is a Response to
Beliefs About Teaching and Learning
• We probably underestimate the capacity of
every child as a learner

• Students should be a the center of the

learning process.

• All learners require meaningful, powerful, and

engaging schoolwork to develop their individual
capacities so that they can become fulfilled
and productive members of society

• A major emphasis in learner development is

competition against oneself and not against
someone else for progression
Discussion Question
What are you already
doing to differentiate
instruction in your
classroom?
 WE MUST
REMEMBER THAT…

Excellent differentiated
classrooms are…
excellent FIRST and
differentiated SECOND!
 Assessment in a
Differentiated Classroom
• Assessment drives instruction. (Assessment
information helps the teacher map next steps
for varied learners and the class as a whole.)

• Assessment occurs consistently as the unit

begins, throughout the unit and as the unit
ends.

• Teachers assess student readiness, interest

and learning profile.
 Assessment in a
Differentiated Classroom
• Assessment is part of “teaching for
success.”

• Assessment information helps students

chart and contribute to their own growth.
• Assessment is more focused on personal
growth than on peer competition.

• Assessment information is more useful to

the teacher than grades.
 for
Interest – Readiness – Learning Profile
by
Self – Peers - Teachers
 WHAT CAN BE ASSESSED?
READINESS INTEREST LEARNING
PROFILE

• Interest Surveys • Areas of Strength

Content • Interest Centers and Weakness
Skills • Work Preferences
Knowledge • Self-Selection
• Self Awareness

Concepts
Most teachers assess students at the
end of an instructional unit or sequence.

When assessment and instruction are

interwoven, both the students and the
teacher benefit. The next slide suggests
a diagnostic continuum for
ongoing assessment.
 On-going Assessment:
A Diagnostic Continuum

Preassessment Formative Assessment Summative Assessment

(Finding Out) (Keeping Track & Checking -up) (Making sure)
 On-going Assessment:
A Diagnostic Continuum
Feedback and Goal Setting

Preassessment Formative Assessment Summative Assessment

(Finding Out) (Keeping Track & Checking -up) (Making sure)

Pre-test Conference Exit Card Unit Test

KWL Peer evaluation Portfolio Check Performance Task
Checklist 3-minute pause Quiz Product/Exhibit
Observation/Evaluation Observation Journal Entry Demonstration
Questioning Talk around Self-evaluation Portfolio Review
Questioning
 Pre-assessment Is...
Any method, strategy or process used to determine a
student’s current level of readiness or interest in order to
plan for appropriate instruction.

• provides data to determine options for students

• helps determine differences before planning
•helps teacher design activities that are meaningful and
challenging
•allows teachers to meet students where they are
•identifies starting point for instruction
•identifies learning gaps
• makes efficient use of instructional time
 Examples of Pre-Assessments:
What Do You Want to Learn About Rome?

Name: _______________________
These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 8. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children

What Can You Tell Us About Rome?

1. What country is Rome in? ________________________________________________
2. What does the word civilization mean?_______________________________________
_________________________________________________________________.
3. Can you give us some examples of different civilizations? ________________________
__________________________________________________________________.
4. Can you name any famous Roman people? ___________________________________
__________________________________________________________________.
5. Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
 Examples of Pre-Assessments: How Do You Like to Learn?
1. I study best when it is quiet. Yes No
2. I am able to ignore the noise of
other people talking while I am working. Yes No
3. I like to work at a table or desk. Yes No
4. I like to work on the floor. Yes No
5. I work hard by myself. Yes No
6. I work hard for my parents or teacher. Yes No
7. I will work on an assignment until it is completed, no
matter what. Yes No
8. Sometimes I get frustrated with my work
and do not finish it. Yes No
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it. Yes No
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it. Yes No
11. I like to work by myself. Yes No
12. I like to work in pairs or in groups. Yes No
13. I like to have unlimited amount of time to work on
an assignment. Yes No
14. I like to have a certain amount of time to work on
an assignment. Yes No
15. I like to learn by moving and doing. Yes No
16. I like to learn while sitting at my desk. Yes No
Formative Assessment Is...
A process of accumulating information about a student’s
progress to help make instructional decisions that will
improve his/her understandings and achievement levels.

• Depicts student’s life as a learner

• used to make instructional adjustments
• alerts the teacher about student misconceptions
“early warning signal”
• allows students to build on previous experiences
• provides regular feedback
• provides evidence of progress
•a aligns with instructional/curricular outcomes
Summative Assessment Is...
A means to determine a student’s mastery and
understanding of information, skills, concepts, or
processes.

• Should reflect formative assessments that precede it

• should match material taught
• may determine student’s exit achievement
• may be tied to a final decision, grade or report
• should align with instructional/curricular outcomes
• may be a form of alternative assessment
.“Teaching facts in
isolation is like
trying to pump
water uphill.”
(Carol Tomlinson)
Differentiation
Strategies
 Flexible Grouping
Students are part of many different groups (and also
work alone) based on the match of the task to student
readiness, interest, or learning style.

Teachers may create skills based or interest based

groups that are heterogeneous or homogeneous in
readiness level. Sometimes students select work groups,
and sometimes teachers select them. Sometimes student
group assignments are purposeful and
sometimes random.
 RAFT
RAFT is an acronym that stands for
Role of the student. What is the student’s role:
reporter, observer, eyewitness, object?
Audience. Who will be addressed by this raft: the
teacher, other students, a parent, people in the
community, an editor, another object?
Format. What is the best way to present this
information: in a letter, an article, a report, a poem, a
monologue, a picture, a song?
Topic. Who or what is the subject of this writing: a
famous mathematician, a prehistoric cave dweller, a
reaction to a specific event?
 RAFT Activities
Role Audience Format Topic
Semicolon Middle Schoolers Diary entry I Wish You Really
Knew Where I Belong
ure s
rat Art
ite ge
& L gua

Huck Finn Tom Sawyer Note hidden in a tree A Few Things You Should
n

knot Know
La

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Cigarettes Public Service What you do to me!
Announcement
e
nc

Reporter Public Obituary Hitler is Dead

ie
Sc

Water The Sun A love letter I think you are hot

Thomas Current Residents of Full page Newspaper If I Could Talk to You Now
ry

Jefferson Virginia Ad
sto
Hi

Fractions Whole Numbers Petition To Be Considered A Part of

the Family
A word problem Students in your Set of Directions How to Get to Know Me
class
h
at
M
 Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.

Entrée (Select One)

•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.

Side Dishes (Select at Least Two)

•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn
Diagram.
•Write a journal entry from the point of view of a green
plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.

Dessert (Optional)
•Create a test to assess the teacher’s knowledge of
photosynthesis.
TIC-TAC-TOE Choice Board
For a Book Report
Draw a picture Perform a play Write a song
of the main that shows the about one of
character. conclusion of a the main
story. events.
Write a poem Make a poster Dress up as
about two main that shows the your favorite
events in the order of events character and
story. in the story. perform a
speech telling
who you are.
Create a Venn Write two Write two
diagram paragraphs paragraphs
comparing and about the main about the
contrasting the character. setting.
introduction to
the closing.
 Learning Contract #1
Name _______________________

My question or topic is:

To find out about my question or topic…

I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

I will finish by this date:

 Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report _ Design a mural
_ Put on a demonstration _ Write a song
_ Set up an experiment _ Make a movie
_ Develop a computer presentation _ Create a graphic organizer or diagram
_ Build a model _ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________

To do this project, I will need help with

______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _________

______________________________________________________________
My project will be completed by this date _____________________________

Student signature: ________________________________ Date __/__/__

Teacher signature: ________________________________ Date __/__/__
 Squaring Off
Whole Group Assessment
1. Place a card in each corner of the room with one of the
following words or phrases that are effective ways to
group according to learner knowledge.
Rarely ever Sometimes Often I have it!
Dirt road Paved road Highway Yellow brick road
5. Tell the students to go to the corner of the room that
matches their place in the learning journey.
6. Participants go to the corner that most closely matches
their own learning status and discuss what they know
about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit
All. Thousand Oaks CA: Corwin Press.
 YES
Yes/No Cards NO
• Using a 4x6 index card the student writes YES on
one side and NO on the other.
• When a question is asked the students hold up YES
or NO.
• Ask the students if they know the following
vocabulary words and what they mean.
• Call out a word. If a student is holding a YES they
may be called on to give the correct answer.
• Remind them that if they don’t know the words it is
OK because they will be learning them.
• You can do the same thing with conceptual ideas,
etc.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t
Fit All. Thousand Oaks CA: Corwin Press.
 Thumb It!
• Have students respond with the position of their
thumb to get an assessment of what their current
understanding of a topic being studied.
• Where I am now in my understanding of ______?

Up Sideways Down
I know a lot I know some I know very little

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit
All. Thousand Oaks CA: Corwin Press.
 Fist of Five
Show the number of fingers on a scale, with 1 being
lowest and 5 the highest.

Ask, How well do you feel you know this

information?
4. I know it so well I could explain it to anyone.
5. I can do it alone.
6. I need some help.
7. I could use more practice.
1. I am only beginning.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t
Fit All. Thousand Oaks CA: Corwin Press.
Teacher prepared pretests
KWL charts and other graphic organizers
Writing prompts/samples
Questioning
Guess Box
Picture Interpretation
Prediction
Teacher observation/checklists
Student demonstrations and discussions
Initiating activities
Informational surveys/Questionnaires/Inventories
Student interviews
Student products and work samples
Self-evaluations
Portfolio analysis
Game activities
Show of hands to determine understanding
Drawing related to topic or content
Standardized test information
Anticipation journals
 What Zone Am I In?

Too Easy On Target Too Hard

• I get it right away… • I know some things… • I don’t know where to
start…
• I already know how… • I have to think…
• I have to work… • I can’t figure it out…
• This is a cinch…
• I’m spinning my wheels…
• I’m sure to make an A…• I have to persist…
• I hit some walls… • I’m missing key skills…
• I’m coasting…
• I’m on my toes… • I feel frustrated…
• I feel relaxed…
• I have to re-group… • I feel angry
• I’m bored…
• I feel challenged… • This makes no sense…
• No big effort
necessary… • Effort leads to • Effort doesn’t pay off…
success…

THIS is the place to be… THIS is the achievement zone…

Cubing
• Describe It
Look at the subject closely (perhaps with your senses in mind).
• Compare It
What is it similar to? What is it different from?
• Associate It
What does it make you think of? What comes to your mind
when you think of it? Perhaps people? Places? Things?
Feelings? Let your mind go and see what feelings you have for
the subject.
• Analyze It
Tell how it is made. If you can’t really know, use your
imagination.
• Apply It
Tell what you can do with it. How can it be used?
• Argue for It or Against It
Take a stand. Use any kind of reasoning you want—logical, silly,
anywhere in between.
 Ideas for Kinesthetic Cube

• Arrange _________into a 3-D collage to show_________

• Make a body sculpture to show__________________
• Create a dance to show_______________________
• Do a mime to help us understand_________________
• Present an interior monologue with dramatic movement
that________________________
• Build/construct a representation of________________
• Make a living mobile that shows and balances the
elements of __________________
• Create authentic sound effects to accompany a reading of
________________
• Show the principle of _____________with a rhythm
pattern you create. Explain to us how that works.
 Ideas for Cubing in Math…
• Describe: how you would solve_____________

• Analyze: how this problem helps us use

mathematical thinking and problem solving.

• Compare or Contrast: this problem to one on p._____

• Demonstrate: how a professional (or just a regular

person) could apply this kind of problem
to their work or life.

• Change: one or more numbers (elements, signs) in

the problem. Give a rule for what that
change does.

• Create: an interesting and challenging word

problem from the number problem. (Show us how to
solve it too)

• Diagram or Illustrate: the solution to the problem. Interpret

the visual so we understand.
 Differentiated
Instruction as…

THE GREAT
EQUALIZER!!!
Think About…

HOW?
 The Equalizer
1. Foundational Transformational

Information, Ideas, Materials, Applications

3. Concrete Abstract
Representations, Ideas, Applications, Materials

3. Simple Complex
Resources, Research, Issues, Problems, Skills, Goals

4. Single Facet Multiple Facets

Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections

5. Small Leap Great Leap

Application, Insight, Transfer

6. More Structured More Open

Solutions, Decisions, Approaches

7. Less Independence Greater Independence

Planning, Designing, Monitoring

8. Slow Pace of Study, Pace of Thought Quick

Map Lecture Book List Puzzle
Diagram Editorial Calendar Model
Sculpture Painting Coloring Book Timeline
Discussion Costume Game Toy
Demonstration Placement Research Project Article
Diary
Poem Blueprint TV Show
Poster
Profile Catalogue Song
Magazine
Chart Dialogue Dictionary Computer
Play Newspaper Film Program
Dance Scrapbook Collection Photographs
Campaign Lecture Trial Terrarium
Cassette Questionnaire Petition Drive
Machine Teaching
Quiz Show Flag
Banner Scrapbook Book Lesson
Brochure Graph Prototype
Mural
Speech
Debate Debate
Award Club
Flow Chart Museum Cartoon
Puppet Show Learning Center Recipe
Biography
Tour Advertisement Test Review
Invention
 Begin Slowly – Just Begin!
Low-Prep Differentiation High-Prep Differentiation
Choices of books Tiered activities and labs
Homework options Tiered products
Use of reading buddies Independent studies
Varied journal Prompts Multiple texts
Alternative assessments
Orbitals
Learning contracts
Varied pacing with anchor options 4-MAT
Student-teaching goal setting Multiple-intelligence options
Work alone / together Compacting
Whole-to-part and part-to-whole explorations Spelling by readiness
Flexible seating Entry Points
Varied computer programs Varying organizers
Design-A-Day Lectures coupled with graphic organizers
Varied Supplementary materials Community mentorships
Interest groups
Options for varied modes of expression
Tiered centers
Varying scaffolding on same organizer
Interest centers
Let’s Make a Deal projects Personal agendas
Computer mentors Literature Circles
Think-Pair-Share by readiness, interest, learning profile Stations
Use of collaboration, independence, and cooperation Complex Instruction
Open-ended activities Group Investigation
Mini-workshops to reteach or extend skills Tape-recorded materials
Jigsaw Teams, Games, and Tournaments
Negotiated Criteria Choice Boards
Think-Tac-Toe
Explorations by interests
Simulations
Games to practice mastery of information
Problem-Based Learning
Multiple levels of questions Graduated Rubrics
Flexible reading formats
Student-centered writing formats
Reform must come
from within, not
from without.
WE, are the Agents of
Change… nothing can change
unless we change ourselves
and our ways of teaching
James Gibbons
 We Need To Ask
Ourselves…
Do all students have access to the
tools, knowledge and guidance that
they need to succeed?

If not, what can we do to give them

those tools?
 Where do I Go From Here?
Some Tips for Implementing
Differentiation in your
Classroom

 Startslowly
 Organize classroom space
 Find out student interests
 Where do I Go From Here?
Some Tips for Implementing
Differentiation in your
Classroom
 Use technology
 Start class with familiar tasks
(Do Now)
 Start student port(data)folios
 Investing Students
Students must “buy-in” to what
you’re doing
Provide choice to students
Adjust physical environment
sit visually impaired at front of room
arrangement of desks
quiet/safe area

Increase student accountability

 THINK ABOUT
ON-GOING ASSESSMENT
STUDENT DATA TEACHER DATA

Anecdotal records
Open response test
Observation by checklist
Oral response Skills checklist
Portfolio entry Class discussion
Exhibition Small group interaction
Culminating product Teacher – student
Question writing conference
Problem solving Assessment stations
Exit cards
Journal Entry
Performance tasks and
Short Answer Test rubrics
 DIFFERENTIATED
INSTRUCTION

JUST DO IT!!!