Differentiation+for+TEACHERS

= **What is Differentiation?** =

**What is differentiated instruction?** Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom. IEPs for all Individualized instruction Differentiation doesn't suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time Tracking Constant group work Occasional variation of teaching style "On the spot" adjustments ||
 * **What Differentiation IS** || **What Differentiation is NOT** ||
 * * Teaching with student variance in mind
 * "Shaking Up" the classroom so students have multiple options for taking in information, making sense of ideas, and expressing what they learn
 * Meeting kids where they are... not where we wish them to be
 * Responsive teaching rather than one-size-sits-all teaching
 * Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning (Tomlinson, 2001)
 * Differentiation is teaching with planned intentionality to ensure maximum growth of each learner in-and hopefully beyond-essential learning outcomes || New


 * Click here to find videos about what misconceptions people may have about Differentiation atDifferentiation Central. **


 * Below are websites which have sample lessons and further exploration about Differentiation. **

Internet4Classrooms A difference Place: Sample Differentiated Lessons Differentiated Instruction Learning Tools for Differentiation = Using Flexible Grouping is one of the keys to successful Differentiation. = This first file gives a visual image of what a unit of instruction can be like in a differentiated classroom which uses flexible grouping.

The following several files will build your knowledge and understanding about the use of flexible grouping within a differentiated classroom.

Within the following PDF file, there is a Clock Partners organizer for flexible grouping.(Hicks uses this) What is shown is an example of a teacher's copy of that organizer. It has notes for how the partners or groups are created plus strategies which would be good to use while students are in those groups. For example, the 3 o'clock time can be made of students who sit next to one another for quick processing when there is not time to move, while the 4 o'clock time can be an interest based triad of students working on a final project, and the 8 o'clock time can be a same readiness partner for use when the teacher is conducting mini-lessons on knowledge or skills. The sign up does not have to be all choice or all random, consider how it can be set up to be useful in many situations across a whole quarter or semester.

A blank copy of the Clock Partners organizer is also included here.

The Dare to Differentiate site has more examples and details about Flexible Grouping.

=How does Differentiated Instruction Look in a classroom, see examples of Differentiation here.=

The following videos are from the Teaching Channel Algebra Team: Overview of Teaching Styles grades 6-8, math, factoring Engaging the High Achievers grades 4-6, GATE Geography with A Sensory Approach Grades 6-8, Geography, Differentiation Making Science Engaging Grades 6-8, Science, New Teacher Comics Are Good Grades 6–8, ELA, Differentiation

= Video examples of ongoing assessment used in differentiated classrooms =
 * See videos about Continuous Improvement at Differentiation Central. **

[|An Introduction to Comprehensive Assessment] Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing. [|How Differentiated Instruction and Formative Assessment Work at Forest Lake Elementary] Educators use frequent formative assessments to determine the needs of each student at Forest Lake Elementary School, and then leveragetechnologyto tap into their learning styles. [|Strategic Goals: Formative + Summative = Rigor] Rigorous expectations yield impressive results at New York's School of the Future, where regular assessments help keep students on track, and teachers strive to tap into students' true interests to bring out their best work. [|Comprehensive Assessment: A New York City Success Story] Through constant investment in the assessment process, both students and teachers strive for true learning at School of the Future, a 6-12 school in Manhattan. [|A School Commits to Academic Rigor] Project learning, integrated studies, and comprehensive assessment support a drive to achieve high academic standards.
 * At Edutopia, see videos about Comprehensive Assessment; students having multiple ways to show what they know and assessing all parts of their learning. **


 * More videos about assessment are at the Teaching Channel. **

= Tiering Lessons =

Tomlinson (1999) described tiered lessons as “the meat and potatoes of differentiated instruction.” A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles.
 * What is a Tiered Lesson? **