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Differentiation Revealed:
A Systematic Approach for
Addressing Critical
Differences Among
Students
Jeanne H. Purcell, Ph.D
Connecticut State Department of Education
jeanne.purcell@po.state.ct .us
1
Curriculum Differentiation:
Today’s Agenda
• Is curriculum differentiation something
new?
• What are the goals for curriculum
differentiation?
• What are the steps in the curriculum
decision-making process?
• What is curriculum differentiation?
• How can we modify the 10 key
curriculum components—either singly or
in combination—to address critical
learner differences?
• What does curriculum differentiation
look like at different grade levels and in
different content areas?
2
An Historical Perspective:
Is This a New Concept? A New
Pedagogy?
Fourth Wave of Interest Since
1860:
• Tutors (Pre 1860)
• One Room Schoolhouse
• Grade Levels
• Individualization
• Special Education
• Gifted Education
• Differentiation
3
Why the Current Interest?
Why the Present Initiative?
• International
Comparisons
• Information Age
• Global Economy
• Standards Movement
• The Achievement
Gap
• Prisoners of Time
• IDEA
4
The Learning Gap
Learning Gaps Persist In State
Mastery Test Scores Edge Up, But Blacks,
Hispanics, Poor Lag Behind
March 6, 2002
By ROBERT A. FRAHM, Courant Staff Writer
Black and Hispanic children continue to make slow, steady gains in academic performance but
still lag far behind most Connecticut public school students, new test results show.
Only 25 percent of black and Hispanic children reach the state's fourth-grade reading goal, for
example, compared with more than 70 percent of white students, according to Connecticut
Mastery Test scores being released today.
Overall scores edged upward, but the test, which reached greater numbers of special education
and non-English speaking students this year, identifies one in five of Connecticut's fourth-graders
as a poor reader.
Aside from the poor performance of many blacks and Hispanics, major learning gaps persist
among non-English speakers and the poor.
And the latest scores show that boys lag well behind girls in writing skills on the annual exam,
the state's chief measure of academic progress.
5
What is the “Learning
GAP?”
• Rich and poor
• ESL and Native English
speakers
• Special education and regular
education
• Regular education and gifted
education
• Culturally diverse and
majority students
• Motivated and unmotivated
• Boys and girls
• College track and vocational "The stakes for underdevelopment in
education track 2000 are much high than they were
• American students and their in 1900."
global counterparts (TIMSS) —Edmund W. Gordon, professor6
emeritus, Yale University
The GAP
ACHIEVEMENT GAP
(Differences in the quality and quantity of
students ' achievem ent)
Caused by
Student
Include
Differences Include
Nurture
( Suppor ts and
Nature Inter ventions)
( Lear ner Profile)
ACADEMIC SOCIAL COGNITIVE
School
and FAMILY
EMOT. -Developmental COMMUNITY
-Prior
knowledge readiness
-Reading -Interests -Schemas
level -Learning -Working Current
-Core styles memory Curriculum
content -Motivation -Thinking skills (Tasks,
-Concepts/ -Self- -Learning rate Lessons,
skills efficacy Units)
7
Critical Student Differences
We Can Attend
ACADEMIC SOC/EMOT COGNITIVE
• Prior knowledge • Interests • Developmental
• Reading level • Learning styles readiness
• Core content • Motivation • Schemas
• Concepts/skills • Self-efficacy • Working memory
• Thinking skills
• Learning rate
8
One Line of Thinking…
CONCLUSION:
Perhaps some of the
School lessons and units have
been ineffective and
TASKS, inefficient
LESSONS,
AND UNITS
THE NEED FOR CURRICULUM
REVISION BASED UPON:
-BEST PRACTICES
-RESEARCH
-CHARACTERISTICS OF
EXEMPLARY CURRICULUM
HISTORY
WRITING READING SCIENCE
MATHEMATICS
CONTENT ASSMNTS
GRPG INTRO TCHG LRNG PROD RES EXT. TIME
KEY CURRICULUM COMPONENTS 9
One Way to Reduce the Gap…
ACADEMIC SOCIAL COGNITIVE
School
and
-Prior EMOT. -Developmental
knowledge readiness
-Reading -Interests -Schemas
level -Learning -Working REMODELED
-Core styles memory TASKS,
content -Motivation -Thinking skills LESSONS,
-Concepts/ -Self- -Learning rate AND UNITS
skills efficacy
D
CONTENT ASSMNTS E
GRPG INTRO TCHG LRNG PROD RES EXT. TIME P
T
BREADTH
KEY CURRICULUM COMPONENTS
10
Why differentiate? What do we
want? What goals are we trying
to achieve?
• Increase academic learning;
decrease learning gaps
• Improve student self-efficacy
for learning
• Enhance intrinsic motivation
for learning
• Promote self-directed
learning behaviors
11
A Technical Definition of
Curriculum Differentiation
Curriculum differentiation is a process teachers
use to enhance student learning by matching various
curriculum components to characteristics shared by
subgroups of learners in the classroom (e.g., learning
style preferences, interests, prior knowledge, learning
rate).
The most effective and efficient differentiation practices
involve proactive changes in the depth or breadth of student
learning. Differentiation is enhanced with the use of appropriate
classroom orientation and management, varied pedagogy,
preassessment, flexible small groups, access to professional
development opportunities and related support personnel, and the
availability of appropriate resources. 12
THE DECISION-MAKING PROCESS
CONTENT
INTRODUCTION
INITIAL INSTRUCTION
PREASSESSMENT
DIAGNOSIS
What are the CRITICAL DIFFERENCES in my students?
How can I MODIFY one or more of the 10 curriculum components to address difference?
CONTENT ASSMNTS
GRPG INTRO TCHG LRNG PROD RES EXT. TIME
CHOICE
TIERING
ALTERNATIVES
Adjusting the Breadth Adjusting the Depth
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
POST ASSESSMENT
MEASURE THE IMPACT OF DIFFERENTIATION 13
The 10 Curriculum Components:
An Advance Organizer
• CONTENT
• Learning Activities
• ASSESSMENT
• Products
• Grouping
• Resources
• Introduction
• Extensions
• Teaching Methods
• Time 14
Content
Knowledge/Standards
Definition: Broad statements about the knowledge that
we want all students to acquire
Purpose: To communicate learning expectations and
the lesson’s focal point to teachers, students,
and interested others; to promote academic
achievement; to ensure equity
Characteristics:
Clear, powerful, developmentally
appropriate, authentic, aligned with other
curriculum components 15
The traditional approach for
creating content goals:
• Follow the textbook guide
• Use Bloom’s taxonomy
• Bloom’s Priority: Develop a
system to improve communication
between test designers,
psychometricians, and curriculum
developers
• Categorize the behavior or
performance (VERBS)
16
Bloom’s
Taxonomy:
One
technique Evaluation
for
categorizing
Synthesis
learning
goals Application
Analysis
Comprehension
Knowledge
17
An Alternate
Approach:
Nouns instead of Verbs
Categorize and prioritize knowledge
•Alfred North Whitehead (1920s)
•Ralph Tyler (1940s-1990s)
•Mortimer Adler (1940s – 2000)
•Jerome Bruner (1960s – now)
•Hilda Taba (1960s)
•Phillip Phenix (1960-1980)
•National and State Standards (1990 – now)
•Robert Marzanno and John Kendall (1990s – now)
•Lynn Erickson (1990s – now)
•Understanding by Design (Wiggins and McTighe) (1988 – now)
18
Identify, emphasize, and
teach the CORE knowledge
in each subject area
• Each discipline or subject area has a small set of essential
(core) facts, concepts, principles, generalizations, and skills
that is related to all/many topics in that subject area.
• This core content provides the structure for studying and
understanding any topic in that subject area that subject area.
• Teaching students to understand this core content and
structure makes learning deeper, more connected, and easier
to learn.
• Some of the major concepts and principles in a subject area
are general enough to be valid in other disciplines. Teaching
these ideas supports interdisciplinary wisdom.
19
Discipline
Based
Knowledge
Theme
THEORY
GENERALIZATIONS
PRINCIPLES
CONCEPTS
Representative
Topics FACTS
20
Categories of Knowledge
Facts: A fact is a specific detail, verifiable information,
or characteristics about a particular object, person, or
event. PARTICULARS
Concepts: A concept is a general idea or abstraction, especially a
generalized idea of a thing or class of things; a
category or classification. VOCAB WORDS
Principles: A principle is an underlying truth, law, or rule,
that explains the relationship between two or more
concepts. HOW THINGS WORK
Generalizations: A generalization is a statement that explains or
describes a category of things or ideas. FAT FACT
Skills: Skill is a proficiency, ability, technique, strategy, 21
method, or tool. HOW TO
Examples of Factual
Knowledge
• There are nine planets.
• The capital of Connecticut is Hartford.
• 2+2=4
• ―Cat‖ has one syllable.
• There are 7 food groups.
• Andrew Wyeth was a painter.
22
Examples of Concepts
• Planet • Balance
• Constellation • Irony
• Capital • Emergency
• Government • Science Fiction
• Nutrition • Addition
• Transportation • Octagon
• Conflict • Force
• Horizon • Gravity
• Symmetry • Precipitation
23
Examples of Principles
and Generalizations
• Planets revolve around the sun. G
• Gravity is needed to hold planets in their orbit. P
• Capitals were located near the center of a state and near bodies of
water to make it easier to travel. P
• People must work together to develop laws and policies that they
can support and implement. P
• A balanced diet helps us stay healthy. P
• Different body functions and systems require different types of
nutrients. G
• Most trees are green. G
24
What makes a What makes a
principle? generalization?
• Explains a relationship • General descriptions
• Explains how things work • Details about a category of
• Axiom, proverb, rule things
• Cause/effect (location, • Overarching
location, location)
• Stereotypical
• Law, rule
• Parts and the whole
• If/then (air pressure and
storms) • Common characteristics
• Influences
• Conditions
25
Skill
Examples
• Comparing and contrasting
• Listening
• Note taking
• Using an index
• Controlling a variable
• Writing a business letter
• Measuring temperature 26
• Thinking Skills
Skill • Affective Skills
Categories • Reading and Study
Skills
• Reference Skills
• Research Skills
• Communication
Skills
• Subject Area
Methods and
Techniques
27
What is a
representative
topic?
A representative topic is specific subject matter that
is selected purposefully as a focus for teaching and
learning because of the topic‘s potential for
illuminating the essential concepts, principles, and
skills in a related discipline for students of a specific
developmental level. 28
The role of representative topics
The Domains of Knowledge
Understanding is
sheds light on core supported by careful
knowledge within a attention to the
discipline. developmental
appropriateness of
the topic and
Representative Topics students’ use of
cognitive and
methodological
29
inquiry
Where do standards fit in with
this picture?
• National and state
committees of content
experts
• Identified core concepts,
principles,
generalizations, skills,
attitudes, and
applications in various
content areas.
• Spiraled the content across
grade levels
30
What is a standard?
A content standard is a declarative
statement that identifies the essential
knowledge in a given subject area that
students should attain as a result of
instruction. Performance standards, or
benchmarks, specify ascending levels of
understanding across various grade levels.
31
Categorizing Content in Standards
Facts: A fact is a specific detail, verifiable information, or characteristics about
a particular object, person, or event. PARTICULARS
Concepts: A concept is a general idea or abstraction, especially a generalized idea
of a thing or class of things; a category or classification.
VOCAB WORDS
Principles: A principle is an underlying truth, law, or rule, that explains the
relationship between two or more concepts. HOW THINGS WORK
Generalizations: A generalization is a statement that explains or describes a category of
things or ideas. FAT FACT
Skills: Skill is a proficiency, ability, technique, strategy, method, or tool.
HOW TO
Attitudes: Inclinations, beliefs, state of mind, appreciations, dispositions, efficacy
VALUES
Applications: The ability to generalize and transfer knowledge to familiar and novel
32
contexts PROBLEM SOLVING
Understanding the standards
is only the first step.
―A major challenge facing any
designer is the inadequacy of
most district, state, and
national standards in helping to
clarify which are the big ideas
and how to uncover them.‖
1988, Understanding by Design
ASCD. 33
Discipline
Based
Knowledge
THEORY
Representative topics
GENERALIZATIONS
PRINCIPLES
CONCEPTS
FACTS
34
How Can We Use Content to
Differentiate Instruction?
CONTENT MODIFICATIONS
DIFFERENCES – It’s not about giving facts to the students who have little
AMONG STUDENTS experience with knowledge and concepts and principles to
• Academic Differences the top students. It’s about using preassessment data to tie
teaching to existing schemas and teaching concepts to
– Developmental readiness everyone (TIMMS).
– Prior knowledge/Opportunity – Increase/Decrease the abstractness of the representative
to learn topic
– Reading level – Change the representative topic to something more
– Concept and skill attainment familiar/less familiar
• Cognitive Differences – Change the representative topic (i.e., within the discipline,
– Schemas across disciplines, time periods, people, or events)
– Thinking skills – Offer the opportunity to explore an application, the
– Learning rate methodology of a field, or the lives of contributor (s) in a
field
• Social and Emotional
– Provide background information about a representative
– Interests topic
– Learning styles – Break the representative topic into smaller parts
– Motivation – Provide more/fewer examples; offer choice
– Offer students the opportunity to explore related
representative topics
35
– Identify and address students’ misconceptions
Kindergarten
President’s Day
Performance Standard: Students will apply the process of how leaders
are selected and how people monitor and influence decisions of their government
(p. 155).
DIFFERENTIATED
CORE
To celebrate President‘s
To celebrate President‘s Day, Janet Henry decided to
Day, kindergarten link the holiday to a discussion about leaders. She
teacher, Emily Rosen, collected some picture books about presidents, coins of
planned a special day for all types, and paper currency in small denominations.
her students. She
showed students pictures She began by giving each child a penny, and asked her
of George Washington students to tell her about the face on the coin. Then,
and President Lincoln. she asked them a series of questions: Whose face is on
Then, she had her the coin? Do other coins have different people on
students paste lengths of
black yarn onto a picture them? What might you have to do to get your face on a
of Lincoln to show his coin?
beard. They put elastics Some students wanted to find out more about famous
around their pictures to
make masks and wore American presidents. She had a separate conversation
them in a parade around with these students about Lincoln and birthday
the school to celebrate celebrations. She made a mental note to watch the
this special day. kiddos who wanted to learn more for other 36
opportunities to facilitate their learning in this area.
Developmental
Readiness in
Mathematics
Concrete Representational Abstract
(50%) (30%) (20%)
Gravitate to Draw pictures to ―See‖ concepts
hands-on represent mathematical abstractly
materials or thinking Explain readily their
manipulatives Make models mathematical thinking
Experience Talk about mathematical See and articulate
difficulty thinking in words relationships among
explaining their Are able to relate the mathematical processes
mathematical mathematical concept to Make connections
thinking real-life experiences readily between
mathematical concepts
and prior experiences
Express mathematical
concepts in multiple
ways
37
Grade 2 Addition
Performance standard: Develop proficiency with basic addition,
subtraction, multiplication and division through the use of a variety of
strategies and contexts, K-4 (p. 90).
EXAMPLE 1 EXAMPLE 2
Katie Martin prepared to teach Ms. Brennan knew from her preassessment
her 2nd grade students about that her grade two students were at very
addition. She gathered together different developmental levels with respect
gummed stars in two colors and to their understanding of addition. One group
construction paper. She gave of students needed manipulates to visualize
pairs of students construction the addition facts and practice skip counting.
paper on which she had written They used manipulatives, like dominos, and
an addition fact. Each child was counters to ―count on.‖ Another more
asked to display an addend with sophisticated group was working on
different colored stars and then accuracy and speed with their addition facts.
the pair was asked to add all the They worked in pairs to check each other‘s
stars by counting on from the work. A final group, ready for more abstract
thinking, was asked to use dominos to infer a
greater number of stars. The
rule (commutative principle) of addition.
students displayed all their work
to make a ―sky‖ full of addition 38
facts.
6th Grade Spelling
Students will demonstrate proficient use of capitalization,
punctuation, usage and spelling skills and develop proficiency
in the use of resources for proofreading and editing - all
appropriate for their grade level, and individual goals.
EXAMPLE 1 EXAMPLE 2
Mr. Jenkins pretests his Mr. Forrester pretests his students on the
students on the required lists of required lists of spelling words at two week
spelling words at two week intervals. Students have a spelling notebook
intervals. When students in which they write the next ten words. Each
demonstrate at least 80% writes the word, a definition, and a sentence.
mastery on the list, they do not Students work in pairs, correcting each
have to write out the words, a other‘s work, which is then reviewed by the
definition, and an Mr. Forrester. Peers administer the quizzes.
accompanying sentence. He Words missed are recycled into next week‘s
does require all students to take list. Repetitions help students internalize key
the posttest at the end of the spelling patterns. Students who demonstrate
two week period because he mastery are provided with other words that
want to make sure everyone emphasize roots and/or students‘ own
really knows the words. personal list of vocabulary words.
39
8 th Grade Social Studies
Content Standard 4: Students will recognize the continuing
importance of historical thinking and the role of historical
knowledge in their own lives an in the world in which they live.
EXAMPLE 1 EXAMPLE 2
Ms. Kahlid realized that it was Ms.Budzinsky, an 8th grade social studies teacher,
important for her students to
understand the role of the
had looked forward to her trip to Peru for many
archeologist. These researchers years. Way in advance, she had decided to bring
played a key role in helping back a collection of 50-100 inexpensive artifacts.
historians recover the stories of She made a point to collect items that reflected the
ancient civilizations. Every year, she family life, technology, and art of this South
assigned students to look over the American culture: inexpensive musical instruments,
page in their textbook called, ―A inexpensive pottery, articles of clothing, some books,
Moment in Time: The kitchen utensils, children‘s inexpensive games, band-
Anthropologist.‖ It showed a picture
of a woman studying a coal mine in
aids, and the like.
West Virginia. The picture Upon her return, she used the artifacts in her social
illuminated her tools: a notebook, a studies class to help students understand the role of
camera, a lantern, her shoulder bag the archeologist and historian. She grouped the
and lunch pail. Ms. Swift made a artifacts around the three aspects of culture. Then,
point to review this picture with her she asked students to form small groups of scientists
students the next day in class and
answered any questions they had
and researchers. Using the artifact cluster of their
about anthropologists. of
choice, she asked students to ―infer‖ the culture40
this ―ancient‖ South American society.
11th Grade Chemistry
CT 15.9-12.4
Recognize that the ability of a reaction to occur and the extent to which
is proceeds depends upon the relative stability of the reactants compared
to the products and the conditions under which the reaction occurs.
EXAMPLE 1 EXAMPLE 2
Ms. Barnes prepared for the lab on Mr. Luther knew at the outset of his
simple reactions between metals and chemistry unit on reaction rates that he
acids. At the conclusion of the had students who not only had
experiment, she wanted students to different levels of prior knowledge
understand that there is a direct about aspects of chemistry, but also
relationship between the concentration learned more quickly than others in the
of an acid and the reaction rate. To class. He decided to provide most of
help them understand this important his students with a hands-on lab that
direct relationship, she set up different helped students understand that there is
test stations for students to observe. a direct relationship between the
Each station had the same mass of a concentration of an acid and the
given metal. Each of the containers held reaction rate.
increasing concentrations of HCl. He provided the remaining students
Students had to combine the reactants with the same metal and solutions as
and analyze the data for trends in the the other group, but invited them to
reaction rates. find the ideal conditions for the fastest
41
reaction time.
Grade 11 U.S. History
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape public
policy, and contribute to the maintenance of our democratic
way of life. EXAMPLE 2
.
EXAMPLE 1 As she began the unit on the Constitution and the
Bill of Rights, Ms. Polanski realized that she had students
Mr. Todd loved teaching his with widely differing reading abilities in her classrooms.
students about the Constitution. He She designed a simple plan to scaffold for her students.
especially liked the simulations he
had collected over his career that She divided her class into two groups based upon her
dealt with the debates that occurred knowledge of their reading comprehension. For the
between the Federalists and the struggling learners, she developed a one sheet, two-column
Antifederalists over the ratification table that listed each of the 10 amendments in the Bill of
of the Constitution. Another of his Rights in the left-hand column and definitions of
favorites was the interdisciplinary, troublesome words in the right-hand column. Using this
culminating activity in which information, students were asked to write down their own
students were required to take on the understanding of the meaning of the first ten amendments.
role of a responsible citizen and Ms. Polanski provided her more advanced readers
voice their opinion about a local with the original text of each amendment and asked them
matter. Each had to compose a letter to derive, in their own words, the meaning of each.
to the editor of a local newspaper At the conclusion of the lesson, students reconvened
and express their opinion about a as a whole group to share their new understandings about
community issue. the Bill of Rights. 42
Stopping By Woods
on a Snowy Evening
by Robert Frost
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep. 43
It’s Your Turn…
Content Standard 1: Reading and
Responding
1.9-10.12 Students will use the
literary elements (theme, symbolism,
imagery, etc.) to draw conclusions
about a text
1.9-10.13 Students will understand
that a single text may elicit a wide
variety of responses
44
10th Grade American Lit
Content Standard 1: Reading and Responding
1.9-10.12 Students will use the literary elements (theme,
symbolism, imagery, etc.) to draw conclusions about a text
1.9-10.13 Students will understand that a single text may elicit a
EXAMPLE 1 wide variety of responses EXAMPLE 2
Mr. Johnson spent a bit more than Ms. Mody wanted her students to understand that poetry can
a week on Robert Frost‘s poetry, evoke many viable interpretations from the skillful use of
including ―Stopping By Woods on literary elements by the author. At the same time, she knew
a Snowy Evening.‖ He wanted his
that her juniors were at very different levels with respect to
students to appreciate the ―down
homeness‖ of Frost‘s poetry. He abstract thought. For one group of learners, she provided a list
had students read selected poems of symbols (the owner of the land, the horse, the woods.
aloud to appreciate the sounds and promises, sleep), some possible interpretations for each, and
cadence of each selection. With asked them to interpret the poem from their point of view in a
respect to ―Stopping,‖ he asked one-page essay. For a second group of learners, she provided
students to write responses to the the poem only. She asked them to identify the symbols, think
following questions: about how they interact within the poem, and generate a
How do you interpret the reflective essay about its meaning to their lives. For the
speaker‘s attraction to the woods? sophisticated learners, she provided them with a copy of the
What do the last three lines poem and carefully selected quotations by Frost reflecting on
suggest about everyone‘s life? his art. She asked them to select one or two of Frost‘s
Why did Frost repeat the last line? quotations and explain,in a short essay, how there can be so
What is the effect of the many irreconcilable interpretations of ―Stopping,‖ the poem
repetition? that Frost called his ―best bid for remembrance.‖ 45
Selected Quotations
“It should be the pleasure of a
poem itself to tell how it can. The
figure a poem makes. It begins in
delight and ends in wisdom.” The
Figure a Poem Makes, 1939
[Metaphor]: saying one thing and
meaning another, saying one
thing in terms of another, the
pleasure of ulteriority*. Poetry is
simply made of metaphor.” The
Constant Symbol, 1946
“Like a piece of ice on a hot stove
the poem must ride on its own
melting.” The Figure a Poem 46
Makes, 1939 *Ulteriority: Lying beyond what is evident or revealed
47
Assessments
Definition: Varied tools, technique, and criteria teachers
use to measure students’ content expertise
Purpose: To ascertain the extent to which students
have attained the knowledge contained
within the learning goal(s), to make
decisions about future areas of emphasis
Characteristics: Aligned with the learning goal,
reliable, valid, varied, efficient, equitable,
motivating, have a low baseline and a high
ceiling 48
The
Assessment
Equation
PARTICIPANT
+ TASK
+ KNOWLEDGE
+ COGNITIVE PROCESSING
= ASSESSMENT
49
Sample Assessment Formats
Oral Questions Conversations Recitations
Tests Essays Behaviors
Observations Portfolios Performances
Think-Alouds Concept Maps Lab Reports
Ongoing Records Checklists Auditions
Conferences Assignments Journal Entries
50
THE RELATIONSHIP BETWEEN
ASSESSMENT AND CURRICULUM
STANDARDS
Content Knowledge
PREASSESSMENT
and resulting modifications, if warranted, are based upon critical
differences among students
TEACHING AND LEARNING
ACTIVITIES AND FEEDBACK
ON-GOING & POST ASSESSMENT
51
Why Should We Increase the Depth
in Our Rubrics?
• Addresses differences in students’
zone of. proximal development
• Attends to varying levels of prior
knowledge.
• Fosters continuous progress on
the novice-expert continuum.
• Reduces frustration.
• Increases challenge levels.
• Makes teaching more efficient. 52
The Ladder: A Tool for
Climbing Out of the Box
Grade 5 Benchmark (Content): Students will
understand the characteristics and properties of
two- and three- dimensional geometric shapes.
NO students understand the properties of platonic solids.
None
A FEW students can explain how triangles and rectangles
can be classified by their sides and angles.
Few
SOME students can explain the features of three
dimensional figures: edges, vertices, face and volume.
Some
ALL students can already identify 2-dimensional shapes;
All triangle, quadrilateral, rectangle, rhombus, trapezoid,
circle, and square.
53
So how might the“ladder”
look when it’s finished?
• Often the grade level expectation is in the ―some‖ rung.
• If we review world-class standards related to this
objective, we might find that the content in those standards
could be listed on the ―few‖ rung.
• Knowledge addressed in the previous grade level if often
listed on the ―many‖ rung.
• Knowledge listed on the ―all‖ rung is often gained from
life experiences.
• The knowledge listed on the ―no one‖ rung may related to
big ideas, themes, or students‘ interests and questions.
54
How Can Assessment Help Us to
Differentiate Our Instruction?
DIFFERENCES AMONG ASSESSSMENT
STUDENTS – Use well-aligned preassessments and
• Academic Differences preassessment data to monitor and
– Developmental readiness communicate growth
– Prior knowledge/Opportunity to – Align assessment data—pre, post and
learn ongoing—with instructional components to
– Reading level ensure impact on achievement
– Concept and skill attainment – Use gain scores to determine how individual
• Cognitive Differences students are progressing with the acquisition
– Schemas of content
– Thinking skills – Use trait rubrics rather than holistic scoring
– Learning rate to illuminate student learning gains and
• Affective Differences misconceptions/gaps
– Interests – Offer students alternative product formats to
– Learning styles demonstrate their understanding (e.g.,
– Motivation written, kinesthetic, visual, multi-media)
– Provide for self-assessment
55
Examples: Assessment
Standard: Student will develop a healthy eating plan
EXAMPLE 1 EXAMPLE 2
The student will design and Student will design a daily
construct a collage of the diet for one week that is
seven different food groups. based on the U.S. dietary
guidelines. In several
paragraphs, the student will
explain how his/her plan
adheres to the guidelines (pre
and post).
56
Rubrics: Essential
Assessment Instruments
Sample Rubric: Health
Performance Standard: Plan and select a nutritious daily diet based on
U.S. dietary guidelines.
Key NOVICE APPRENTICE PRACTITIONER EXPERT MASTER
Feature/
Trait
Content Food Three meals Three meals Three meals are The meals
items are are are presented. All reflect the
presented presented; presented; reflect a balance dietary
or listed the meals some, but among the food guidelines
do not groups: for all food
reflect a not all, of the
dietary groups and
balance •Breads, cereals, reflect food
among the requirements rice and pasta preferences
food groups; are met. (6-11)
they are lop- •Fruits (2-4)
sided •Vegetables (3-5)
•Meats, poultry,
fish and beans
(2-3)
•Milk, yogurt, and
cheese (2-3)
•Fats, oils, and 57
sweets (sparingly)
Rubrics: Essential
Assessment Instruments
Sample Rubric: Chemistry
Performance Standard: Reactions and Interactions
NOVICE PRACTITIONER EXPERT MASTER
Does not Can identify that Can identify that Designed the
understand the there is some there is a clear and experiment correctly;
relationship relationship, but is strong relationship, used trial and error
between confused because uses solid techniques
concentration and the data is unclear measurement and appropriately; can
reactivity; did not due to observational identify that there is a
hold the variable inconsistencies in skills; is able to clear and strong
constant; weak measurement explain the relationship, uses solid
measurement and/or importance of measurement and
skills; little use of observational holding variables observational skills; is
observational skills; is not able constant. able to explain the
skills to explain the importance of holding
importance of variables constant.
variable control
58
Grouping Strategies
Definition: The varied approaches to arranging students
for effective learning in the classroom
Purpose: To enhance the depth or breadth of student
learning; to promote reflection, to address
student differences; to provide teachers with
opportunities to observe students in varied
settings; to provide students with
opportunities to work in varied settings
that nurture their unique abilities and talents;
to minimize heterogeneity, to make learning
more efficient
Characteristics: Aligned with the content goals, teaching
methods and students’ learning needs;
varied 59
Examples of Grouping
Formats
Whole A grouping strategy that is used to enhance learning when all students
have approximately the same level of prior knowledge and no critical
group differences in learning style preferences, interests, effort or motivation.
instruction
Cooperative A grouping technique in which learners participate in small teams on
learning similar tasks. The strategy is based on social learning theory which states
that increased learning results when students engage in discussions, think
groups alouds, and other forms of verbal interaction.
Flexible, A grouping strategy that is used to enhance learning when significant
differences exist among students. Flexible, small, groups of students (2-
small 10 members) are formed for short periods of time to address critical
groups differences in students‘: interests, learning style preferences, questions,
motivation, expression style preferences, prior knowledge, readiness to
learn, and learning rate. Group tasks are different and honor student
differences. These groups can be facilitated by a teacher or students. They
may support collaborative teaching and learning activities.
Dyads A grouping strategy in which students are paired for a variety of
purposes: to share thinking, to complete a task, to analyze and reflect on a
completed task, or to check each other‘s work.
Tutoring A grouping technique in which the teacher works one-on-one with a
student. It is used to address unique facets of a learner‘s prior 60
knowledge, cognitive, or social and emotional profile.
Other Options
• Homogeneous
• Heterogeneous
• Cross Grade Grouping
• Cluster
• Interest-based
• Across Class
61
How Can We Use Grouping Formats
to Support Differentiation?
DIFFERENCES AMONG GROUPING
– Avoid the one-size-fits-all model of
STUDENTS curriculum and instruction
• Academic Differences – Teach to small groups to address
– Developmental readiness learners’ academic and cognitive
– Prior knowledge/Opportunity to differences
learn – Use a variety of factors to group students
– Reading level – Locate contracts and centers to deliver
– Concept and skill attainment and manage small group learning
• Cognitive Differences – Develop in-class extensions around the
interests of individuals and small groups
– Schemas of students
– Thinking skills – Provide opportunities for students to
– Learning rate work in small groups or individually to
• Cognitive Differences pursue their own questions
– Interests – Provide opportunities for students to
– Learning styles present their work to small groups of
peers
– Motivation
– Offer after-school clubs and “Power
Hour” programs to address students’
interests and learning needs 62
Grouping: World Language
Performance standard (9-12): Students will analyze various elements of the target
language (such as tense) and compare and contrast them with comparable
linguistic elements in English
EXAMPLE 1 EXAMPLE 2
In a series of skill lessons, Madame Cailliard
Students work as a emphasized the formation of the future tense for her
whole class to French students. One group, challenged by the
formation of this tense, worked in a small group to
complete several supply the correct verb form for simple sentences,
worksheets related written in French, that contained regular verbs. Another
group, with greater familiarity and proficiency, worked
to the formation of on a similar exercise. Their sentences were more
the future tense in complex and contained a number of irregular verb
forms. A final group worked on a skill sheet that
French contained complex sentences in English only and needed
translation. The English sentences contained a variety of
irregular verb forms. Two students did not need
practice in the formation of the future tense. These two
students worked collaboratively to tape record an
advertisement for a self-selected French product.
63
Introductory
Activities
Definition: A forward or segue to a curriculum unit; the
first interaction between the student and the
ideas contained within the curriculum unit
Purpose: To introduce, challenge, orient, preassess,
motivate, provide students with a rationale,
provide clarity about learning expectations,
to increase students’ cognitive engagement,
or provide rules and guidelines
Characteristics: Purposeful, enlightening, motivational,
useful, aligned with other curriculum
components 64
The Introduction: Six Features
• I Interrogative; focusing question
• N Needs assessment; preassessment
• T Teaser or hook
• R Rationale
• O Objectives, expectations
•S Students‘ schemas and interests
65
How Can We Use Introductions to
Support Differentiation?
DIFFERENCES AMONG
STUDENTS
• Academic Differences
INTRODUCTIONS
– Developmental readiness – Ensure introductions are included in the
teaching sequence
– Prior knowledge/Opportunity to
learn – Ensure that a preassessment is completed
and that preassessment data has been
– Reading level analyzed and linked to forthcoming
– Concept and skill attainment instruction
• Cognitive Differences – Ask students to complete a concept map to
– Schemas uncover prior knowledge and
– Thinking skills misconceptions
– Learning rate – Provide an advanced organizer
• Affective Differences – Use a discrepant event to heighten interest
and motivation
– Interests
– Use community resources to demonstrate
– Learning styles relevance
– Motivation – Develop developmentally appropriate
guiding questions
66
Examples: Introductions
Content Standard: Students will demonstrate knowledge of major trends
in state and local history, including history of original people
EXAMPLE 1 EXAMPLE 2
―After students read Students were provided with copies of
the chapter title
(The First People an original map of Native American
of the Americas) Indian tribes in Connecticut, as well as
ask them to the goals and purposes of the unit and a
describe in one timeline for its completion. The teacher
word the culture knew that her students liked to learn by
that existed in listening, so she made arrangements for
America in AD a local archeologist to ―kick off‖ the
1200 (varied, old, unit. The archeologist brought artifacts
active).‖ with her that were collected from a
recent archeological dig nearby. 67
Teaching Strategies
Definition: Activities designed and/or conducted by the
teacher in order to explicitly or implicitly
provide students with the information,
challenge, support, and on-going experiences
they need to process knowledge and improve
performance related to the lesson’s learning
goal (s)
Purpose: To mediate learning, increase the likelihood
of student success and self-directed learning,
promote cognitive processing, rehearsal, and
transfer.
Characteristics: Aligned with the content and students’
learning needs, varied, motivating, promote
cognitive engagement 68
The Teaching Strategies
Direct
Continuum
• Lecture • Role playing
• Drill and recitation • Cooperative learning
• Direct instruction • Jurisprudence
• Strategy-based instruction • Simulation
• Coaching • Inquiry-based instruction
• Concept attainment • Problem-based learning
• Synectics • Shadowing experiences
• Demonstration • Mentorships
• Socratic Questioning • Independent study
• Visualization • Independent investigations
Indirect
69
Explicit-Implicit
Teacher’s Role
• Drill Instructor
• Illustrator
• Trainer
• Inquirer
• Coach
• Facilitator
• Designer
70
How Can We Use Teaching Strategies
to Support Curriculum Differentiation?
DIFFERENCES AMONG
STUDENTS
TEACHING STRATEGIES
– Avoid being the “sage on the stage.”
• Academic Differences
– Developmental readiness – See teaching as FACILITATING
students’ sense making
– Prior knowledge/Opportunity to
learn – Use direct or indirect teaching methods
– Reading level to respond to students’ learning needs
– Concept and skill attainment – Vary the amount of teaching time for
• Cognitive Differences different groups of learners
– Schemas – Vary the amount and source of
– Thinking skills feedback
– Learning rate – Provide skill strategies only if learners
• Affective Differences need them
– Interests – Provide practice and reinforcement
– Learning styles only if warranted
– Motivation – Change the pace of teaching
71
Examples: Teaching Strategies
Content Knowledge: Students will identify physical changes as changes
in state or form: evaporation and condensation (the rain cycle)
EXAMPLE 1
• Lecture
• Whole-class discussion
• Assign homework
72
Examples: Teaching Strategies
Content Knowledge: Students will identify physical changes as changes
in state or form: evaporation and condensation (the rain cycle)
EXAMPLE 2
Students were assigned to small, flexible groups based upon
preassessment data that revealed critical differences in students‘
prior knowledge. One group of students was provided with a
demonstration about the two processes, asked to work as a small
group to come to consensus in a small group discussion about their
observations, and make a list of everyday examples of these two
processes at work. Another group, with greater prior knowledge
than the first, was asked to watch the same demonstration, come to
consensus in a small group discussion about their observations and
conclusions and to compare their findings to the weather outside.
The third group, who demonstrated a thorough understanding of the
two processes, was provided with topographical maps and related
weather information, and was asked to draw conclusions about why
it rains in some parts of the United States than in other parts. The
teacher roved to each of the small groups and used Socratic
questioning and feedback to advance students‘ thinking. 73
Learning Activities
Definition: Tasks for students that are designed to
develop the knowledge, understanding, and
skills specified in the content and learning
goals.
Purpose: To help students perceive, process, store,
and/or transfer new information and skills.
Characteristics: Aligned with the content goals, teaching
methods and students’ learning needs;
varied; motivating; promote cognitive
engagement; efficient, causes perturbation,
and dissonance
74
Evolving Definitions
of Learning: A Good
Learner Is One Who
Can:
• 1st Generation: Memorize and recite
• 2nd Generation: Paraphrase, summarize, and
synthesize
• 3rd Generation: Analyze and infer
• 4th Generation: Transfer and apply
• 5th Generation: Solve problems creatively 75
Information Processing Model
Sensory input
Selective encoding
Working memory
Short Term memory
Mental representation
Schema storage
Rehearsal
Long term memory
Retrieval
76
Then and Now: Perspectives
on Learning
THEN •Fixed Intelligence
•Rote Learning
•Drill and Recitation Methods
•Behavioral Psychology
Novice-Apprentice-Practitioner-Expert
•Cognitive Psychology
NOW
•Thinking and Learning
77
•Cognitive Apprenticeship
What is the Learner’s Role?
• Recall • See Relationships
• Critique
• Memorize
• Apply
• Practice • Evaluate
• Sequence • Decide
• Describe • Plan
• Problem Solve
• Paraphrase
• Create
• Categorize • Metacogitate
• Analyze
78
The Thinking-Learning
Connection
Analytic Critical
Practical Creative
79
Thinking-Learning Activities:
Analysis
Draw Conclusions
Infer
• Make an Observation
Inductive Reasoning
• Find Similarities and Deductive Reasoning
Differences
• Compare and Contrast
• Sequence, Rank, Prioritize
• Categorize
• Classify
• Predict
• Look for Patterns
• Find Cause and Effect
• Make an Analogy
80
Thinking-Learning
Activities:Critical
Critique
Evaluate
• Detecting Fact and
Judge
Opinion
Persuade
• Determining Bias Argue
• Determining Credibility
of a Source
• Identifying Assumptions
• Detecting Warranted
and Unwarranted
Claims
• Determining Strength of
an Argument
• Identifying Fallacies 81
Thinking-Learning Activities:
Practical
• Decision Making
• Problem Solving
• Planning
• Decision Making
• Hypothesizing
• Formulating Questions
• Criteria Setting
82
Thinking-Learning
Activities:Creative
Design
Innovate
• Fluency Invent
Develop
• Flexibility Improve
• Originality
• Elaboration
• Brainstorming
• Creative Problem
Solving
• Synectics
83
How Can We Use Learning Activities
to Support Curriculum Differentiation?
DIFFERENCES AMONG LEARNING ACTIVITIES
STUDENTS – Make students think
– Listen and watch students’ thinking
• Academic Differences purposively and frequently; use your
– Developmental readiness observations to tailor instruction
– Prior knowledge/Opportunity to – Ensure that the learning activities are not
learn too easy or too frustrating
– Reading level – Ensure that the learning pace is not too fast,
– Concept and skill attainment not too slow, but “just right”
• Cognitive Differences – Offer more or less scaffolding
– Schemas – Provide more or less time
– Thinking skills – Provide advance organizers that have
– Learning rate more/less detail
• Affective Differences – Create more reflection opportunities
– Interests – Vary grouping options for learning activities
(e.g., heterogeneous, homogeneous); provide
– Learning styles some opportunity for students to self-select
– Motivation group membership
84
Examples: Learning Activities
Learning Goal: Students will identify physical changes as changes in state
or form: evaporation and condensation (the rain cycle)
EXAMPLE 1 EXAMPLE 2
• Observe a demonstration
―Read pages 74-79 in your
textbook. Answer the first three • Make observations and write
questions on page 80, Review them down your observations
Questions.‖ in a scientific log
• Work with students in your
group. Come to consensus
within your group about
your observations
• Compare your observations
to the weather outside.
85
Resources
Definition: Materials that support learning during the
teaching and learning activities.
Purpose: To provide a context or format
for delivering, receiving, processing, or
communicating new knowledge
.
Characteristics: Aligned with the content goals, teaching
methods and students’ learning needs;
varied; authentic; motivating, appropriate
levels of readability and cognitive demand
86
How Can We Use Resources to
Support Curriculum Differentiation?
DIFFERENCES AMONG
STUDENTS
RESOURCES
– Use advance organizers
• Academic Differences
– Developmental readiness – Incorporate manipulatives
– Prior knowledge/Opportunity to – Develop skill/strategy sheets that
learn include varying levels of detail
– Reading level – Use mnemonics
– Concept and skill attainment – Provide post-its@ and highlighters
• Cognitive Differences – Provide resources at appropriate levels
– Schemas – Don’t put a ceiling on resources
– Thinking skills
– Use www.iconn.org
– Learning rate
• Affective Differences
– Consider students’ interests
– Interests – Ensure that resources reflect a variety
– Learning styles of formats (e.g., visual, auditory)
– Motivation
87
Examples: Resources
Learning Goal: Students will describe and explain some of the
reasons people have moved and relate these reasons to some historic
movements of large groups of people
EXAMPLE 1 EXAMPLE 2
• The textbook • Primary Source Documents
– Faith Unfurled: The Pilgrims’ Quest for
• Stories about Native Freedom
Americans – American Quakers
• Books about Native – www.ushistorydocs.com
Americans • Simulations
– Interact: www.interact-simulations.com
• Web Sites
– Caleb Johnson‘s Mayflower Page
Resource dedicated to the historic vessel provides
educational resources, original documents, passenger lists,
biographies, and Pilgrim writings. http://
members.aol.com/calebj/mayflower.html
• Related Literature
– Children’s Literature in Social Studies-Dean M. Krey
88
Grade 11 U.S. History
CPNTENT STANDARD 1: Historical Thinking
Students will develop historical thinking, including chronological
thinking and recognizing change over time.
. EXAMPLE 2
EXAMPLE 1
As she began the chapter on the roots of the Constitution,
Mr. Todd loved teaching his Ms. Polanski wanted her students to understand many
students about the roots of the different aspects related to this important time in American
Constitution. He especially liked the history. Equally important she saw the critical need to
simulations he had collected over his teach her students how to trace and analyze influential
career that dealt with the debates ideas that shaped US History.
that occurred between the She gathered together easily accessible primary source
Federalists and the Antifederalists documents: The Magna Carta (1215), the Mayflower
over the ratification of the Compact (1620),. The Fundamental Orders of
Constitution. Another of his Connecticut(1639), and the Bill of Rights (Ratified 1791).
favorites was the culminating She organized her students into three flexible groups based
activity in which students collected upon their ability to make inferences and analyze dense
text, and provided each group a copy of the Bill of Rights
photographs from newspapers and and one of the other 3 documents. She asked each group to
magazines that illustrated the (1) identify their ―other‖ historical document, (2) analyze
freedoms guaranteed under the Bill the ideas contained within the document, (3) compare and
of Rights. Each student made a contrast its ideas to these contained within the Bill of
poster entitled, Pictures of Liberty. Rights, and (4) trace the succession of the ideas related to
89
rights and freedoms.
Products
Definition: Performances or work samples created by
students that provide evidence of student
learning
Purpose: To assess student growth; to provide for
student reflection, to monitor and adjust
instruction, to evaluate students.
Characteristics: Aligned with the content goals, teaching
methods and students’ learning needs;
varied; authentic; motivating; efficient
90
Products
Advance organizer Costume Illustrated story Pamphlet Sculpture
Advertisement Critique Interview Pantomime Set design
Animation Dance Invention Paragraph Short story
Annotated bibliography Debate Investment portfolio Pattern Silk screening
Argument Diagram Journal Photo essay Simulation
Assignment Diary Landscape design Photo journal Skit
Audiotape Dictionary Learning profile Play Slide show
Biography Diorama Lecture Picture dictionary Small-scale model
Blueprint Display Lesson Picture book Social action plan
Board game Dramatic monologue Letter Poem Song
Book jacket Drawing Limerick Portfolio Sonnet
Bulletin board Economic forecast Line drawing Poster Stencil
Bulleted list Editorial List Pottery Summary
CD disc Elegy Magazine article Powerpoint slides Survey
Calendar Essay Map Prediction Table
Campaign Etching Maze Protocol Terrarium
Card game Experiment Memoir Proposal Textbook
Census Fable Memoir Puppet Timeline
Ceramics Fact file Montage Puppet show Theory
Chamber music Fairy tale Movie Questions Think piece
Character sketch Family tree Museum exhibit Radio show Topographical map
Charcoal sketch Festival Musical composition Relief map TV documentary
Chart Filmstrip Newspaper Reflection TV newscast
Choral reading Glossary Notes Reflective essay Video
Chronology Graph Observation log Research report Video game
Collage Graphic organizer Oil painting Rubbing Vocabulary list
Collection Greeting card Oral history Rule Weather instrument/log
Comic strip Haiku Oral report Science fiction story Web
Computer game Hypercard stack Outline Scrapbook Worksheet
Computer program Hypothesis Overhead transparency Wrapping paper design
91
How Can We Modify Products to
Attend to Learner Differences?
DIFFERENCES AMONG PRODUCTS
STUDENTS – Don’t spend more time than is necessary to
• Academic Differences figure out the nature and extent of learning
– Developmental readiness – Use daily formal or informal assessments
– Prior knowledge/Opportunity to – Develop rubrics with a low baseline and
learn high ceiling
– Reading level – Link drafts, final products, learning
opportunities, and reteaching
– Concept and skill attainment
– Don’t make everyone write all the time; use
• Cognitive Differences a variety of product formats
– Schemas – Encourage self-assessment
– Thinking skills – Provide choice; allow students to express
– Learning rate themselves in their preferred expression
• Affective Differences format some of the time
– Interests – Keep selected exemplars to showcase as
– Learning styles “possibilities”
– Motivation – Provide time for students to share their
work in large and small groups
92
Examples: Products
Learning Goal: Students will describe and explain some of
the reasons people have moved and relate these reasons to
some historic movements of large groups of people
EXAMPLE 2
EXAMPLE 1 Throughout the unit, students have the
opportunity to work on a variety of products.
The preparation of the
All students create their own concept map
Thanksgiving dinner
for the class, parents, about migration, as well as other protocol or
and invited officials to thinking skill worksheets related to the unit.
coincide with They also have the opportunity to create a
Thanksgiving Day reflective essay about the diversity of people in
their neighborhood, an audiotape created to
chronicle the thoughts of immigrants coming to
America, and a collage.
93
Determining Cause and Effect
Leader: ______________
Colony: ______________
Reasons for leaving Europe:
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
Effects of the migration:
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________ 94
Making Generalizations-Causes/
Effects of Migration (Colonization)
Generalization (s):
Evidence to support the generalization (s):
95
Concept Map: Migration
Movement
across time and space
Goods Ideas
LIVING THINGS
Migration
The study of interactions among people and other
life forms located in different places, times, and
different environments Animals
People
Barriers Effects/Changes
Cultural Reasons
Push Pull
Economic Cultural Physical People Land
Factors Factors
Lack of
Freedom Famine Land Wealth
People Indigenous Former New Land
Leaving People Land
Religious Political Speech
Refugees
Innovation Assimilation
Diffusion Acculturation
Conflict Dissension 96
Extensions
Definition: Preplanned or serendipitous experiences that
emerge from the learning goals, debriefing
and reflection activities, and students’
interests.
Purpose: To extend students’ learning, promote the
transfer and application of content goals to
real-world contexts and problems, to
generate excitement for learning, to address
individual interests, to promote intrinsic
motivation for learning.
Characteristics: Linked to the content goals; aligned with
students’ interests, open-ended, guided,
authentic 97
Extension Activities
Extension Activity Time & Reasons for Providing
Support Extension Activities
Required – To learn about a related topic
Print article S
Videotape S – To accommodate students‘
interests
Community Speaker S
Simulation S-M – To link to current events
Performance S-M – To relate to historical events
Library research S-M – To explore career
Field Study M opportunities
Web Quest M – To transfer or apply new
Project M-L learning
Product Development M-L – To solve a related problem
Independent Study L – To share a personal
Research L experience or realia
– To increase intrinsic
S=small amount, M=medium amount, L=large amount
motivation for learning 98
How Can We Use Extension
Activities to Differentiate for Students?
DIFFERENCES AMONG
STUDENTS EXTENSIONS
• Academic Differences – Extensions do not have to be time-
– Developmental readiness consuming projects; a spectrum of
– Prior knowledge/Opportunity to
possibilities exists
learn – Make a conscious effort to analyze and
– Reading level reflect upon students’ evolving interests
– Concept and skill attainment – Think of ways to respect students’
• Cognitive Differences interests in the curriculum
– Schemas – Strive to allocate 10%-20% of time to
– Thinking skills students’ interests
– Learning rate – Seek local citizens to help with
• Affective Differences extensions
– Interests – Encourage students’ reflections and
– Learning styles self assessment of their extension
– Motivation activities
99
Coming to Conclusions…
Learner Difference: _______________
Breadth Depth
__________ • Content __________
__________ • Assessment __________
__________ • Grouping __________
__________ • Teaching __________
__________
• Learning __________
__________
• Products __________
__________
• Resources __________
__________
__________ • Extensions __________
__________ • Time __________
100
Teachers’ Initial Use of Differentiation:
What We’ve Seen
• Open-ended
activities and
questions
• Choice or
alternatives
• Tiering
101
Designing Curriculum Components That
Require Constructivist Thinking From Students
Component Original Revised
Teaching
Learning
Product
Resources
Extensions
102
Scenario 1:
Grade 5 Social Studies
• Content Standard and Performance Standard
– Standard:Social Studies, Historical Thinking
– Performance standard: Students will be able to
analyze data in order to see persons and events in
their historical context, understand casual factors
and appreciate change over time.
– Gather information from multiple sources,
including archives or electronic databases, to
have experience with historical sources and to
appreciate the need for multiple perspectives.
• The Class
– Very diverse: interests, levels of motivation,
ability to engage in abstract thinking
103
Differentiation (Open-ended
Activities and Assignments):
motivation, learning style preference
"We‘re going to make our own definition of explorer at the end of this unit. Before we are able
to make our definition, I want you to consider the names of the people on this list. When you
have done some initial research about two or three, you are to choose one explorer and answer
the following questions about him or her:
1. Who was this person?
2. What adjectives describe him/her most accurately?
3. Describe the historical time period in which he/she lived.
4. Which group(s) of people value his/her contribution?
5. Why is the contribution valued?
6. In your opinion, what impact or legacy does the contribution have on
history?
7. Should students study explorers? Defend your answer.
You will use at least five resources, one of which must be electronic. You will be making a
presentation to the class on your explorer in any format you wish. When everyone has made his
or her presentation, we will work as a class to define the word ‗explorer,‘ what role explorers
played/play in the course of history, and discuss the value of studying
world explorers." 104
•Students do most of the work.
Benefits: •Information, activities, and assignments are subject
to interpretation.
•Respects differences in prior knowledge
•Provides higher level thinking opportunities for all
students.
•Impacts the breadth and the depth of the unit.
Limitations: •Teaches only in context.
•Time intensive.
•Doesn‘t necessarily offer explicit instruction.
•May require scaffolding.
•May not address large differences in prior
knowledge.
•Students may have different cognitive strengths.
105
Designing Alternatives
Component Option 1 Option 2 Option 3
Goal
Teaching
Learning
Product
Resources
106
Example 2: Scenario
Grade 12 Statistics
• The content standard and performance standard
– Standard: Mathematics, Probability and Statistics
– Performance standard: Students will be able to use
measures of central tendency, dispersion and
correlation
• The class
– Twelfth-grade statistics class: 12 young men, 7 young
women
– Very diverse interests
107
Differentiation by Interest
(Choice)
The class divide themselves, by interest, into groups of three to four students
around the following assignment:
Investigate the relationship between two variables by collecting your own
paired sample data. Use both methods that we covered in this chapter to
determine whether there is a significant linear correlation. Present and
justify your findings to the class. Choose one of the following
topics. Is there a relationship between:
Taste and cost of different brands of chocolate chip cookies?
The salaries of professional ball players and their season achievements?
Car fuel consumption rates and car weights?
The lengths of men‘s (women‘s) feet and their heights?
Student‘s grade point averages and the amount of television they watch?108
Benefits:
•Improves attitudes toward
learning.
•Provides for varied interests.
•Encourages multi-ability Limitations:
small group work.
•May be limited to alternative
•Improves intrinsic motivation. products.
•Changes in teaching strategies •May stray from learning goal.
may increase achievement.
•Requires preparation time.
•Changes the breadth of the
unit. •Requires access to varied
materials and resources.
109
Designing a Tiered Lesson Plan
Component Novice Apprentice Expert
Goal
Teaching
Learning
Product
Resources
110
Optimal Learning
―Instruction is only good
when it precedes ahead of
development, when it
awakens and rouses to life
those functions which are
in the process of
maturing….it is in this way
that instruction plays an
extremely important role in
development.‖
-Vygotsky, 1956
111
―If the match is not optimal (i.e. the match is
below or above the child‘s level of
understanding or knowledge), learning is
less efficient and development may be
halted.‖
• Chall and Conrad, 1991
112
Characteristics of Exemplary Curriculum
•Powerful knowledge goals, representative
or generative topics, and big ideas
•Advance organizers that clarify prior
knowledge,future activities, and
expectations
•Motivating introductory experiences
•Challenging and active learning activities
•Authentic resources and products
•Aligned assessment strategies and growth
criteria, feedback, debriefing, transfer and
extension opportunities, interaction, and
support 113
The Fit…
• Carol Tomlinson‘s
curriculum
differentiation:
content, process,
product
• Standards Movement?
• Concept-Based
education?
• UBD?
• Other?
114
One Way to Reduce the Gap…
ACADEMIC SOCIAL COGNITIVE
School
and
-Prior EMOT. -Developmental
knowledge readiness
-Reading -Interests -Schemas
level -Learning -Working REMODELED
-Core styles memory TASKS,
content -Motivation -Thinking skills LESSONS,
-Concepts/ -Self- -Learning rate AND UNITS
skills efficacy
D
CONTENT ASSMNTS E
GRPG INTRO TCHG LRNG PROD RES EXT. TIME P
T
BREADTH
KEY CURRICULUM COMPONENTS
115
Where do we go from here?
116
Think-Pair-Share
• Find your mission
• Make a promise
• Develop a plan
• Ask for help
• Hold hands
• Honor your commitments
117
Your Action Plan
Need Goal Product
Steps Timeline Audience
118
I want to thank each and
every one of you for
having extinguished
yourselves this session.
-- Gib Lewis, Texas Speaker of the House
119
120
121
122
The potential possibilities
of any child are the most
intriguing and
stimulating in all
creation.
-Ray L. Wilbur
123
124
Consider the postage stamp,
my son. It secures success
through its ability to stick to
one thing till it gets there.
-Josh Billings
125
Perhaps the most delightful
friendships are those in which
there is much agreement,
much disputation, and yet
more personal liking.
- George Eliot
126
127
When you come to
the edge of all the
light you have, and
must take a step
into the darkness
of the unknown,
either there will be
something solid for
you to stand on, or,
fly…
you will
-Patrick Overton 128
