1. Many Different Needs, One Curriculum: Differentiating Instruction for Student Success SED 457
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13. Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate From the Access Center: Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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17. Using Anchor Activities to Create Groups Teach the whole class to work independently and quietly on the anchor activity. Half the class works on anchor activity. Other half works on a different activity. Flip-Flop 1/3 works on anchor activity. 1/3 works on a different activity. 1/3 works with teacher---direct instruction. 1 2 3 www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/ anchor .ppt
33. Same task, 3 different SOURCES OF INFORMATION Choose one of the primary sources below. Examine both the information about the item and the item itself. Take notes of important details that will help you answer the following question: WHAT WERE SOME OF THE ECONOMIC, SOCIAL AND POLITICAL EFFECTS OF THE GREAT DEPRESSION ON PEOPLE?
34. Tier 1: Dorothea Lange Photograph of the Migrant Mother, 1936
35. Tier 2: Mrs. Mary Sullivan-August, 1940 A Traveler’s Line
36. Tier 3: American Life Histories, Manuscript from the Federal Writer’s Project, North Carolina, 1938 Nina Boone-North Carolina
1. No one can learn everything in every textbook. We forget more than we remember. It is crucial then, for teachers to articulate what is essential for learners to recall, understand, and be able to do in a given domain. In a differentiated classroom, the teacher fully fashions instruction around the essential concepts, principles and skills of each subject. Some of us are funny, some of us struggle with reading, some of us have bad tempers, some of us have eyes that don’t work as well as others, some are good at kicking a ball. We share the same basic needs for nourishment, shelter, safety, belonging, achievement, contribution and fulfillment, but we have lots of differences. In a differentiated classroom, the teacher accepts students as they are and expects them to be all that they can be. Assessment is ongoing and diagnostic. Goal is to provide day to day data on students readiness for particular ideas and skills, interests and learning profiles. Assessment doesn’t just come at the end of a unit to find out what students learned. Even when using formal assessment at the end of a unit or chapters, teachers seek varied means of assessments. The content is what the teachers want students to learn, process described the activities designed to ensure that students use key skills to make sense out of essential ideas and information. Products are the vehicles through which students demonstrate and extend what they’ve learned. Some students will need repeated experiences to master concepts and others master them swiftly; continually tries to understand what works with each child. Students can let teachers know when task are too hard or too easy, when learning is interesting and when it isn’t, when they need help and when they are ready to work alone. Some decisions will apply to the class as a whole; others will be specific to the individual.
1. In many classes, a student is unsuccessful if he falls short of 9 th grade standards. That the student grew more than anyone in the room counts for little if he lags behind grade level expectations. Similarly, a child is expected to remain in 9 th grade even though she achieved those standards two years ago.When a student struggles, teachers has two goals: to accelerate the students skills and understanding as quickly as possible and to ensure that the students and parents are aware of the individual’s goals and growth. Same is true when a learner has advanced beyond grade-level expectations 2. Sometimes the teacher says who will work together, sometimes the students decide. Sometimes the teachers is the primary helper of students and sometimes the students help one another
Give example from the ACOS standards for WWII Stop here and divide students: develop 4 core concepts that will go through the entire course
Content—the material the student uses to gain knowledge The process-the method strategies used to gain knowledge/organize thoughts/ gain access to content The product—the way to demonstrate mastery
Academic Ability-based on pre-assessment on content knowledge Interest-based on interest surveys, student choice Readiness : student pacing based on readiness to work at a faster pace, more independently, based on past performance
Can be used to begin the day, when students complete an assignment, when students are stuck and waiting for help
Can differentiate virtually anything through agendas-materials subjects, topics within subjects, teacher support, pacing. Allow students to work on long term products in class where teacher can monitor and coach their planning, research, production. Can alwo allow for differentiation by readiness or student interest.
This is a summary of the similarities and differences between different tiers in a lesson.
Example
This would destroy the wholeness of the class. Instead, you select moments in the instructional sequence to differentiate based on formal or informal assessment. She selects a time in her teaching plans to differentiate by interest. She provides options that make it natural for students to work alone or for others to work together.
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