Strategies for Differentiating Instruction: Best Practices for the Classroom

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Strategies for Differentiating Instruction Best
Practices for the Classroom

• Julia Link Roberts and Tracy Ford Inman
• The Center for Gifted Studies
• Western Kentucky University
• julia.roberts_at_wku.edu tracy.inman_at_wku.edu

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If during the first five or six years of school,
a child earns good grades and high praise without
having to make much effort, what are all the
things he doesnt learn that most children learn
by third grade?
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What is Differentiation?

• 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. Carol Ann Tomlinson (2005)

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Questions Leading to Appropriate Differentiation
of Instruction

• PLANNING
• What do I want students to know, understand, or
  to be able to do?
• PREASSESSMENT
• Who already knows and understands the
  information and/or can do it?
• DIFFERENTIATION
• What can I do for him, her, or them so they can
  make continuous progress and extend their
  learning?

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A differentiated classroom

• Respects Diversity
• Maintains High Expectations
• Generates Openness

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Teachers Can Differentiate...

• CONTENT
• What do you want the students to know?
• PROCESS
• What do you want the students to do cognitively
  with what they know?
• PRODUCT
• How can students demonstrate what they have
  learned?
• ASSESSMENT
• How do you assess what has been learned?

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Bloom Chart

• Differentiation Strategy

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A Revision to Bloom

• NEW

• OLD

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create

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What Is It?

• Same topic, different process (verb), content
  (basic or complex), and/or product choices
• Learning experiences match what students know and
  are able to do
• Match encourages continuous progress

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• Create examples of an interesting, unusual way to
  use fractions or to teach someone else about
  fractions. Select the product to present your
  ideas.
• Justify learning about fractions in a persuasive
  essay or debate.
• Compare fractions and decimals on a Venn diagram
  or poster.
• Organize fractions on a numberline.
• Explain fractions in a discussion or role play.
• Identify fractions on a chart or with pictures.

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When Do I Use It?

• In-class Activity
• Centers
• Unit Assessment
• Optional Learning Experiences

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How Do I Use The Strategy?

• Ask yourself What is it that I want everyone to
  know, understand, or be able to do when they walk
  out the door?
• Create tasks
• Assign options
• Distribute rubrics

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Venn Diagram

• Differentiation Strategy

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What Is It?

• Differentiation of Process
• Varying tiers of complexity
• Equal participation
• Equal time usage

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When Do I Use It?

• In Differentiating Process
• Preassessment
• Introduction to New Topic
• Prewriting Strategy
• In-class Individual or Group Activity
• Unit Review or Assessment
• Out-of-class Individual Activity

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How Do I Use the Strategy?

• Ask yourself What concepts do I want everyone to
  know when they walk out the door?
• Decide the focus
• Hold everyone responsible
• Decide levels and grouping
• Distribute rubrics
• Include everyone in discussion

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Think-tac-toe

• Differentiation Strategy

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What Is It?

• Purposeful listing of choices
• 6, 9, 12, 16 or more squares
• Identifying columns

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China Warriors of Xian

• Compare and contrast the burial at Xian with the
  burial of another ruler in a different culture,
  producing a Venn diagram or an essay. (Written)
• Describe the warriors of Xian and their story in
  a dialogue or illustrated story. (Oral or Visual)
• Apply what you know about the burial customs of
  emperors in China that led to the burial site at
  Xian in an illustrated essay or a model with
  explanation. (Kinesthetic or Written)

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Egypt Pharaohs and Pyramids

• In a series of paintings, depict basic religious
  beliefs the Egyptians held that can be surmised
  through their leaders burials. (Visual)
• Construct a model depicting a typical pyramid of
  a pharaoh. (Kinesthetic)
• Become an Egyptian architect and design a tomb
  for a pharaoh. Present your ideas to the pharaoh
  through a role play or written proposal. (Oral or
  Visual)

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Ethics and Beyond

• Defend your judgment in response to the following
  statement in a debate an editorial burial sites
  are sacred and should remain untouched. (Oral or
  Written)
• Create burial customs that include art and
  artifacts for another culture. You may select the
  product that will let you express your ideas.
  (Any)
• Chart major discoveries and insights about
  ancient civilizations that stem from
  archeological excavation of burial sites. (Visual)

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When Do I Use It?

• Optional Learning Experience
• Project to Accompany Unit
• Unit Review or Assessment

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How Do I Differentiate with Think-Tac-Toes?

• Learning Style
• Multiple Intelligence
• Interest
• Level of Ability or Readiness
• Levels of Thinking

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Executive Less Challenging

• Design a multimedia presentation exploring the
  life and views of a past governor or president.
• Create a brochure explaining the presidents or
  governors duties and duties of their cabinets.
• Draw a timeline highlighting critical events that
  occurred during a presidents term of office and
  explain their importance.

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Executive More Challenging

• Create a series of political cartoons
  highlighting major issues under the current
  presidents or governors tenure.
• Role playing either the president or the
  governor, describe your duties and some of the
  main issues youve faced.
• Analyze the campaign platforms for two main
  candidates in a presidential or gubernatorial
  campaign. Present the findings in a product of
  your choice.

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Legislative Less Challenging

• Create a chart outlining the membership of the
  legislative branch on either the state or federal
  level.
• Create ten interview questions for a legislator
  focusing on duties and issues. Interview a
  legislator.
• Explain the process of making a bill into law.
  Use a product of your choice.

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Legislative More Challenging

• Develop a campaign platform for the ideal
  legislative candidate. Present it in a multimedia
  format.
• In a monologue with your local legislator
  listening, argue whether a particular bill should
  be passed.
• Write a script for a mock Senate Congressional
  hearing.

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Judicial Less Challenging

• Research and compose short biographical sketches
  of each Supreme Court Justice.
• Create a flow chart that outlines the steps a
  court case must take in order to reach the
  federal Supreme Court.
• Create a political cartoon concerning a
  controversial Supreme Court ruling.

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Judicial More Challenging

• Observe a court proceeding and record your
  impressions as either a journalist covering the
  case or the court illustrator.
• Prepare and present the opening argument for a
  case of your choice.
• Read the decision of a controversial court case.
  Write an opinion piece either agreeing or
  disagreeing with the outcome.

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How Do I Use the Strategy?

• Ask yourself What concepts do I want everyone to
  know when they walk out the door?
• Create rows be intentional
• Hold everyone responsible
• Encourage challenge as students choose
• Distribute rubrics
• Assess be creative

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