One Size Does NOT Fit ALL
• When a student learns faster
– Than course prescribed pace
• When a student is ready for greater depth
– Than is planned in learning sequence
• When a student has difficulty learning
– Needing access to the curriculum by:
• Adapting the pace
• Adapting the scope
• Adapting the product
Differentiation is Responding
• To Students:
– Learning Profile
– Need for Intervention, regular access or
Enrichment in class/classroom
The Student Seeks Affirmation
• I am accepted here.
• People listen to me here.
• People know how I’m doing and it matters.
• My interests are acknowledged.
• My perspectives are considered.
• People believe in me here.
The Student Seeks Contribution
• I make a difference here.
• I bring abilities that are unique and make
• I help others to succeed as a whole.
• I am connected to others through mutual
work and common goals.
The Student Seeks Power
• What I learn is useful to me.
• I make choices that will contribute to my
• I understand how this place operates and
what is expected of me.
• I know what quality looks like here and
how to achieve it.
• There is dependable support here.
The Student Seeks Purpose
• I understand what we do here.
• I see significanece in what we do here.
• What we learn reflects me and my world.
• The work absorbs me.
The Student Seeks Challenge
• The work here complements my ability.
• The work stretches me.
• I work hard.
• I am accountable for my own growth and
my contribution to the growth of others.
• I often accomplish things here I didn’t
believe were possible.
The Teacher Responds with Invitation
• I have respect for who your are and who you can
• I want to know you.
• You are unique and valuable.
• I believe in you.
• I have time for you.
• I learn when I listen to you.
• This place is yours, too.
• We need you here.
The Teacher Responds with Opportunity
• I have important things for you to do here today.
• I ask you to do worthy things.
• The things you are ask to do are often daunting
or worrying-stretching you-opening new
possibilities for you.
• The things I give you to do help you to become
all you can be.
• You have specific roles that make us all more
efficient and effective.
The Teacher Responds with Investment
• I work hard to make this place work for you.
• I work to make this place reflect you.
• I enjoy thinking about what we do here.
• I love to find new paths to success.
• It is my job to help you succeed.
• I am your partner in growth.
• I will do what it takes to ensure your growth.
The Teacher Responds with Persistence
• You’re growing, but you’re not finished
• When one route doesn’t work, there are
others we can find.
• Let’s figure out what works best.
• There are no excuses here, but there is
• There is no finish line in learning.
The Teacher Responds with Reflection
• I watch you and listen to you carefully and
• I make sure to use what I learn to help you
• I try to see things through your eyes.
• I continually ask, “How is this partnership
• I continually, ask, “How can I make this
Curriculum/Instruction as the Vehicle-Important
• What we study is essential to the structure
of the discipline.
• What we study provides a roadmap toward
expertise in the discipline.
• What we study is essential to building
• What we study balances knowledge,
understanding, and skill.
Curriculum/Instruction as the Vehicle-Focused
• Whatever we do is unambiguously aligned
with the articulated and essential learning
• Whatever we do is designed to get us
where we need to go.
• Both the teacher and students know why
we’re doing what we’re doing.
• Both the teacher and students know how
parts of their work contribute to a bigger
picture of knowledge, understanding and
Curriculum/Instruction as the Vehicle-Engaging
• Students most often find meaning in their work.
• Students most often find the work intriguing.
• Students see themselves and their world in the
• Students see value to others in the work.
• Students find the work provokes their curosity.
• Students often find themselves absorbed by the
Curriculum/Instruction as the Vehicle-Demanding
• The work is most often a bit beyond the
reach of each student.
• Student growth is nonnegotiable.
• Standards for work and behavior are high.
• Students are guided in working and
thinking like professionals.
• There is no “loose” time.
Curriculum/Instruction as the Vehicle-Scaffolded
• The teacher teaches for success.
• Criteria for success are clear to students.
• Criteria for classroom operation and student behavior
are clear to students.
• Varied materials support growth of a range of learners.
• Varied modes of teaching support a variety of learners.
• Varied avenues to learning support a variety of learners.
• Small and large group instruction focuses on varied
• Varied peer support mechanisms are consistently
• Their teacher uses modeling, organizers, and other
strategies to point out success.
Tool 1-Student Choice
• Differentiation by Student Choice
– Simply add a test question that asks the
student to share something about today’s
subject matter that isn’t on the test.
– Simply ask the students to submit for your
approval an alternate way of demonstrating
the knowledge of the subject matter being
• Create a TIC-TAC-TOE assignment or test
– In the center box place the part expected from
– In the other eight boxes place activities that
differentiate by readiness, interest and
• Tier by adjusting to student readiness. The
tiers would suggest a vertical lower to
• Use the knowlede of scalene, right, isosceles and
equilateral to find examples of architecture using
each kind of triangle and explain why each was
• Use the partial knowledge of an isosceles
triangule’s measurements to determine the volume
of a three-dimensional solid, of which the triangule
is one part of its surface.
• Draw a triangule and determine its area.
• Find a way to count and show how many girls &
boys are in class today and how many girls &
boys are absent today. Have diagram to
• Find a way to count and show how many
students are in our class today and how many
are absent. Have seating chart to show.
• Find a ways to count and show how many
students are in our class today. Provide a
seating chart and list of first names.
Tiering the Challenge Level
• Manipulate information, • Analyze the action or
not just echo it object
• Extend concept to other • Argue against or for
areas something taken for
• Integrate more than one granted
subject area • Deal with multiple
• Incorporate more facets meanings
or variables • Work with the ethical side
• Apply content/skills in of a subject
situations not yet • Work with more abstract
experienced concepts and models
Tool 4-Web Quest
• WebQuest is an inquiry-oriented lesson
format in which most or all the information
that learners work with comes from the
web. Thousands of examples, all grades
• Ohio Resource Center. Thousands of
examples, all grades & disciplines.
Tool 5-Learning Contracts
• Learning goals for a unit, topic or study
• Assessment of learner proficiency with above
goals to determine learning needs
• A “package” of tasks, activities, meeting times
with the teacher, etc.
• Directions for how student is expected to work
during the contract time with a timeline for
completion, how to get the work approved when
it is finished and where to turn it in, and criteria
for grading, etc.
• The actual tasks a student is expected to
complete as part of his/her contract.
• Like Me and Not Like Me
• Student Interest Survey
Anchor Activity Sheets
• First…It is impossible to have nothing to
do…learning can always be extended,
• Second…Do I have any work I need to finish? If
no, then brainstorm and select from Anchor
Activity Sheet List
• Examples: Illustrate a story, challenge yourself
to apply today’s lesson in a way not yet
mentioned, make up a lesson, from your
teacher’s perspective that is on the same topic,
go to the web and expand your knowledge,
create a cartoon, encyclopedia entry or such.
• Create a Bingo chart
• Allow student selection except center square
• Receipe, Thank You Note, Letter to Editor,
Directions from one place to another,
Interview, Poem, Greeting Card, Web Page,
Ad, Newspaper article, Invitation, etc.
• Detailed outline of skills and expectations
with scoring rubric.
• Example: Word Choice: correct words
used, precise words used or variety of
• Example: Sentence structure: complete,
clear, length varies and readability.
Concept Wall or Map
• Example: we propose these, accept these
and reject these principals.
• Example: these are rational, these are not
Peer Critique Guide
• Student Poems
• 1. Describe the image the poem brings to
• 2. What two places do you feel are the
strongest in creating the image above?
• 3. Where do you feel word choice is most
• 4. Name all literary devices the author
• Stars and Planets
• Conversational Roundtable
– Each Character gives their perspective.
Class Book Notes
• Each day a different student
– Takes notes on class
– Records important/key concepts
– Records homework/classwork
• I wonder why
• What caused
• I think
• This is similar to
• This is important because
• What I find confusing is
• I can relate because
• This reminds me of
• Resources focus on core content
areas—language arts, math, and
science—as well as on instructional
and learning strategies
• To provide students with disabilities
access to rigorous academic content.
Diner Menu Lesson
• Chose 1 appetizer
• Chose 1 Entrée
• Choose at least 2 Side Dishes
• Dessert (Optional)
• R role…chose person from story to be
• A audience… choose who writing to
• F format..what students will create such as
map, travel poster, notes,list of do’s and
• T topic…List of different topics on the lesson to
give individuality and student interest