2. Differentiation is:
• Taking the student
into account when
deciding the most
effective way to
deliver the
curriculum.
• “Differentiation is all about
options, and not being
punitive by just pilling more
work for the more able” –
Mary Hess, WEAC
3. This isn’t a new idea
• Differentiation has existed for a long time.
• It happens when we see a student struggling
and we figure out a way to make it make
sense.
• Many of us already do this, we just need to
take it to the next level.
www.teachushistory.org
4. Why should we consider this?
• Not everyone learns the same.
– If different people learn in different ways,
why should we only teach one way?
5. Rationale
• Differentiation rests on the realization that
people are different.
• Consequently:
– People learn in a variety of ways.
– Kids don’t come in “standard issue”
• Educators are challenged to find new ways of
teaching different students the same
information.
6. What it Looks Like
• Differentiation happens when a teacher
plans varied approaches to:
– What students need to learn
– How students can express what they’ve
learned
7. Conveying a Deeper Understanding
• Keep the focus on concepts
– Emphasize understanding concepts and
sense-making
– Big Rock Concepts
– Not retention and regurgitation of facts
– Students develop a deeper understanding
of the material
8. Learning Styles
• Using Differentiation allows us to
create lessons that appeal to the
multiple intelligences of our
students
9. Gardener’s Multiple Intelligences
• Words (linguistic intelligence)
• Numbers or logic (logical-mathematical intelligence)
• Pictures (spatial intelligence)
• Music (musical intelligence)
• Self-Reflection (interpersonal intelligence)
• Physical Experience (bodily-kinesthetic intelligence)
• Social Experience (interpersonal intelligence)
• Natural world (naturalist intelligence)
10. What does this mean?
• Kids learn differently
• Educators must find different ways to
reach all students
11. What Differentiation IS NOT
• Assigning more
work at the same
level to high
achieving students
• Focusing on student
weaknesses and
ignoring student
strengths
• A different lesson
plan for each
student each day
• Additional work for
the “more able”
12. Goals
• To provide a learning environment that
will maximize the potential for student
success.
• Connect the curriculum to students by
taking individual learning styles into
account when we teach
• This Increases the likelihood of
conveying a deeper understanding of
the material
13. Allows us the freedom to align the
way we teach with our understanding
of how our students learn
14. How it Works
• Use ongoing assessments of readiness
and interests
• Pre-assess to find students needing
more support and those who can leap
forward
• Don’t assume that all students need
exactly the same task
15. How it works
• Use Whole-group instruction for introducing
ideas, planning, or sharing results
• Provide work-time for small groups of
students to work together.
• Make grouping flexible for work time:
– Sometimes let students work alone
– Sometimes let students work in groups
based on readiness, interests, or learning
styles
16. More on Grouping
• Flexible Grouping:
– Initially students
are clustered by:
• Achievement
(subject area)
• Interest
• Learning style
• Choice
• Ability
17. Flexibility in Grouping
• Teachers will move students in and out
of groups after assessing and
reassessing the instructional needs of
their students.
• Using data related to student
achievement helps in this area.
• Flexibility is necessary as children
evolve as time goes by.
18. Tiered Lessons
• A tiered lesson has the same learning
objective for all students
– The learning objective is determined
through state content standards or
indicators.
• The lesson becomes differentiated
through the tiers, which are different
learning activities for several groups of
students.
– Students are divided into groups
19. Tiered Grouping
• There are three main ways to
differentiate instruction through
grouping:
– readiness
– Interest
– learning styles
20. Tiered by Readiness-Ability
• Means the students are grouped by
ability
• Some ways to group students by ability:
– Use your general knowledge about the
students from past observation
– Provide a pretest on the learning objective
you are targeting
– Student interest
22. Tiered by Interest and
Learning Style
• Use what you know about your students
to engage them in the instruction
• Determine how they learn and design
your instruction to cater to their interests
• This increases the likelihood that they
will succeed.
24. Why is Authentic Assessment
Valuable?
• It gives us a more specific picture of
what our students know.
• It shows us what our students are
capable of.
• It allows students to use their talents to
demonstrate their understanding.
25. How to Plan for Differentiated
Instruction In 4 Steps
26. Step 1—Know your students
• Step 1—Determine the ability level of
your students
– Survey student interests
– Is behavior management a problem?
27. Step 2
• Have a repertoire of Teaching
Strategies
– Direct Instruction
– Inquiry-Based Learning
– Cooperative Learning
– Information Processing Strategies
28. Step 3
• Identify a variety of Instructional
Activities
– Engagement is key here
– Must motivate and challenge students
– If you know your students profiles, you
have a better chance at keeping them on
task
29. Step 4
• Identify ways to assess or evaluate
student progress
– One size does not fit all
– Authentic Assessment
30. Example: Dave Higgens
• Note the multiple ways that students can
demonstrate their understanding of the
material.
• How does this relate to multiple intelligences?
• How important is collaboration in coordinating
this assessment?
• How is this an example of Authentic
Assessment?
31. Desired Outcome
• Instruction will reflect the specific needs
of students.
• This will increase the likelihood that
students will be engaged.
• Students will acquire the information
that they need to be successful.
• It will be uncommon for our students to
be unsuccessful in school.
32. Differentiation in P.E.
• Physical education teachers (all elective teachers)
are responsible for teaching students with a wide
range of experiences and abilities, including students
with permanent or temporary physical disabilities.
• Students with special needs, as well as advanced
learners, require differentiation strategies in P.E. to
ensure appropriately challenging activities. The
lessons must be at the appropriate pace and
complexity to meet the needs of all students.
33. What does differentiation in
P.E. look like?
• The main goal is to create a physically and
emotionally safe environment where students are
comfortable to ask questions and to perform skills in
front of peers.
• Use a variety of ways to explain a technique.
• Teach the vocabulary associated with activity.
• Flexible Grouping: Pair or group students for
maximum success.
34. What does differentiation in
P.E. look like?
• Prepare students for testing situations to ensure
accurate results.
• Frequently ask students to explain what he/she
knows about the skill being taught.
• Allow students to demonstrate their understanding
and abilities in a variety of ways, e.g., verbal, written,
or physically.
• Allow extra time class time for practice and use
modified equipment when necessary.
35. What does differentiation in
P.E. look like?
• Give students multiple opportunities to
show that they have mastered a skill.
• Do not always grade on skill mastery,
but improvements and understanding of
the activities. Sometimes, allow
students to demonstrate a skill alone if
they are afraid of performing in front of
others.
36. Differentiation and Grading
• Give students multiple opportunities to
show that they have mastered a skill.
• Do not always grade on skill mastery,
but improvements and understanding of
the activities. Sometimes, allow
students to demonstrate a skill alone if
they are afraid of performing in front of
others.
37. Differentiation and Grading
• Create 2-3 separate activity areas for students of
various skill levels to compete so that it is more
relevant and to alleviate behavior problems. Some
kids thrive on competition and others are content
playing a game for fun, which is fine.
• Take pre- and post-tests to look for gains in physical
fitness and health. This will demonstrate student
effort in making personal improvements.
