How to differentiate instruction in a mixed ability classroom
- 1. Presenters: Anetria and Sherrie
- 2. Readiness A student’s skills and understanding of a topic Interest A task that ignites curiosity or passion in a student Learning Profile Task encourages students to work in a preferred manner
- 3. Content Process Product
- 4. It is difficult and somewhat unnatural to carve apart the curricular elements of content, process, and product, because students process ideas as they read content, think while they create products, and conjure ideas for products while they encounter ideas in the material they use. -Carol Ann Tomlinson
- 5. Content is the “input” of teaching and learning We can adapt what we teach We can adapt or modify how we give students access to what we want them to learn
- 6. Readiness differentiation Interest differentiation Learning profile differentiation
- 7. Curriculum compacting Adjusting Questions Using varied text and resource materials Learning contracts Varied support systems Note taking-organizers Reading partners
- 8. Process means sense making, the opportunity for learners to process the content or ideas and skills Process is usually the “sense-making activity” Typically short and focuses on one, or just a few, key understandings and skills
- 9. Differentiating process according to readiness means matching the complexity of a task to a student’s current level of understanding or skill Differentiating process according to student interest involves giving students choices about facets of a topic in which to specialize or helping them link a personal interest to a sense-making goal Differentiating process according to student learning profile generally means encouraging students to make sense of an idea in a preferred way of learning
- 10. Learning logs Journals Graphic organizers Learning centers Interest centers Literature circles Choice Boards Tiered Assignments Cubing
- 11. Unlike processing, this will take longer Product assignments help students rethink, use, and extend what they have learned over a period of time (unit, semester, year…) Product should represent students’ extensive understandings and applications Causes students to think about, apply, and even expand on key understandings and skills
Editor's Notes
- #8: Page 74-75
- #9: Page 79 When students encounter new ideas, information, or skills, they need the opportunity to run the input through their own filters of meaning. They must analyze, apply, question, or solve a problem using the material, they have to make sense of it before it becomes theirs Students who already understand how to identify location by using absolute and relative location don’t need an activity to help them make sense of the underlying principles. They have already processed and made sense of those ideas. Students who are foggy on the idea of location aren’t ready for a sense making activity on how the themes of geography of location and place are inter-related. They need an activity that helps the further clarify the conceptual notion of location
- #11: See cubing example on page 80 Interacting journals page 82
- #12: Once the teacher is clear on the knowledge, understandings, and skills the product must incorporate, they must decide on what format the product will take The teacher has the opportunity to offer product options that are aligned with students interests Critical for teacher to determine core product expectations (for quality). Students can add to and help the teacher modify the core requirements to address individual readiness, interests, and learning needs. The assignment should make clear to students what knowledge, understanding, and and skills they must include in their work, along with the stages, process, and work habits they should demonstrate as they work Within this structure, there is room for individual interests, modes of working… The trick is to balance the structure needed to focus and guide students, and the freedom necessary to support innovation and thought See page 87 (Creating a Powerful Product Assignment, Figure 13.1)