1. Presented by Jessica Barrington
Winter 2012

2. Differentiation is multi-purpose
Meant to meet the needs of all
learners
Differentiation is goal oriented

3. Rigorous
Relevant
Flexible
Complex

4.  Extend the concept to  Negotiate the evaluative
other areas criteria
 Integrate more than one  Use more authentic
subject or skill applications to the real
 Increase the number of world
variables/facets  Analyze the action or
 Work independently object
 Add an unexpected  Argue against
element to the process something that is
or product commonly accepted
 Identify the bias or  Work with the ethical
prejudice in something side of a topic
 Defend your work

5. • Content-
KUDO’s
• Process
• Product
• Affect

6.  Curriculum, concepts, overall themes
 Focus on concepts that are essential to
learning
 Begin with Pre-Assessment
 Give students a choice
 Match resources with level of
understanding

7. Readiness
Interest
Learning
Profile

8. Bloom’s Taxonomy

10.  Created in 1956 by
Benjamin Bloom
 Includes the most
common intellectual
levels of learning
within a classroom
 Revised in the 1990’s
 Recently revised once
again- web 2.0
applications

11. KNOWLEDGE COMPREHENSION
 Lowest level of thinking  Goal is to understand
 Goal is to know it  Example: Identify the
 Example: Name the U.S. Presidents of the U.S.
Presidents

12. APPLICATION ANALYSIS
 Do something with what was  Deconstruct an idea/concept
learned  Critically evaluate the
 Example: Order the concept
Presidents by date in office  Example: Compare and
contrast the electoral
process in America to the
process in the country of
your choice

13. EVALUATION SYNTHESIS
 Determine the worth or  Invent or Reinvent
value- judgment  Requires creative thinking
 Example: In regards to  Example: Write a letter to
stimulating the the President suggesting
economy, which President ideas to improve the
do feel was most successful. economy or value of the
Why? Back your argument American dollar.
with fact.

14.  Student interests can be determined
using a survey
 Can be a way in which to deliver the
content- skills, topics, etc.

19. VERBAL LINGUISTIC LOGICAL/MATHEMATICAL
 Enjoy oral/written language  Love numbers
 Communicates well through  Think conceptually
writing or speaking  Able to see patterns
 Like to read  Good at problem solving
 Learn best by and reasoning
listening, discussing, readin  Natural analysts
g, telling, and writing

20. VISUAL/SPATIAL BODILY/KINESTHETIC
 Able to make mental
 Expression through
pictures
movement
 Makes use of graphic
 Well developed large and
organizers, pictures, webs,
fine motor skills
diagrams, etc.
 Learn through
action, hands-on
activities, manipulation

21. MUSICAL INTERPERSONAL
 May or may not have  “People people”
musical skills  Can feel others emotions
 Rhythm, pitch, tone, and  Natural Leaders
musical patterns evoke a  Works with others
response

22. INTRAPERSONAL NATURALIST
 Thoughtful and reflective  “Street smart”
 Independent  Connect with the natural
 Prefer to work alone
 Goal setters world
 Inherent understanding of self  Make observations
and others  Like to figure out how things
work and to investigate
“Every human has four endowments-
self “In all things of nature there is
awareness, conscience, independ something of the marvelous.”
ent will, and creative imagination. ~ Aristotle
These give us the ultimate human
freedom…the power to choose, to
respond, to change..”
~ Stephen R. Covey

23. How can we meet their needs?

24.  Able to retain
 Accelerated learning
 Deep understanding
 Curious
 Vocabulary
 Ability to do things differently
 Creative
 Abstract thinkers
 Critical thinkers
 Persistent

25. HIGH ACHIEVER GIFTED LEARNER
 Asks the questions
 Knows the answers  Highly curious
 Is interested and attentive  Intellectually engaged
 Has good ideas  Has original ideas
 Commits time and effort to  Performs with ease
learning
 Responds with detail and unique
 Answers questions
 Absorbs information perspectives
 Is a top student  Creates new and original
 Needs 6-8 repetitions for products
mastery  Needs 1-2 repetitions for
 Completes assignments mastery
 Prefers sequential presentation  Constructs abstractions
of information  Draws inferences
 Is pleased with own learning  In innovative and insightful
 Is highly self-critical
 Thrives on complexity

27.  Flexible grouping
 Formative
Assessments
 Matched Resources
 Choice
 Exit Points

28.  Task: Analyze two perspectives, summarize
the perspectives presenting critical facts for
each
 Extend: Examine at least two
perspectives, determine your
position, summarize your position, and
support your position with facts about global
warming
 Modify: List perspectives and critical facts on
global warming on a graphic organizer
Heacox 2009

29.  Sousa, David A., and Carol A. Tomlinson.
Differentiation and the Brain: How
Neuroscience Supports the Learner-
friendly Classroom. Bloomington, IN:
Solution Tree, 2011. Print.
 Heacox, Diane. Making Differentiation a
Habit: How to Ensure Success in
Academically Diverse Classrooms.
Minneapolis, MN: Free Spirit Pub., 2009.
Print.

30.  Heacox, Diane. Differentiating Instruction
in the Regular Classroom: How to Reach
and Teach All Learners, Grades 3-12.
Minneapolis, MN: Free Spirit Pub., 2002.
Print.
 Wormeli, Rick. Differentiation: From
Planning to Practice, Grades 6-12.
Portland, Me.: Stenhouse, 2007. Print.