2. Differentiation is synonymous with good teaching. Differentiation is not a curriculum. It is a way of thinking about teaching and learning.

4. DIFFERENTIATION Curriculum: Content/Process/Product Student: Readiness/Interest/Learning Style

5. A differentiated classroom will have a combination of teacher directed, teacher selected activities, and learner centered, learner selected activities; whole class instruction, small group instruction, and individual instruction.

6. A Working Definition of Differentiation Differentiation has come to mean “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.” Tomlinson, Carol Ann. The Differentiated Classroom

7. When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself... What do I want my students to know, understand, and be able to do? What will I do instructionally to get my students to learn this? How will my students show what they know?

13. What Gets Differentiated? The teacher can modify content, process, or product .

14. CONTENT is what we want students to: - know (facts and information) - understand (principles, generalizations, ideas) - be able to do (skills) Content is differentiated (a) when you preassess students’ skill and knowledge, then match learners with appropriate activities according to readiness; (b) when you give students choices about topics to explore in greater depth; (c) when you provide students with basic and advanced resources that match their current levels of understanding. Diane Heacox, Differentiating Instruction in the Regular Classroom

15. Differentiating Content - multiple textbooks and supplementary print materials - varied videos and computer programs - learning contracts - interest centers - support systems audio tapes study partners and reading buddies mentors - compacting phase 1 - teacher assessment of student phase 2 - teacher sets up a plan phase 3 - teacher and student design a project

16. PROCESS is the “how” of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process also calls on students to use key skills that are integral to the unit. When differentiating process, students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks. Carol Ann Tomlinson

17. Differentiating Process - tiered assignments - learning centers - interactive journals and learning logs - graphic organizers Carol Ann Tomlinson

18. PRODUCTS are the way students show what they have learned or extend what they have learned. They can be differentiated along a continuum: - simple to complex - less independent to more independent - clearly defined problems to fuzzy problems Carol Ann Tomlinson

20. As teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible but before we can begin to differentiate, we must come to know our students. Discovering what your students already know before beginning a unit of study can be accomplished through the use of preassessments. The use of interest inventories and multiple intelligence checklists provides important information about students’ learning profile.

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43. Flexible grouping is at the heart of differentiated instruction

44. Flexible grouping: A Definition Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random. Jeanne H. Purcell, Ph. Caroline S. Cohen, Ph.D

48. Tiered Assignments are designed to maximize each student's growth by challenging students with learning experiences that are slightly above their current level of knowledge and performance. Tomlinson

54. Recall a familiar learning task, lesson, or unit. Identify the ways that students differed during the course of this task, lesson. or unit. Which student difference was most powerful? How did you differentiate to accommodate the difference? How did this accommodation impact their learning? An Example… Burns and Purcell, 2002

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