2. OBJECTIVES:
I will be able to:
Define differentiation (K)
Identify where differentiation fits in the PLC
Cycle (D)
Define and characterize the three types of
differentiation (K)
Distinguish examples of differentiation from non-
examples (D)
Know what constitutes the K, U, and D (K)
Explain the purpose of a KUD statement (D)
3. AGENDA:
Define differentiation
Mini-Lecture:
Identify where differentiation fits in the PLC
Review of Cycle
Differentiation Define and characterize the three types of
differentiation
Table Game: Distinguish examples of differentiation
Is it Differentiation or from non-examples
Is It Not?
Mini- Lecture Cont:
Explain what constitutes the K, U, and D
Review of
Differentiation Explain the purpose of a KUD statement
Review Game:
Things Associated Review presentation objectives
with…
4. DIFFERENTIATION IS…
“A systematic
approach to planning Essential
Outcome
curriculum and Summative Instruction
Assessment
instruction for
academically diverse
Where does
learners” that
Data differentiation fit
provides students of Collection &
Analysis in the PLC
Formative
Assessment
different abilities, Cycle?
interests, or learning
needs equally Differentiated Instr.: Data
Intervention & Collection &
appropriate ways to Enrichment Analysis
SMART
learn. Goals
(Tomlinson & Strickland, p.7).
5. DIFFERENTIATION IS…
What it is:
Meeting kids where they are… not where we
wish they would be
Teaching with variance in mind
Responsive teaching rather than one-size-fits-
all teaching
“Providing student multiple options for making
sense of information”
Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
6. THREE TYPES OF DIFFERENTIATION
INTEREST “What a student enjoys learning about,
thinking about, and doing”
(Tomlinson & Strickland, p.6)
LEARNING “A student’s preferred mode of learning”
(Tomlinson & Strickland, p.6).
PROFILE
READINESS “Current knowledge, understanding, and
skill level a student has related to a
particular sequence of learning” (Tomlinson
& Strickland, p.6).
7. WHEN WE DIFFERENTIATE FOR INTEREST,
WE:
Engage students in WAYS TO DIFFERENTIATE BY
INTEREST:
their interest, which
•“Provide materials to encourage
increases the future exploration of topics of interest
likelihood and speed of •Use student questions & topics to
learning. guide lectures, materials selection,
examples, & illustrations
•Encourage students to design or
Positively “impact a participate in the design of some tasks
student’s readiness to •Allow students to specialize in
learn too.” aspects of a topic they find interesting
and share findings with others”
(Strickland, p.1, 2012)
8. WHEN WE DIFFERENTIATE FOR
LEARNING PROFILE, WE:
Collect data about WAYS TO DIFFERENTIATE BY
student learning LEARNING PROFILE:
preferences … •Create different activities (aligned
to the same KUD) that allow
students to process or make
in order to sense of the unit information
“provide students
different ways to work or •Create different product options
learn”… for students to demonstrate what
they learned
“simultaneously, rather •Allow students to work alone or
than waiting for their turn with a partner
in the learning profile
“rotation”.”
(Strickland, p.30, 2012)
9. WHEN WE DIFFERENTIATE FOR
READINESS, WE:
“Accept readiness is WAYS TO DIFFERENTIATE BY
not a fixed factor”… READINESS:
•Tiered Tasks
and scaffold student
experiences to provide •Small Group Instruction
them with
information and work
that is challenging…
in order to
“maximize student
growth”
(Strickland, p.51-52, 2012)
10. GAME:
IS IT DIFFERENTIATION
OR IS IT NOT?
DIRECTIONS:
1) Find a group of three Yes No
2) Read the scenario on each label.
3) Determine whether each label is or is not
an example of differentiation.
4) If the label:
• is an example of differentiation, place the
label on the left side of your construction
paper
• is not an example of differentiation, place
the label on the right side of your
construction paper
11. 5 PRINCIPLES OF
DIFFERENTIATED INSTRUCTION:
Quality Curriculum
Quality Tasks
Respectful Community
Continual Assessment
Flexible Grouping
(Tomlinson & Strickland, p. 16-17, 2005.)
12. A HIGH QUALITY CURRICULUM…
Has clear learning goals
for students that Essential
Outcome
articulate what ALL Summative Instruction
students are expected to Assessment
Know, Understand, and
Do
Data
Formative
Collection
Assessment
& Analysis
At LTHS this is
articulated through our:
Enduring Differentiated Data
Understandings (U) Instr.: Intervention
& Enrichment
Collection
& Analysis
and Essential Outcomes SMART
Goals
( K & D)
13. KUD STATEMENT…
• When differentiating, it is the KUD statement
that ensures:
the learning goal is clear and consistent
all students are led to the same end result or
outcome regardless of the type of differentiation that
is employed and regardless of the specific task or
activity they are completing
all students receive the same key learnings (KUD)
14. KUD STATEMENT…
K U D
KNOW UNDERSTAND DO
LT’s Essential LT’s Enduring LT’s Essential
Outcomes Understandings Outcomes
Big Ideas
Knowledge (that frame the Skills
details)
Facts, People,
Dates, Places, Generalizations Outcomes
Definitions
Includes things you want
Can begin with I want students to students to be able to do
“know how” understand that… after they complete your
class
(Strickland, 2011, p.15)
15. GAME:
THINGS ASSOCIATED WITH DIFFERENTIATION
DIRECTIONS:
Find a partner
One person must act as the “guesser”
Turn your chair away from the screen
Do not look at the screen or read the terms on the screen
The other person will describe each term to the “guesser”
in an effort to get the “guesser” to list every term on the
screen
You may not say the words on the screen
Once the “guesser” says all the words on the screen raise your
hand
The first team done has won the game
16. GAME:
THINGS ASSOCIATED WITH DIFFERENTIATION
TERMS THAT MUST BE SAID BY THE GUESSER:
PLC Cycle
Learning Profile
KUD Statement
Interest
Quality Curriculum
Flexible Grouping
Readiness
Respectful Community
Continuous Assessment
Quality Task
17. REFERENCES
McTighe, J. & Wiggins, G. (2006). Understanding by
design, 2nd ed. Alexandria, Virginia: ASCD.
Strickland, C.A. (2011). Differentiation of instruction at the
high school level. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful
differentiation. ASCD: Alexandria, Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation
in practice: A resource guide for differentiating
curriculum – Grades 9-12. ASCD: Alexandria, Virginia.
(2012). LTHS professional learning communities
glossary. LTHS: LaGrange, IL.
19. AGENDA FOR THE DAY…
SESSSION TITLE TIME
Opening Session Opening Session 7:45-8:15am
Session I: Differentiation Review 8:20-9:00am
Session II: Choice Session 9:10-10:00am
Concerning Differentiation
Session III: Choice Session 10:10-11:00am
Concerning Differentiation
Session IV: Applying Information in 11:10-12:00pm
Your PLC
LUNCH Provided for all faculty In 12:00-12:50pm
NC Cafeteria
Division Meeting Division Meeting 1:00-3:00pm
20. IN MARCH…
On March 11, 2013, each PLC Team will
present the following information in our
division meeting:
Explanation of the differentiated
lesson, project, activity/task
Type
of differentiation
Summary of the lesson, project, or activity
Success experienced
Challenges experienced
Next steps concerning differentiation
21. IN A MOMENT…
You will get into PLC groups:
Please share the sessions you will attend for the
day
Identify information you would like to obtain so
that you can use your time when we return to
work in PLCs at 11:10am
Use any remaining time (up until 9:00am) to plan
your differentiated task/lesson
22. SEE YOU BACK HERE
AT 11:10am
TO WORK IN YOUR PLCs
