1. Hialeah Gardens High School October 28, 2010 Differentiated Instruction Overview

6. is a teachers’ response to learners’ needs guided by general principles of differentiation, such as flexible grouping ongoing assessment and adjustment respectful tasks ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 15

7. multiple intelligences jigsaw taped material anchor activities varying organizers varied texts varied supplementary materials literature circles tiered lessons tiered centers tiered products learning contracts small-group instruction group instruction orbitals independent study 4MAT varied questioning strategies interest centers interest groups varied homework compacting varied journal prompts complex instruction according to students’ through a range of instructional and management practices such as Content Process Product Interests Readiness Learning Profile ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 15

12. Definition of Product Products are assessments or demonstrations of what students have come to know, understand, and be able to do as the result of an extended sequence of learning. A product is the student’s opportunity to show what she has learned throughout a unit. ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms

24. Quote “ A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.” ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms, p. 5

25. Not Differentiated Fully Differentiated Examine the differentiation continuum and place yourself on the continuum for each of the specific areas. adapted from Carol Ann Tomlinson, 1999 The Differentiated Classroom: Responding to the Needs of All Learners, p. 16 Differentiation Continuum Not Differentiated Fully Differentiated Assessment is at the end. Assessment is ongoing. A single form of assessment is used. Diagnostic assessment is used. Intelligence is viewed narrowly. Multiple forms of intelligence are valued. Single option assignments. Assignments offer multiple options. Time is inflexible. Time is flexible in terms of student needs. Instruction is whole class. Flexible grouping is practiced. Teacher directs student behavior. Teacher scaffolds self-reliant learning. Coverage of texts and curriculum drive instruction. Materials are varied. Teacher solves problems. Teacher facilitates student problem-solving. Grading is based on teacher-set, inflexible objectives. Grading is determined by learning goals.