Differentiation+Tools


 * //__Differentiation Content Tools:__//**

Focus on struggling students who need to internalize concepts and vocab [|Thinglink makes any picture interactive]

[|Flippity is a service that allows you to turn any google spreadsheet into flashcards]

Focus on students who need enrichment or reinforcement of core concepts:

[|Ck-12 Braingenie presents content in different modalities and generates questions/videos, tracks data, and keeps records to boot!]

At our last Department Chair Meeting, I was asked to provide a definition for differentiation. I interpreted that to mean, tell me what you want differentiation to look like in my classroom. And, if I did that, it would disregard the differences between content areas and the learning styles and interests of the students we are trying to teach in favor of a quick way for us to provide instruction to all students. Differentiation requires more than a set lesson plan or way of instructing, it requires teachers to think creatively using what they know about their students’ learning styles, past achievements and the standards they must master. Here are some thoughts about differentiation of instruction that I hope will help you find ways of tailoring our curricula to meet the needs of all students: "Differentiated instruction is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned. Differentiation is a way of teaching; it’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. Differentiation means giving students multiple options for taking in information. Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Some key principles that form the foundation of differentiating instruction. Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need so they can meet students where they are and help them move forward. Recognition of diverse learners: The students we teach have diverse levels of expertise and experience with reading, writing, thinking, problem solving, and speaking. Ongoing assessments enable teachers to develop differentiated lessons that meet every student’s needs. Group Work: Students collaborate in pairs and small groups whose membership changes as needed. Learning in groups enables students to engage in meaningful discussions and to observe and learn from one another. Problem Solving: The focus in classrooms that differentiate instruction is on issues and concepts rather than “the book” or the chapter. This encourages all students to explore big ideas and expand their understanding of key concepts. Choice: Teachers offer students choice in their reading and writing experiences and in the tasks and projects they complete. By negotiating with students, teachers can create motivating assignments that meet students’ diverse needs and varied interests." We have provided individual student lexile levels for teachers to use in differentiating content and some teachers are already using them successfully. You may decide as a department or individually how you want to begin differentiating your instruction. What ever you decide, do it now. Time is running out for this year.

I have included this article for your review.

Defining Differentiated Instruction

APRIL 13, 2010 Updated 01/2014

When I lesson plan with teachers, out of earshot from their fellow teachers and their principals, I can't tell you how often I'm asked, "what exactly does it look like?" when it comes to differentiated instruction.

In the education world, differentiated instruction is talked a lot about as a policy or as a solution, but rarely do educators get opportunities to roll up their sleeves and talk about what it looks like in practice.

The definition begins with this: Equal education is not all students getting the same, but all students getting what they need. Approaching all learners the same academically doesn't work. We have to start where each child is in his learning process in order to authentically meet his academic needs and help him grow. With a classroom full of children at different stages of learning, this certainly sounds overwhelming, I know. So I'd like to suggest a place to begin and provide some examples.

Start with the Student If a child in your class is really struggling with reading, writing, organization, time management, social skills or all of the above, the first step is to find out as much as you can about her educational history and anything else. This includes learning about her interests, cultural background, learning style, and something about her home life (The youngest? Foster care? Single parent home?)

The fact is we are mainstreaming a larger number of our students to general education classes, who, 15 years ago, may have instead been assigned to a special education class. That's good news in so many ways but makes a teacher's job more challenging. This is also one of the reasons why differentiated instruction has become such a hot topic.

Several years ago, in one of the general education language arts class I was teaching, 8 of the 34 students enrolled had an Individualized Education Program (IEP). When a child has an IEP, it is required that all teachers provide accommodations and modifications to assignments and instruction for that student. Speaking of overwhelmed. I definitely was, to say the least.

So, I learned. I spent many of my conference periods combing through student files. It's amazing what you can discover about a child from doing this. For instance, I had a student with perplexing behaviors then I learned he suffered from schizophrenia. How did I find out? Looking at his file. I was a much better teacher for him after gaining this information. Of course, he had an IEP, and someone should have told me in the beginning of the year, but we all know how things -- and children -- fall through the cracks of large public schools in enormous school districts.

A Classroom Example Making an assignment, task, or objective different for one student than the rest of the class is meeting that child where they are in their learning journey. It's okay, you don't have to feel bad or feel as if you are being unfair, or lowering the bar. You are the child's teacher and you spend enough time with her to understand what she needs. And remember, equality is about meeting the needs of the individual.

Here's an example from my teaching:

It's a high school language arts class, and students are reading a novel. The daily objective is practicing inference and application of this skill. They are writing a brief essay predicting what the character Crooks from Steinbeck's Of Mice and Men might do next. They must pull textual evidence from the book to support their predictions and claims.

But Diana is seated over there, frustrated. She is struggling with the concept of inference, partly because she is reading below her grade level. Knowing this about her reading abilities, and other challenges indicated on her IEP, do I expect her to stay the course, or do I admit that success for her with this assignment as it stands is not likely? I decide to give Diana the task of listing five adjectives to describe the character Crooks. She has to find one quote from the character in the book to prove one or more of the words she has chosen. There are similarities to these two assignments, but different enough to ensure a higher probability of success -- and learning -- for her.

A Matter of Fairness Differentiated instruction for Diana, and for other struggling students, may mean providing a handout with sentence starters or a graphic organizer to help them with constructing meaning. It may mean providing extra time to complete an assignment, giving directions again, reducing the length of an assignment, or offering alternate assignments or projects altogether. You can also provide struggling students with leveled text -- less difficult reading that contains the same content.

(For more differentiated instruction ideas and examples from the classroom, check out this Edutopia group discussion on the topic.)

Do I pre-plan variations of an assignment? Not always, but when I know my struggling students and their challenges well enough to predict road bumps ahead for them, I'm ready.

One way to be ready? Create file folders filled with various graphic organizers, visual aides, and sentence starters for different types of thinking (cause and effect, chronological, compare and contrast, to name a few). You can quickly pull out one of these in a pinch. If a student finishes a differentiated assignment with time left, then assess if it was too easy, and add a step. If a differentiated assignment is too difficult, break down the directions even more, give them one-on-one time with you, or remove a step.

I've heard teachers suggest that making an assignment less difficult for one student is not fair to the others. But I ask: Is it a matter of what is fair, or what is right?

What are ways you differentiate instruction for the grade level and content you teach? We look forward to hearing from you!

REBECCA ALBER'S BLOG