Differentiated+Instruction

= Differentiated Instruction =

2. No two students learn in exactly the same way
"It necessarily follows that although essential curricula goals may be similar for all students, methodologies employed in a classroom must be varied to suit to the individual needs of all students: ie. learning must be differentiated to be effective. " "Three principles from brain research: emotional safety, appropriate challenges, and self constructed meaning suggest that a one-size-fits-all approach to classroom instruction teaching is ineffective for most students and harmful to some." SOURCE: []

Historical Underpinnings
===Differentiated instruction as a model began in the general education classroom for students considered gifted but whom perhaps were not sufficiently challenged by the content provided in the general classroom setting. As classrooms have become more diverse, differentiated instruction has been applied at all levels for students of all abilities. === ===The principles and guidelines of differentiated instruction are rooted in years of educational theory and research. Differentiated instruction adopts the concept of readiness. That is, the difficulty of skills taught should be slightly in advance of the child’s current level of mastery. This is grounded in the work of Lev Vygotsky (1978), and the zone of proximal development (ZPD), the range at which learning takes place. The classroom research by Fisher et al., (1980), strongly supports the ZPD concept. The researchers found that in classrooms where individuals were performing at a level of about 80% accuracy, students learned more and felt better about themselves and the subject area under study (Fisher, 1980 in Tomlinson, 2000). === ===Other practices noted as central to differentiation have been validated in the effective teaching research conduced from the mid 1980’s to the present. These practices include effective management procedures, grouping students for instruction, and engaging learners (Ellis and Worthington, 1994). ===

Identifying Components/Features
==According to the authors of differentiated instruction, several key elements guide differentiation in the education environment. Tomlinson (2001) identifies three elements of the curriculum that can be differentiated: Content, Process, and Products. These are described in the following three sections, which are followed by several additional guidelines for forming an understanding of and developing ideas around differentiated instruction. ==

Content

 * === //Several elements and materials are used to support instructional content//. These include acts, concepts, generalizations or principles, attitudes, and skills. The variation seen in a differentiated classroom may be in the manner in which students gain access to important learning. Access to the content is key. ===
 * === //Align tasks and objectives to learning goals//. Alignment of tasks with instructional goals and objectives as essential. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks. An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels in order to obtain and possibly exceed the goal.===
 * === //Instruction is concept-focused and principle-driven//. Concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. Degree of complexity should be adjusted to suit diverse learners.===

Process

 * === //Flexible grouping is consistently used// .  Strategies for flexible grouping are essential. Learners are expected to interact and work together as they develop knowledge of new content. Teachers may conduct whole-class introductory discussions of content big ideas followed by small group or paired work. Student groups may be coached from within or by the teacher to complete assigned tasks. Grouping of students is not fixed. As one of the foundations of differentiated instruction, grouping and regrouping must be a dynamic process, changing with the content, project, and on-going evaluations .  ===
 * === //Classroom management benefits students and teachers.// To effectively operate a classroom using differentiated instruction, teachers must carefully select organization and instructional delivery strategies. ===

Products

 * === // Initial and on-going assessment of student readiness and growth are essential. // Meaningful pre-assessment naturally leads to functional and successful differentiation. Incorporating pre and on-going formative assessment informs teachers so that they can provide scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students. ===
 * ===// Students are active and responsible explorers. //Teachers respect that each task put before the learner will be interesting, engaging, and accessible to essential understanding and skills. Each student should feel challenged most of the time.===
 * === // Vary expectations and requirements for student responses //. Items to which students respond may be differentiated so that different students can demonstrate or express their knowledge and understanding in different ways. Varied means of expression and alternative procedures offer varying degrees of difficulty, types of evaluation, and scoring. ===

// Additional Guidelines That Make Differentiation Possible for Teachers to Attain //

 * === //Clarify key concepts and generalizations.// Ensure that all learners gain powerful understandings that can serve as the foundation for future learning. Identify essential concepts and instructional foci.  ===
 * ===// Use assessment as a teaching tool to extend rather than merely measure instruction. //Assessment occurs before, during, and following the instructional episode, and it should be used to help pose questions regarding student needs and optimal learning.===
 * === //Emphasize critical and creative thinking as a goal in lesson design.// The tasks, activities, and procedures for students should require that they understand and apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, or equipment for different students in the classroom.  ===
 * === //Engaging all learners is essential.// Teachers are encouraged to strive for the development of lessons that are engaging and motivating for a diverse class of students. Vary tasks within instructional periods as well as across students. ===
 * === //Provide a balance between teacher-assigned and student-selected tasks.// A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachers should ensure that students have choices in their learning. ===

SOURCE: ([], 2010)
=== 10 'nonnegotiables' of defensible differentiated instruction === === 1. Teacher-kid connections. === === 2. An environment that is a catalyst for learning. === === 3. A sense of community in the classroom. === === 4. Curriculum focused on student understanding for all students. === === 5. Persistent assessment to inform teaching and learning. === === 6. Respectful tasks for each student. === === 7. Flexible grouping. === === 8. Attention to student readiness, interest, and learning profile. === === 9. Modification of content, process, product, effect, and learning environment to address student need. === === 10. Teaching up. ===

//Source: Carol Ann Tomlinson, Ed.D., University of Virginia-Charlottesville// //Defensible Differentiation: Separating Wheat from Chaff.// //2007 ASCD Annual Conference -- Anaheim, Calif.// //March 17, 2007.//

Some Real World Examples
=== Differentiation is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. In a differentiated classroom, variance occurs in the way in which students gain access to and demonstrate understanding of the content being taught (Hall, Strangman, & Meyer, 2003). === === Teachers can differentiate content, process, and/or product for students (Tomlinson, 1997). Differentiation of content refers to a change in the material being learned by the student. Differentiation of process refers to the way in which the student accesses material. Differentiation of product refers to the way in which the student shows what he or she has learned. === === When teachers differentiate, they do so in response to students’ readiness, interest, and/or learning profile. Readiness refers to the skill level and background knowledge of the child. Teachers use diagnostic assessments to determine students’ readiness. Interest refers to topics that the student may want to explore or that will motivate the student. Teachers can ask students about their outside interests and even include students in the unit-planning process. Finally, the student’s learning profile includes learning style (for example, is the student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example, does the student work best individually, with a partner, or in a large group), and environmental preferences (for example, does the student need lots of space or a quiet area to work). When a teacher differentiates, all of these factors can be taken into account individually or in combination (Tomlinson, 1997). === === The table below provides descriptions of eight differentiation strategies, ways in which the strategies are used to differentiate instruction, and guidelines for their use. Strategies should be selected based on the curriculum taught and the needs of students. === ** Strategy ****[1]** || ** Primary ** ** Use ** || ** Description of Strategy ** || ** Things to Consider ** || For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate. || · Focus task on a key concept · Use a variety of resource materials at different levels of complexity and associated with different learning modalities · Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration || 1. assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master 2. create plans for what the student needs to know, and excuse the student from studying what he/she already knows 3. create plans for freed-up time to be spent in enriched or accelerated study For example, a third grade class is learning to identify the parts of fractions. Diagnostics indicated that two students already know the parts of fractions. These students are excused from completing the identifying activities, and are taught to add and subtract fractions. || · Thoroughly pre-assess the learner’s knowledge and document findings · Explain the process and its benefits to the student · Create written plans and timelines for study · Allow student choice in enrichment or accelerated study ||
 * ** Differentiation **
 * Tiered Assignments and Products || Readiness || Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness.
 * Compacting || Readiness || Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step process:

For example, in a unit on ocean life, a student indicates that she wants to learn more about sharks. With the teacher’s guidance she develops research questions, collects information, and presents an oral report to the class about the feeding patterns of great white sharks. || · Base the project on student interest · Provide guidance and structure to ensure high standards of investigation and product · Use timelines to help student stay on track and prevent procrastination · Use process logs or expert journals to document the process · Establish clear criteria for success || For example, in a unit about the Civil War, students can choose to work in groups on one of four topics: free labor vs. slave labor, a biography of Robert E. Lee, women’s role in Reconstruction, or how trade was impacted. || · Incorporate student interest · Encourage students to help create tasks and define products · Adjust for student readiness · Establish clear criteria for success · Adjust blocks of work time based on student readiness || For example, in a reading class, the teacher may assign groups based on readiness for phonics instruction, but allow students to choose their own groups for book reports, based on the book topic. || · Ensure that all students have the opportunity to work with other students who are similar and dissimilar from themselves in terms of interest, readiness, and learning profile · Alternate purposeful assignment of groups with random assignment or student selection · Ensure that all students have been given the skills to work collaboratively · Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced || For example, the teacher prepares a list of questions about a topic that the whole class is studying. During a discussion, the teacher asks initial questions to specific students, based on readiness. All students are encouraged to ask and answer follow-up questions. || · Use wait time before taking student answers · Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile · Encourage students to build upon their own answers and the answers of other students · If appropriate, give students a chance to talk to partners or write down their answers before responding || For example, a student completes a learning contract for a science project. He indicates that he will research the topic of mitosis, create a visual model to share with the class, and write a report. The learning contract indicates the dates by which each step of the project will be completed. || · Match skills to the readiness of the learner · Allow student choice in the way in which material is accessed and products are developed · Provide the contract in writing, with a clear timeline and expectations · Include both skill- and content-based learning in the contract || For example, after students read //Romeo and Juliet//, students are given a choice board that contains a list of possible products for each of the following learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two products from the board, and must choose these products from two different learning styles. || · Include choices that reflect a range of interests and learning styles · Guide students in the choice of activities so that they are challenged, but not frustrated · Provide clear instruction in the use of choice boards ||
 * Independent Study || Interest || The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upon the outcome of the independent study. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates.
 * Independent Study || Interest || The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upon the outcome of the independent study. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates.
 * Independent Study || Interest || The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upon the outcome of the independent study. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates.
 * Interest Centers or Interest Groups || Interest, Readiness || Interest centers (usually used with younger students) and interest groups (usually used with older learners) are set up so that learning experiences are directed toward a specific learner interest. They allow students to choose a topic and can be motivating to students. If they are used as enrichment, they can allow the study of topics beyond the general curriculum. Groups address student readiness when they are differentiated by level of complexity and independence required.
 * Flexible Grouping || Interest, Readiness, Learning Profile || Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. Groups can either be assigned by the teacher or chosen by the students. Students can be assigned purposefully to a group or assigned randomly. This strategy allows students to work with a wide variety of peers and keeps them from being labeled as advanced or struggling.
 * Multiple Levels of Questions || Readiness, Learning Profiles || Teachers adjust the types of questions and the ways in which they are presented based on what is needed to advance problem-solving skills and responses. This strategy ensures that all students will be accountable for information and thinking at a high level and that all students will be challenged. Finally, all students benefit from this strategy because all can learn from a wide range of questions and responses.
 * Learning Contracts || Readiness, Learning Profiles || Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and required components of the assignment, while the student identifies methods for completing the tasks. This strategy allows students to work at an appropriate pace and can target learning styles. Further, it helps students work independently, learn planning skills, and eliminate unnecessary skill practice.
 * Choice Boards || Readiness, Interest, Learning Profiles || Choice boards are organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product. Choice boards can be organized so that students are required to choose options that focus on several different skills.

SOURCE: Association for Supervision and Curriculum Development. http://www.ascd.org Hall, T., Strangman, N., & Meyer, A. (2003). //Differentiated Instruction and Implications for UDL Implementation.// National Center on Accessing the General Curriculum. Retrieved July 9, 2004 from: http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp. Tomlinson, C.A. (1999). //How to Differentiate Instruction in Mixed-Ability Classrooms.// Alexandria, VA //The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Programs Cooperative Agreement #H326K020003 // [1] This chart was adapted from //The Differentiated Classroom: Responding to the Needs of All Learners// (Tomlinson, 1999).