Differentiation FacilitatorNotes by UnS7U5R

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									                                                                                       Facilitator’s Notes
                                       Enhancing Your Instructional Skills through Differentiation



CONTENTS
I. Agenda, Objectives, Introductions ......................................................................... 1
    Introduction ................................................................................................................ 1
    Objectives & Opening Activity .................................................................................... 2
II. Differentiation in the Classroom............................................................................. 3
     Why Differentiate? ..................................................................................................... 3
     Objectives & Opening Activity .................................................................................... 4
     Comparing Traditional and Differentiated Classrooms............................................... 5
III. Differentiation Strategies ........................................................................................ 8
    Slide 12—Optional Activity ....................................................................................... 10
IV. Differentiation Practice .......................................................................................... 13
V. Implementing Differentiation ................................................................................ 14




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                                                                                             Facilitator’s Notes
                                                         Enhancing Your Instructional Skills through Differentiation




I. Agenda, Objectives, Introductions
        (approximately 5 minutes)



Introduction

               Slide 1                              Welcome participants to the session on Differentiated Instruction.
                                                    Introduce yourself (or selves) as presenter and briefly cite your
                                                    experience working with learners with disabilities. Explain that the
                                                    session will last 1.5 hours and will involve presentations and
  Enhancing Your Instructional
  Skills Through Differentiation                    participant activities.




               Slide 2                              Show the agenda. Cite the major content of the session.

           Session Overview
 What Is Differentiation?

 Differentiation Strategies

 Differentiation Practice

 Tips for Implementing Differentiated Instruction

 Resources




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                                                          Enhancing Your Instructional Skills through Differentiation




Objectives & Opening Activity

                Slide 3                              Tell participants the major purposes of this session (read objectives
                                                     from slide 3). Explain that participants can post questions or
                                                     comments on the chart paper that is up around the room (the “parking
                     Objectives
 Participants will
                                                     lot”) throughout the session and that all questions will be addressed
 • Gain an overview of differentiated instruction;   either during or after the session. Let participants know that you will
 • Be able to implement several differentiation
   strategies; and                                   e-mail answers to those questions to anyone who leaves their e-mail
 • Identify things to consider when implementing
   differentiation at the classroom, school, and
   district level.
                                                     address on the sticky notes.

                                                     Tell participants you are going to do an introductory activity. You will
                                                     read a series of statements and you want them to stand up if you say
                                                     something that applies to them. Read these statements one at a time:

                                                        “I differentiate my instruction.”

                                                        “I have given a pretest or a diagnostic assessment.”

                                                        “I have tutored a student.”

                                                        “I have analyzed similarities and differences in students’ test
                                                         scores.”

                                                        “I have given students different books to read.”

                                                        “I have taught students in a small group.”

                                                     Hopefully at the end no one (unless they have not taught before) will
                                                     be left sitting. Explain to participants that the purpose of the opening
                                                     activity was to demonstrate that everyone already differentiates and
                                                     that while they may have done it intuitively, they now need to do it
                                                     intentionally.




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                                                     Enhancing Your Instructional Skills through Differentiation




II. Differentiation in the Classroom
       (approximately 20 minutes)


Presenter(s) may offer a personal example of a class that she or he has taught or seen that
has had multiple grade levels. Here is a possible story to share:

      When I began teaching I had a mixed-grade classroom of students in third to fifth grades
      who had reading levels from kindergarten to fifth grade and were at multiple levels in other
      content areas as well. I began to teach with a whole-class method, but realized that I was
      boring some students, frustrating others, and really only reaching a few students with the
      instruction I was giving. When I started to think about my students as individuals and
      differentiate my classroom, each student made more progress and I found that classroom
      management actually became easier because students were engaged with and motivated
      by their work.

Alternatively, presenters may want to ask participants what they have noticed about teaching
all students the same content in the same manner.



Why Differentiate?

              Slide 4                           Show the slide and briefly mention the points.

          Why Differentiate?
 • All kids are different.

 • One size does not fit all.

 • Differentiation provides all students with
   access to all curriculum.




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                                                                                                                  Enhancing Your Instructional Skills through Differentiation




Objectives & Opening Activity

                       Slide 5                                                                               Make the following points for this slide:

                                                                                                                To differentiate instruction is to recognize students’ varying
      What Is Differentiation?
 • A teacher’s response to learner needs
                                                                                                                 background knowledge, readiness, learning styles, and interests,
 • The recognition of students’ varying
                                                                                                                 and to respond to these differences.
   background knowledge and preferences

 • Instruction that appeals to students’
   differences
                                                                                                                The intent of differentiated instruction is to maximize each student’s
                                                                                                                 growth and individual success by meeting each student where he
                                                                                                                 or she is and designing instruction that matches the student’s
                                                                                                                 needs.




                       Slide 6                                                                               Go through the slide and talk about each green box.

                                                                                                             Content: What is being taught. You can differentiate the actual content
    Teachers Can Differentiate
                                                                                                             being presented to students. Example: Some students may be learning
        Content                          Process                              Product
                                                                                                             single-digit multiplication facts, while others are learning to multiply
                 According to Students’
                                                                                                             two- or three-digit numbers.
                                                                             Learning
      Readiness                           Interest
                                                                              Profile



     Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).   Process: How the student learns what is being taught. Example:
                                                                                                             Some students need to interact with the material in a hands-on
                                                                                                             manner, some might prefer to read a book or interact with material on
                                                                                                             the computer.

                                                                                                             Product: How the student shows what he or she has learned.
                                                                                                             Example: Students can write a paper or they can present information
                                                                                                             orally.




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                                               Enhancing Your Instructional Skills through Differentiation



                                          Readiness: Skill level and background knowledge of the student. We
                                          try to stay away from the word “ability,” because you don’t always
                                          know the ability level if the student’s readiness level is low. Example:
                                          Some students may be ready to read text at a fifth-grade level, while
                                          others are ready to read text at a third-grade level.

                                          Interest: Student’s interest or preferences. These can be interests
                                          within the curricular area (for example, they might be interested
                                          specifically in learning about folklore in a unit on volcanoes) or in
                                          general (for example, knowing a student’s favorite cartoon character
                                          could allow you to tie that into an example and might motivate the
                                          student).

                                          Learning Profile: This includes learning style (visual, auditory, tactile,
                                          or kinesthetic), as well as preferences for environmental factors (such
                                          as level of distraction or exposure to light or noise) or grouping factors
                                          (small group, large group, or individual).




Comparing Traditional and Differentiated Classrooms

            Slide 7                       Point out that there are several differences that may be observed
                                          between traditional and differentiated classrooms. Go through the slide
   Comparing Traditional and              and address each point.
   Differentiated Classrooms

 • Consideration of student differences   Student Differences: In a traditional classroom student differences
 • Use of assessment                      are addressed when they become a problem. In a differentiated
 • Use of student interest and learning
   style
                                          classroom, differences become the basis for planning and instruction.

                                          Assessment: In a traditional classroom, assessment tends to be
                                          summative. It occurs at the end of a unit, week, or year. This misses
                                          the big picture; if you aren’t assessing until the end, you are missing
                                          chances to re-teach as you move forward so that skills are




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                                                                          Facilitator’s Notes
                                     Enhancing Your Instructional Skills through Differentiation


                                strengthened. In a differentiated classroom, assessment is diagnostic
                                and formative so that instruction responds to the learner.

                                Interest/Learning Style: In a traditional classroom, interest and
                                learning style rarely inform instruction. In a differentiated classroom,
                                students are guided in making interest and learning profile-based
                                choices and instruction is based around the ways in which students
                                learn.




           Slide 8              Present the slide and talk about each point.

  Comparing Traditional and     Instruction: In a traditional classroom, much of the instruction is whole
  Differentiated Classrooms
          (continued)           class. In a differentiated classroom, many instructional groupings and
• Instructional format          arrangements are used.
• Assignment options

• Factors guiding instruction   Assignments: In a traditional classroom, students are all usually given
                                the same assignment to complete. In a differentiated classroom,
                                multioption assignments are used, providing students choices in the
                                ways in which they show what they have learned.




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                                                                 Facilitator’s Notes
                              Enhancing Your Instructional Skills through Differentiation



                         Factors Guiding Instruction: In a traditional classroom, a single
                         curriculum guide or text is often used. In a differentiated classroom,
                         student readiness, interest, and learning profile guide instruction that
                         incorporates multiple materials. School curriculum guides and
                         standards are still used, but they are supplemented by other materials.




    Slide 9              Read the discussion question on the slide, “What are you already
                         doing to differentiate instruction in your classroom?”
Discussion Question
                         Have each participant turn to a neighbor and take 2 minutes to share
What are you already
doing to differentiate   the answer to this question with each other.
instruction in your
classroom?

                         When you call the group’s attention back, ask 2–3 volunteers to share
                         their answers. Validate and/or extend each response.




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                                               Enhancing Your Instructional Skills through Differentiation



III. Differentiation Strategies
      (approximately 30 minutes)


            Slide 10                      When talking through this slide, make the following points clear:

                                             Always start with your instructional goals and outcomes. What do
     Differentiation Strategies
 • All strategies are aligned with
                                              you want students to learn? How is this related to standards?
   instructional goals and objectives.

 • Specific strategy selection based on
   – Focus of instruction
                                             After establishing goals and outcomes, decisions for differentiation
   – Focus of differentiation
                                              should be based on the focus of instruction. Consider and
                                              determine whether you are differentiating content, process, or
                                              product, or all three. Also determine whether the focus of the
                                              differentiation is readiness, interest, and/or learning profile.

                                             Before moving to slide 11, introduce the strategies chart handout
                                              (Handout 1). Explain that it provides differentiation strategies and
                                              their primary uses, as well as things to consider in using each
                                              strategy. Point out that these are not all of the strategies available
                                              for differentiation, but they are strategies that are commonly used
                                              in differentiated classrooms. Give participants 2 minutes to look
                                              over the chart and get a feel for the content.




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                                             Enhancing Your Instructional Skills through Differentiation



         Slide 11                       This activity is based on the differentiation strategies chart handout
                                        (Handout 1).
     Differentiation Strategies
            (continued)
Group 1: Compacting
                                        1. Assign groups (it is easiest to split the room into 4 quadrants and
Group 2: Independent Study
                                           assign each a number 1–4).
Group 3: Interest Centers or Interest
         Groups

Group 4: Flexible Grouping
                                        2. Tell each group that they will be responsible for the strategy listed
                                           on the slide that corresponds with their group’s number (so Group
                                           1 should look at compacting, etc.).

                                        3. Direct each group to look at their strategy and come up with a
                                           two-sentence summary of the strategy that they will then share with
                                           the larger group. Allow 5 minutes for this activity.

                                        4. Have groups share their responses. Repeat answers as they are
                                           given (to ensure that the larger group has heard them). Also
                                           provide a very short example of the strategy.




                                        Let participants know that this activity demonstrated differentiation of
                                        content.




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                                               Enhancing Your Instructional Skills through Differentiation



Slide 12—Optional Activity

           Slide 12                       The Access Center uses the ASCD video “A Visit to a Differentiated
                                          Classroom.” The cost of the video is $145 for ASCD members and
  Example of a Differentiated             $170 for nonmembers.
         Classroom

Judy Rex’s Classroom in Scottsdale, AZ:   If you have the video, use this slide. Explain the features of the
•Multiage class of children in grades
 3 and 4                                  classroom pictured in the video (this information comes with the video)
•Reading levels from grade 2
 through high school                      and pick a 5- to 10-minute clip that shows students working with the
                                          teacher and in small groups on activities. This will give participants an
                                          idea of what differentiation in action might look like. Following the
                                          video, ask participants to identify elements of differentiation that they
                                          saw.




           Slide 13                       Explain each of the differentiation strategies on the slide using the
                                          appropriate handouts. Let participants know that each strategy is also
  Examples of Differentiation             explained on the differentiation strategies chart handout (Handout 1).
         Strategies
• Choice Boards

• Tiered Activities

• Learning Contracts




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                                                                                Enhancing Your Instructional Skills through Differentiation



                     Slide 14                                              The first example you will show is of choice boards. This slide shows
                                                                           the Diner Menu handout (Handout 2). Ask participants to pull that
            Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
                                                                           handout from their packet. Explain that each student does the
•Write the chemical equation for photosynthesis.

Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
                                                                           appetizer, then they choose an entrée and side dishes, and finally they
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.

Side Dishes (Select at Least Two)
                                                                           have the option of choosing dessert. Explain that you can easily modify
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
                                                                           this for particular students so that they have more or less choice (for
differences between photosynthesis and respiration.

Dessert (Optional)
•Create a test to assess the teacher’s knowledge of
                                                                           example, perhaps the appetizer is optional for students at a higher
photosynthesis.

                                                                           readiness level, while the dessert is not optional). Point out that each
                                                                           entrée activity leads to the same outcome, but students choose the
                                                                           way in which they get there.




                     Slide 15                                              Think-Tac-Toe board (Handout 3) is another example of a choice
                                                                           board. Ask participants to pull that handout from their packet. Explain
                       THINK-TAC-TOE
                         Book Report
                                                                           that students pick three activities to do, crossing them off the way you
             Draw a picture of
                 the main
                character.
                                  Perform a play
                                  that shows the
                                  conclusion of a
                                                       Write a song
                                                      about one of the
                                                       main events.
                                                                           would in the game of tic-tac-toe. Explain that you can also give
                                       story.
              Write a poem
             about two main
              events in the
                                  Make a poster

                                 order of events in
                                                    Dress up as your
                                  that shows the favorite character
                                                     and perform a
                                                                           students limited choices by telling them that they have to do three
                  story.

              Create a Venn
                  diagram
                                     the story.

                                    Write two
                                   paragraphs
                                                     speech telling
                                                      who you are.
                                                         Write two
                                                        paragraphs
                                                                           diagonally (and therefore must do the one in the middle) or
              comparing and
              contrasting the
              introduction to
                the closing.
                                  about the main
                                    character.
                                                      about the setting.
                                                                           horizontally.




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                                                                                                                                          Enhancing Your Instructional Skills through Differentiation



                             Slide 16                                                                                                The next example you will share is of a tiered lesson. Show the tiered
                                                                                                                                     activities lesson plan (Handout 4). Ask participants to pull that handout
                Tiered Activity – Writing a Persuasive Essay
                          4th–6th Grade Classroom
                        Beginning                             Intermediate                      Advanced
                                                                                                                                     from their packet. Explain that all three lessons address the same
                                                                                                                                     outcome, but each lesson is adjusted according to student readiness.
 Outcome/               Students will determine a topic       Students will determine a         Students will determine a
 Objective              and will write a five-sentence        topic, state a point of view,     topic, state a point of view, and
                        paragraph with a main idea,           and write two paragraphs          write an essay of at least five
                        three supporting sentences, and       defending that point of view.     paragraphs that uses multiple
                        a concluding sentence.                                                  sources to defend that point of
                                                                                                view.
 Instruction/           Students will receive a model of      Students will receive a           Students will review the
 Activity               a five-sentence paragraph and         model of a persuasive essay       graphic organizer for a
                        explicit instruction in               and a graphic organizer that      persuasive essay. Students
                        constructing the paragraph.           explains the construction of      will be given explicit instruction
                        As a prewriting activity, students    a persuasive essay.               in locating sources and quotes
                        will list their topic and develop a   Students will also receive        for their essays. As a
                        list of at least three things that    explicit instruction in writing   prewriting activity, students will
                        support their topic.                  a persuasive essay.               use the graphic organizer to
                                                              As a prewriting activity,         organize their essay. Students
                                                              students will use the graphic     will also compile a list of five
                                                              organizer to plan their           sources that defend their main
                                                              writing.                          point.
 Assessment             Students will be able to write a      Students will be able to state    Students will be able to write a
                        five-sentence paragraph that          a point of view and               five-paragraph essay that
                        successfully states and               successfully defend the idea      states a point of view, defends
                        supports a main idea. The             using two paragraphs that         the point of view, and uses
                        paragraph will meet the criteria      defend the point of view          resources to support the point
                        on the state writing rubric.          using main ideas and              of view. The essay will meet
                                                              supporting details. The           the criteria on the state writing
                                                              paragraphs will meet the          rubric.
                                                              criteria on the state writing
                                                              rubric.




                             Slide 17                                                                                                You will now give two examples of learning contracts. The example on
                                                                                                                                     slide 17 is geared more towards elementary school (Handout 5), and
                                    Learning Contract #1
          Name _______________________                                                                                               the one on slide 18 is geared towards secondary (Handout 6)
         My question or topic is:


         To find out about my question or topic…                                                                                     (although you can also note here that either handout could be used at
         I will read:                       I will look at and listen to:                  I will write:



                         I will draw:                                    I will need:
                                                                                                                                     either level). Explain how these can be used so that students can
         Here’s how I will share what I know:
                                                                                                                                     explore areas of interest in more depth and take some ownership and
         I will finish by this date:
                                                                                                                                     planning of their work. Learning contracts are also good for students to
                                                                                                                                     work on when they must do independent work while the teacher works
                                                                                                                                     with small groups.


                             Slide 18
                                     Learning Contract #2
 To demonstrate what I have learned about ____________________, I want to
    _ Write a report                                          _ Design a mural
    _ Put on a demonstration                                  _ Write a song
    _ Set up an experiment                                    _ Make a movie
    _ Develop a computer presentation                         _ Create a graphic organizer or diagram
    _ Build a model                                           _ Other

This will be a good way to demonstrate understanding of this concept because
______________________________________________________________

To do this project, I will need help with
______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___




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                                                                                                      Enhancing Your Instructional Skills through Differentiation



                                IV.                                  Differentiation Practice
              (approximately 15 minutes)


                        Slide 19                                                                 Use the differentiation scenario handout (Handout 7), which is
                                                                                                 pictured on Slide 20, for this activity:
                Differentiation Practice
                                                                                                 1. Ask participants to place themselves in groups of 3–4 depending
                                                                                                    on how they are seated.
                        Differentiation Scenario

                                                                                                 2. Direct participants to the instructions on the scenario. Ask them to
                                                                                                    pick two differentiation strategies that might work to teach the
                                                                                                    objective, and to consider the pros and cons of using each strategy
                                                                                                    with the group of students presented on the handout. Allow 10
                                                                                                    minutes for this activity.

                        Slide 20                                                                 3. When you have called the groups back together, let them know
                                                                                                    that they don’t have to share their choice of strategies, but ask
                    Differentiation Activity – Reading
       Your task is to take the following instructional objective and identify two
         differentiation strategies that might be used to teach the objective.
                                                                                                    them to share any “ah has!” that they had during the process. What
          Objective: Students will complete a report on the book Charlotte’s Web.
   Identify the pros and cons of using both strategies in a class of 25 students that
                              includes these 5 students:

Sherry likes to be asked to do things by the teacher. She is interested in fitting in and
                                                                                                    did they learn or realize that they want to share?
speaks out often in class. She has a wild imagination and loves to read, but her
comprehension skills are below grade level.
Jimmy is hyperactive and likes to dance around the room when class is near the end. He is
an audio/visual learner, is a solid reader, and enjoys excelling and being the “best.” He gets
very excited to start new books, but they don’t hold his attention for long.
Terrance does not feel a connection to school. He is a very intelligent student, but he
“follows.” He seems to do well in every type of activity when he applies himself. He has
exhibited strong reading skills, but does not always complete work.
Jack failed reading three times. He is an expert hunter and fisherman and knows more
about the outdoors than anyone. He seems to learn best with hands-on activities. His
reading and writing skills have only slightly improved over the last 2 years.
Marie is a very quick learner. She seems to get things just by listening. She likes to excel.
She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading
and writing skills are both above grade level.




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                                       Enhancing Your Instructional Skills through Differentiation



V. Implementing Differentiation
       (approximately 25 minutes)


            Slide 21              Point out that there are many ways to assess students in a
                                  differentiated classroom. Note: Because this workshop is only 1.5
           Assessment in the      hours, you are not going to go into a lot of detail here, but be sure to
       Differentiated Classroom   make the following points:
 •   Ongoing
 •   Instruction-dependent
 •
 •
     Student-dependent
     Informative for continued
                                     Assessment should be ongoing; it is not just summative. Teachers
     instruction
                                      need to diagnose students in terms of readiness, interest, and
                                      learning profile to know where to begin. They need to conduct
                                      formative assessments so that instruction is constantly being
                                      adjusted to meet students where they are.

                                     Assessment should be instruction dependent; it should be based
                                      on the content and manner in which the student was taught.

                                     Assessment should be student dependent. It should be based on
                                      the needs of the student and the way(s) in which he or she has
                                      been interacting with the material.

                                     Assessment informs continued instruction. It should continually
                                      inform the teacher about a student’s progress and future instruction
                                      should be based on that information.




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               Slide 22                                              Make the following points for this slide:

      Tips for Implementing Differentiated
                                                                     Start slowly: Begin with one subject and one technique. Use it for a
          Instruction: Your Classroom
                                                                     while then add more. It will take students, as well as the teacher, time
    • Start slowly.
                                                                     to adjust to a new way of learning.
    • Organize your
      classroom space.

                                                                     Organize your classroom: Think about how your room is arranged
                                                                     and whether it provides flexibility for students and groups.




               Slide 23                                              Classroom setup. Tell participants that this slide presents one example
                                                                     of how a differentiated classroom could be set up. This setup can be
                                 Teacher
                                 Station 1                 Inboxes
                                                                     used at the elementary or secondary level. Make the following points
                                                                     for this slide:
Bookshelf




                                                                        The teacher station is for working with small groups. All needed
            Teacher
                                               Group
                                                                         materials are on the shelf behind the teacher so that teacher and
                                                                         students can stay in one place (not get up to get things) during that
            Station   Schedule
               2                             Assignments




                                                                         group work time. Teacher station 2: If you are lucky enough to
                                                                         have a coteacher or a paraeducator working with you, setting up a
                                                                         second teacher station provides them with the same kind of space.
                                                                         If you don’t have another adult, you can use this space for student
                                                                         small group work or a learning station.

                                                                        Desks (purple squares) can be manipulated so students can work
                                                                         independently, in small groups, or in pairs. Each student should, if
                                                                         possible, have a “home base” desk that they go to when they first
                                                                         come to class. Note: facilitator should also mention that if students
                                                                         are being expected to work in groups and move from one work
                                                                         area to another, these processes must be explicitly taught and
                                                                         practiced.

                                                                        The inboxes can be used to store materials or as places where
                                                                         students turn in work. Think about labeling them by subject area for




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                                               elementary school or by class period for secondary students. Color
                                               coding materials can also help students find things quickly without
                                               teacher assistance. For example, all math books are red or all 2nd-
                                               period journals are yellow. Organize things on the bookshelf this
                                               way as well.

                                              Always keep a schedule and student group assignments posted.
                                               Students should be able to figure out where they are supposed to
                                               be and who they are working with without having to ask the
                                               teacher.

                                              The red hexagons represent pillows; give students opportunities
                                               to work on the floor if it meets their learning profile. Create
                                               structure around this (for example, they pick one place and stay
                                               there for a defined time period), but allow students to be
                                               comfortable when they work. It will help motivate.




             Slide 24                      More tips for implementing. Make the following points for this slide:

    Tips for Implementing Differentiated      Student Files: Have a set of folders where you can easily place
        Instruction: Your Classroom
                 (continued)                   anecdotal notes about students or copies of completed
•
•
    Start student files.
    Start student portfolios.
                                               assessments.
•   Use a clipboard.
•   Use technology.

                                              Student Portfolios: Have students keep work in portfolios or
                                               independent work folders that they monitor. Portfolios can also be
                                               examples of best work or of a progression of skills. If a student
                                               puts writing samples in a portfolio every month then the teacher
                                               has a basis of assessment and can discuss with the student how
                                               his or her work has progressed over the months. This also helps
                                               teach students how to set their own goals.

                                              Clipboard: If you always carry a clipboard, students get used to
                                               you writing on it. Carry goal tracking sheets on your clipboard so
                                               that you can keep track daily of what students are working on. You




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                                                    can also put blank index cards on your clipboard and take
                                                    anecdotal notes throughout the day. Those note cards can then be
                                                    placed in student files.

                                                   Use of Technology: Providing students with Web sites and other
                                                    technology can allow them to work more independently. There are
                                                    Web sites listed on the Resources handout that fall in this category.




           Slide 25                             Implementing differentiated instruction in your district or school. Tell
                                                participants that implementing differentiation on a school- or
      Implementing Differentiated
                                                districtwide basis requires a plan and a commitment of resources.
   Instruction: Your District or School
• Start with committed staff.
                                                Make these points:
• Look for existing resources/infrastructure.

• Start with one or two strategies.
                                                   Start with a committed staff: This begins with administrators. If
• Try it and be willing to alter and extend.        administrators are not committed to differentiated instruction, then
                                                    implementation will not work. Administrators must support
                                                    teachers’ efforts in the classroom. Following a commitment from
                                                    administrators, start with a couple of teachers committed to trying
                                                    differentiated instruction and retrying when things don’t work.
                                                    Support those staff members as much as possible and highlight
                                                    achievements. Videotape them so that other teachers can see how
                                                    it works.

                                                   Use existing resources: Look for ways to implement differentiated
                                                    instruction within existing structures and resources at the school
                                                    level. For example, if teachers are coteaching, it may be an
                                                    opportunity to do a lot of small group work, and therefore a good
                                                    place to try differentiation.

                                                   Start with one or two strategies: Again, start small. Get teachers
                                                    and students used to the process and then add additional
                                                    strategies. This will be a new way of learning for most students and
                                                    a new way of teaching for many teachers. Getting used to one or
                                                    two strategies and seeing results before moving on can lead to a




                                                                                                                           17
                                                                                   Facilitator’s Notes
                                              Enhancing Your Instructional Skills through Differentiation


                                             higher level of staff commitment.

                                            Be willing to alter/extend: Don’t give up! Differentiated instruction
                                             is labor intensive and may take trial and error to implement. The
                                             results are worth it, though. Be willing to try new things. Also, once
                                             things are moving forward, be willing to extend past one or two
                                             strategies or classrooms.




        Slide 26                         Additional considerations. The following points should be made for this
                                         slide:
     Implementing Differentiated
Instruction: Additional Considerations
                                         These are things that can make a difference to staff in terms of
• Teacher support
                                         implementation and can lead to greater success:
• Professional development



                                         
• Adequate planning time
                                             Support: teachers need to feel as though administrators are
                                             backing up their efforts, especially under the pressures of meeting
                                             Adequate Yearly Progress. They also need to feel supported by
                                             fellow teachers. Professional learning communities centered on
                                             differentiated instruction can help meet this need.

                                            Professional Development: teachers need time to attend
                                             trainings and to work with each other to find best practices and
                                             make differentiation truly effective.




                                                                                                                   18
                                                                                   Facilitator’s Notes
                                               Enhancing Your Instructional Skills through Differentiation


                                             Adequate Planning Time: if teachers aren’t given the time to plan
                                              independently and with grade-level teams, they will be less able to
                                              implement differentiated instruction in a meaningful way.




            Slide 27                      Where do I go from here? Indicate that the following resources can
                                          provide support to participants as they learn more about differentiation
    Where Do I Go From Here?              and consider or try implementation.
           Resources
• Online discussion forum:
  http://www.k8accesscenter.org/discuss
     • Effective classroom strategies
                                          Online discussion forum is set up on the Access Center Web site.
        – Differentiated instruction



• Middle school Listservs:
     • mstorm@air.org                     Middle school teachers can join a Listserv by content area (Math,
• Collaboration
                                          Reading/Language Arts, Science, or Social Studies/History) that is
                                          designed to connect teachers from around the country to discuss
                                          issues related to differentiated instruction.


                                          Encourage collaboration among people at the training, but also among
                                          school teams.




                                                                                                                 19
                                                                                       Facilitator’s Notes
                                                  Enhancing Your Instructional Skills through Differentiation



            Slide 28                         Resources. Let participants know that the Web sites on this slide can
                                             provide more information for them. (Note that the Student Progress
                                             Monitoring Web site provides information valuable for assessment in a
      Resources (continued)
• Assessment:
                                             differentiated classroom.) Also direct participants to the Differentiation
  – Curriculum-based measurement
    www.studentprogress.org                  Resources handout (Handout 8). There are books and articles listed
• National Center on Accessing the General
  Curriculum (NCAC):
    www.cast.org/ncac/                       there. Point out that the Web sites on this handout are ones that can
• Access Center:
    www.k8accesscenter.org                   be used in a differentiated classroom to support computer-assisted
                                             learning and independent activities as well as whole-group instruction.
                                             Also direct participants to the differentiation briefs that accompany this
                                             module.

                                             Conclude the session by asking for questions if time allows.




   This module was developed by staff at the Access Center: Improving Outcomes for All Students K-8, funded by the U.S.
Department of Education, Office of Special Education Programs (Cooperative Agreement H326K02003). The Access Center
                                    is housed at the American Institutes for Research.
                                                www.k8accesscenter.org




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