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Differentiation Basics in the World Language Classroom

October 7, 2011

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Curriculum Facilitator – Waukee Community Schools

Twitter: @StephWilson78

swilson@waukee.k12.ia.us

Differentiation Wiki:

http://differentiationwaukee.pbworks.com

+Objectives

To come to a common understanding of the basics of differentiation

To understand what differentiation is and is not

To understand the different ways/formats to differentiate

To understand our personal mindset related to differentiation

To relate this information to the World Language classroom

+Defining Differentiation

+Differentiation Is/Is Not

Discuss with table group the chart and text code: ! = I agree ? = I don’t understand/need more

information + = New idea for me * = I don’t agree Differentiatio

n

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+Goals and Purposes

Two Goals of Differentiation

1. Do whatever it takes to maximize student learning.

2. Prepare students to handle anything in present and future lives.

Purpose of Differentiation

To push for all students to achieve mastery – not necessarily at the same time or pace.

+The Basics

A teaching theory and process

Instruction should be adapted to individual students to meet readiness level, interests, and learning styles

Allows students option when learning new ideas and concepts

Requires teachers to be flexible with time and groupings

+The Principles

Teacher should differentiate what students learn, how students learn, and when students learn

Teacher focuses on essential skills and concepts that match standards and benchmarks

Teacher knows students well and work with their differences

Teachers modify practices based on data

+The PrinciplesStudents do respectful, meaningful, and appropriate work

Teachers and students work together for successful learning

Assessment and instruction are used together

Teacher can modify content, process, or product

Discuss: How do these principles relate to the World Language classroom? How might they be different from a core subject area?

(is a teacher’s response to learner’s needs)

Principles of Differentiation

Quality Curriculum

FlexibleGrouping

Clearly defined what a student should know, understand, and be able to do

Tasks that challenge students and are relevant

Data is used to make instructional decisions

Respectful Tasks

Assessment for Instruction

Groups that change regularly based on data and needs of students

(is a teacher’s response to learner’s needs)

Teachers can differentiate

Content ProductProcess

what a student should know, understand, and be able to do as a result of the study

activities designed to help the student make sense of or “own” the content

how the student will demonstrate and extend what she has come to know, understand, and be able to do

What? How? Why?

(is a teacher’s response to a learner’s needs)

Teachers can differentiate

Content ProductProcess

•schema

•skill

•understanding

•passions

•hobbies

•learning style

•preferred intelligence

•grouping preferences

•environmental preferences

Readiness Interests Learning Profile

According to students’

Teachers can differentiate through

Content Product Process Learning Environment

According to students’

Readiness Interest Learning Profile

Differentiation Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Quality curriculum

Respectful tasks

Flexible grouping

Assessment to inform instruction

Building community

Through a variety of instructional strategies such as:

multiple intelligences varied supplementary materials small-group instruction learning interest centers jigsaw literature circles group investigation learning interest groups taped material tiered lessons orbitals varied homework anchor activities tiered centers independent study compacting varying organizers tiered products 4MAT varied journal prompts varied texts learning contracts varied questioning strategies complex instruction RAFTS graphic organizers scaffolding reading cubing Think-tac-toe intelligence preferences Web Quests & web inquiry independent studies

Affect

What’s the point of differentiating in these different ways?

Readiness

Growth

Interest

Motivation

Learning Profile

Efficiency

Affect

Engagement

DI Strategies

Tiered Assignments

Flexible GroupingCurriculum Compacting

Graphic Organizers

Learning Contracts

JigsawingAnchor Activities

LEARNING CENTERSTic-Tac-Toe

Web Quests

ScaffoldingLearning Menus

+What Is Your Mindset?

+ “Great teachers do what is fair (developmentally appropriate),

and what is fair isn’t always equal.”

Differentiation: From Planning to Practice, Grades 6-12. Copyright 2007. Rick Wormeli. Stenhouse

Publishers