DifferentiationAccommodations

ModificationsScaffolding

Making the Content Standards Work for All Students

What Differentiated Instruction is NOT:

•Differentiated Instruction is NOT the "Individualized Instruction" of the 1970's. •Differentiated Instruction is NOT chaotic. •Differentiated Instruction is NOT another way to provide homogeneous grouping. •Differentiated Instruction is NOT just "tailoring the same suit of clothes."

What Differentiated Instruction is:

•PROACTIVE •More QUALITATIVE than quantitative •ROOTED IN ASSESSMENT

•Provides MULTIPLE APPROACHES  to content, process, and product

• 

 What Differentiated Instruction is: A BLEND of whole-class, group, and individual instruction.

MULTIPLE APPROACHES  to content, process, and product.

STUDENT-CENTERED  

Differentiation is:

Classroom practice that recognizes that kids differ, and that the most effective teachers do whatever it takes to hook the whole range of kids on learning.

Carol Ann Tomlinson, 2001

How Should We Differentiate?

• By readiness

• By interest

• By learning profilegender

age

learning style

intelligence

Teach in multiple modes

Put key materials on tape

Offer choice regularly

Connect details to the big picture of meaning

Connect ideas to student interests

Connect schoolwork with life beyond the classroom

Use key reading strategies with the whole class (close reading, think-alouds)

Provide options for journal entries

Use highlighted texts

Offer times for extra teaching

Watch more, listen better

Accommodations are: Actual teaching supports and services that the student

may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels.

Examples:• taped books • math charts • additional time • oral test • oral reports • preferred seating • study carrel • amplified system • braille writer • adapted keyboard • specialized software

Modifications are:

Changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the students level of ability.

Examples:• withdrawal from class for specific skills • include student in same activity but individualize the

expectations and materials • student is involved in same theme/unit but provide

different task and expectations

Scaffolding is: Providing support to student learning and then

retreating that support so that the student becomes self-reliant

Examples: study guides graphic organizers anticipation guides adapted reading level material double entry journals structured directions Cloze paragraphs

Key Characteristics of Effective Scaffolding

1. Clear instructions

2. Clarifies purpose

3. Keeps students on task

4. Clear expectations

5. Points students to high quality sources of help and information

6. Reduces uncertainty, surprise and disappointment

7. Delivers efficiency

Anticipation Guides

• Build interest for the task

• Help develop reading comprehension

• Help establish prior knowledge

• Build students’ prediction skills

• Encourage students to reflect on what they have learned

Vocabulary Building Activities

• Talk a Mile a Minute

• Word Walls/personal glossaries

• I Have…Who Has?

• Audio versions of vocabulary lists

• Frayer Model

Talk a Mile a Minute

Props used in the play Romeo and Juliet:

Talk a Mile a MinuteSword

Poison

Mask

Knife

Bed

I Have…. Who Has?

Writing Scaffolds

• Answer plans

• Cloze paragraphs/framed writing

• Graphic organizers

• Quickwrites

• Double entry journals