Differentiated Curriculum

1
Differentiated Curriculum

• What does differentiation mean to teachers and to
  students?

LCPS AES FACILITATORS K-12
2
You cannot discover new oceans unless you have
the courage to lose sight of the shore.
ANONYMOUS
3
Definition 1

• Carol Ann Tomlinson
• At its most basic level, differentiating
  instruction means shaking up what goes on in
  the classroom so that students have multiple
  options for taking in information, making sense
  of ideas, and expressing what they learn.

4
Definition 2

• Susan Winebrenner
• Differentiation means providing students with
  different tasks and activities than their age
  peers--tasks that lead to real learning for them.
  There are five elements of differentiation
  content, process, product, environment, and
  assessment.

5
Susan Winebrenner notes that

• When an educator does not have the appropriate
  background and knowledge of differentiated
  strategies, all children suffer cognitive or
  affective harm in the classroom.

6
Definition 3

• Peter D. Rosenstein
• Differentiation forstudents consists of
  carefully planned, coordinated learning
  experiences that extend beyond the core
  curriculum to meet the specific learning needs
  evidenced by the student. It combines the
  curricular strategies of enrichments and
  acceleration and provides flexibility and
  diversity.

7
Why Differentiate?

• What do we do when they dont know it?
• What do we do when they already know it?

8
ALL STUDENTS DESERVE AN ENRICHED CURRICULUM

• STUDENTS NEED OPPORTUNITIES TO EXTEND THE
  REGULAR CURRICULUM.

9
ALL STUDENTS DESERVE AN ENRICHED CURRICULUM
Therefore Teachers may need to provide
activities extending the regular curriculum.
Such activities will allow students to work
during school time independently studying a topic
of passion or extreme interest.
10
Research Shows that

• 75-90 of the material assigned to a given grade
  level is redundant learning for advanced kids.
  Therefore, much of their class time is spent on
  tasks that are quite meaningless and frustrating
  for advanced learners.

11
Principles of Differentiation

• 1. Present content that is related to broad-
  based issues, themes, or problems.
• 2. Integrate multiple disciplines into the area
  of study.

12
Principles of Differentiation

• 3. Present comprehensive, related, and mutually
  reinforcing experiences within an area of study.
• 4. Allow for the in-depth learning of a
  self-selected topic within the area of study.

13
Principles of Differentiation

• Develop independent or self-directed study skills
  under guidance of an educator.
• Develop productive, complex, abstract, and/or
  higher level thinking skills.
• Focus on open-ended tasks.

14
Principles of Differentiation

• Develop research skills and methods.
• Integrate basic skills and higher level thinking
  skills into the curriculum.
• Encourage the development of products that
  challenge existing ideas and produce new ideas.

15
Principles of Differentiation

• Encourage the development of products that
  use new techniques, materials, and forms.
• Encourage student outcomes by using appropriate
  and specific criteria through self-appraisal,
  criterion -referenced and/or standardized
  instruments.

16

• NORMAL IS ONLY A SETTING ON THE WASHING MACHINE

17
Who benefits from a differentiated curriculum?
How is it beneficial?

• All students benefit from appropriately
  challenging learning experiences.
• Teachers benefit because they can target
  essential skills that all students must have in
  order to meet the school accountability
  requirements.

18
Planning Curriculum and Instruction

• Start with good curriculum.
• Continuously assess where students are.
• Create a sense of community.
• Use flexible grouping.
• Use multiple instructional strategies.

19
Teaching for Learner Success The Role of the
Teacher in the Differentiated Classroom

• Using Whole Class Instruction
• Helping groups work successfully
• Observing group function
• Coaching for success
• Teaching and re-teaching small groups
• Monitoring students growth
• Bringing Closure

20
Managing The ClassroomPrinciples and Practices
for Managing a Differentiated Classroom

• Describing tasks
• Providing Clear Directions
• Getting Help
• Assigning Groups
• Distributing Materials

• Using Space Flexibly
• Organizing Material
• Using Time Flexibly
• Explaining Differentiation
• Charting Progress

21
Conclusion

• According to Peter Rosenstein
• Differentiation for students consists of
  carefully planned, coordinated learning
  experiences, and learning needs evidenced by the
  student

22
Conclusion

• It combines the curricular strategies of
  enrichment and acceleration and provides
  flexibility and diversity

23
Conclusion

• Appropriate differentiation allows for
  increasing levels of advanced, abstract, and
  complex curriculum that are substantive and that
  respond to the learners needs.
• Peter
  Rosenstein

24
REFERENCES
ASCD -- Association for Supervision and
Curriculum Development (2001). At work in the
differentiated classroom, facilitator handbook.
Carol Ann Tomlinson, ed. Gallagher, J. J. (June
1998). Accountability for gifted students. Phi
Delta Kappan. 79 (10), p. 739. Johnson, A. (Fall
2001). Gifted Child Today. How to use thinking
skills to differentiate curricula for gifted and
highly creative students. 24 (4). p. 58.
25
REFERENCES
Principles of a differentiated curriculum for the
gifted/talented retrieved from the internet on
December 1, 2003. http//www.ih.k12.oh.us/MSHERRMA
NN/PRINDIFF.htm Reis, S. M., Kaplan, S. N. et.
al. (November 1998). Equal does not mean
identical. ASCD. 56 (3). Tomlinson, C. A. (Jan
2000). Differentiated instruction Can it work?
The Education Digest. Retrieved on December 1,
2003. http//www.aea11.k12.ia.us/curriculum/differ
entiated.html
26
REFERENCES
Tomlinson, C.A. and Kalbfleisch, M. L. (November
1998). ASCD. Teach me, teach my brain A call for
differentiated classrooms. 56 (3).