Differentiating Content

By: Tiffany Frost

Kelly HendrickMelissa Jasmund

Shannon WackerleChrystal Watkins

Definition of Differentiated

Content• “Content is the ‘input’ of

teaching and learning”• Content is what we want

students to learn, and what we as teachers teach.

• We differentiated content by adapting what we teach and adapting and modifying what we want them to learn.

Tomlinson, 2001

Differentiating Content for Student

Need• Readiness differentiation –

making sure the students are utilizing material that is at an appropriate level for them to read and understand it.

• Interest differentiation – making sure the student’s interests are involved in the curriculum.

• Learning profile differentiation- making sure the materials and ideas match individual learning styles.

Tomlinson, 2001

Article Review #1Differentiated Instruction:

Focus on Content http://www.luc.edu/ccse/pdfs/Nov_09_SOS___Differentiated_Instruction_Focus_on_content_dif.pdf

• Boyle, Michael J. Ph. D., Ozar, Lorraine A. Ph. D. (2009). Sustaining Outstanding Schools: SOS: Differentiated Instruction: Focus on Content Differentiation. NCEA Notes. November, 4-5.

SummaryMichael Boyle and Lorraine Ozar begin their article by explaining that content differentiation refers to deciding what students need to learn and then providing the students materials geared toward different abilities or levels in order to meet their learning needs. They describe steps for using differentiations through content, such as identifying the instructional goals for a unit, materials that will be needed, and organization of those materials to match student needs. They also describe the pitfalls to avoid when differentiating content. Boyle and Ozar base their article on the work of Dr. Carol Ann Tomlinson.

Important Teaching Tools/Ideas/Implications

Boyle and Ozar explain that the teacher’s approach is vital to differentiation. They give tips for setting up differentiation plan in the classroom, as well as hazards to avoid:

Steps to follow when differentiating:

• Identify the important instructional goal and objectives for a unit of learning

• Using a K-U-D chart, identify what students should know, understand, and do during and at the end of the unit

• Identify the instructional materials that can be used to help achieve learning goal

• Organize the material by complexity to match student needs

Pitfalls to avoid:

• Trying to differentiate all of the timeo Only modify curriculum when you see student need and

are convinced it will help• Trying to differentiate without clear understanding of what

needs to be learnedo Identifying the K-U-D aspects provides focus

• Trying to differentiate without pre-assessment data• Trying to maintain too many options for differentiation

o Teacher is pulled in too many directions

Article Review #2 Reconcilable Differences? Standards-Based Teaching

and Differentiation http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

• Tomlinson, Carol Ann. (2000). Reconcilable Differences? Standards-Based Teaching and Differentiation. Educational Leadership, 58 (1), 6-11.

SummaryIn this article, Tomlinson states her case regarding teachers who teach solely toward a standardized test rather than to the individual needs of the students. She provides an overview of differentiation and invites readers to rethink the reasons they teach their curriculum and the ways in which they teach it. Tomlinson provides real-life examples of classrooms that have used standards-based instruction, as well as differentiated classrooms and states that with practice both can co-exist in today’s classrooms.

Important Teaching Tools/Ideas/Implications

Tomlinson provides a list of beliefs that differentiation is based on:• Students who are the same age, but differ in readiness to learn,

interests, learning styles, experiences, and life circumstances.• Differences between students make a major impact on what students

learn, pace at which they learn it, and support from teachers.• Supportive adults pushing slightly• Students make connections between curriculum, interests, and life

experiences.• A sense of community making students feel significant and respected

 Tomlinson warns that we should avoid standards-based instruction that:

• Ignores academic diversity• Does not reach the full range of learners • Ultimately fails students in the end

Instead, Tomlinson suggests that teachers should take into account the following when setting up a differentiated classroom:

• Curriculum and instruction fit each individual• Students have choices about what to learn and how• Students take part in setting their own learning goals• Classroom connects with experiences and interests of the student

Tomlinson explains that many teachers do not realize how easy it is to use differentiated techniques while teaching to a specific standard.

• Choose a standard• Provide materials and tasks for that standard:

o At different levels of difficultyo Alone or in groupso In auditory or visual modeso Through practical or creative tasks

• Create lessons that will tap into the different interests of students

Tomlinson concludes that “once teachers align their standards with high-quality instruction, differentiation will naturally follow” (10). 

Article Review #3The Goals of

Differentiationhttp://0-firstsearch.oclc.org.library.svsu.edu/WebZ/FTFETCH?sessionid=fsapp6-59415gp5pw5f8cvguil:entitypagenum=7:0:rule=100:fetchtype=fulltext:dbname=WilsonSelectPlus_FT:recno=4:resultset=2:ftformat=PDF:format=BI:isbillable=TRUE:numrecs=1:isdirectarticle=FALSE:entityemailfullrecno=4:entityemailfullresultset=2:entityemailftfrom=WilsonSelectPlus_FT

:

• Tomlinson, Carol Ann. (2008). The Goals of Differentiation. Educational Leadership 66 (3), 26-30.

SummaryDifferentiated instruction, according to Carol Ann Tomlinson, is the process of ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences and individual interests. Differentiation in education can also include how a student shows that they have mastery of a concept. Teachers need to consider four elements that help students take charge of their own learning and thus take charge of their lives: trust, fit, voice, and awareness.

Differentiating instruction means creating multiple paths so that students of different abilities, interests or learning needs experience equally appropriate ways to understand, use, develop, and present concepts as a part of classroom learning experience.

Teachers can meet the learning needs of students in any of the following ways: • differentiating the content• differentiating the process• differentiating the product• differentiating by addressing learning styles, readiness,

and interest 

Important Teaching Tools/Ideas/Implications

The first element that gives students ownership of their learning is building trust between the teacher and the student. A student needs to believe that their teacher is on their side and wants them to succeed in order for them to want to learn.

A second element that gives students ownership of their learning is making sure that the learning fits the student. A student will get frustrated if the work is too easy or too difficult for them. Students also need to connect and care about what they are learning. Teachers in differentiated classrooms create fit by using small-group instruction, reading partners, text at varied reading levels, personalized rubrics, mini workshops, learning contracts, tiered-assignments and many other strategies.

The third element is voice, an extension and refinement of thought that gives students power over their own destinies as learners. As Parker Palmer (1998) wrote, “Learning doesn't happen when students are unable to express their ideas, emotions, confusion, ignorance, and prejudices. In fact, only when people can speak their minds does education have a chance to happen. (p. 74)” Teachers promote student voice when they make time for student discussions, problem solve with individuals, small groups, and the whole class, ask for student input in developing classroom rules and routines, provide guided choice for tasks and ways of accomplishing them, conduct morning meetings, and listen to students' experiences and connect them with content.

The fourth element that gives students ownership of their learning is developing awareness. Teachers build student awareness as they talk about what they observe in their students, how they plan, why they teach as they do, and how they solve problems in their own work. They use rubrics that are carefully constructed to support student thinking about the quality of their work instead of awarding points for completed work. Teachers give students opportunities to reflect on their work through exit cards that helps them know what their strengths and weaknesses are and what they can do next time to improve. 

Lesson Idea #1Independent Projects In second grade, students learn about the Earth’s surface. This lesson idea will allow students to explore the different types of landforms on the Earth’s surface through independent projects based on student interest, learning profiles, and readiness. Objectives:

• E.SE.E.2 Surface Changes- The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

• E.SE.02.21 Describe the major landforms of the surface

of the Earth (mountains, plains, plateaus, valleys, hills).  Overview: To demonstrate the use of independent projects, the students will select a landform based on interest, research, and independently produce a 3-dimensional version of chosen landform using materials of choice. Along with the 3-dimensional display, students will also produce a brief written report which will be presented to the class.  

Lesson Idea #1Lesson Body:

Students will become familiar with a variety of landforms by researching definitions, descriptions, and pictures in books and on the computer. Students will select a landform based on interest (Differentiation based on interest). Students will continue to research their chosen landform using the computer, books, encyclopedias, maps, etc. Each student will need to become familiar with what their landform looks like, where they are generally located, and how they developed. • To ensure students are on task, students will fill out a piece of

paper and turn in the information researched above. Students may choose from a variety of materials or objects (paper mache, food, rocks, streamers, food coloring, etc.) to create a 3-deminsional display of their chosen landform.• This part of the independent project may be accomplished at

home• Parental guidance will be encouraged at this level, although not

mandated, in order to allow students to work within their unique zone of proximal development (Differentiation based on readiness).

 Students will produce a short written report that describes and provides information about their landform. Students will share their 3-dimensional landform and present their written information to the rest of the class. The landform projects will be displayed in the hall for the school and parents to view.  

Lesson Idea #2Learning Centers  A generalization of objectives for first graders in social studies (history) is to be able to develop chronological thinking and to sequence details or events (awareness of past, present, and future). This lesson idea will target students’ interests, readiness, and learning profiles through exposure and access to different stations.  Objectives:

1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.1 – H2.0.2 Use a calendar to distinguish among days, weeks, and months. 1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools.1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.

 Overview: Four stations will be created in order to allow students to develop an awareness of ordering events. The appropriate station for each student may be determined by readiness levels, learning styles, or interest levels. *This lesson will consume approximately one class period. Students will eventually be exposed to each concept under the generalized objective of sequencing history. Therefore, all students will need to be exposed to the content at each of the four stations but the stations may be altered for the next round of students to better fit learner profiles.  

Lesson Idea #2Lesson Body:

Station 1 – This station will ask students to work together and discuss family or school events that have occurred or may occur. Students will work together to list (by discussing and by writing on notebook paper provided) the minor events that occurred within the major event that is the focus. Students will collaborate and decide the order of events that needs to occur in order for the event to run smoothly and make sense. On large construction paper students will list or map out (using arrows) the minor events in order with a title naming the major event. Students may turns illustrate each of the minor events listed.  Station 2 – This station will allow students to look at a variety of different styles of calendars. Sheets will be printed with questions and blanks so that students can fill in the appropriate information after analyzing the calendars. Ex. What day came before yesterday? What is the date of our school field trip that is exactly one week from today? Students will work independently to complete this activity but are encouraged to view all of the different calendars.  Station 3 – This station will require students to write in their journals; retelling the important ideas and details from a story about school or families. Students will work independently but will share their retellings with one another as they finish.  Station 4 – At this station, students will each receive a piece of drawing paper. Each student will fold the piece of paper in half and draw a line where the crease is to separate two equal sections. Students will be challenged to compare life today to life in the past by selecting an event that pertains to family, jobs, schools, or communication. In the first section, students will draw a picture of a object or event that occurred in the past. Then they will draw a picture in the second section of how that object or event exists today. Students will provide a sentence under each illustration to describe the changes or the comparisons. *Instead of illustrating the comparison of life in the past and life today, an alternative would be to have students get into pairs and act out the differences between life in the past and life today.  

Strategies for Differentiating Content

Learning Contracts: An agreement between student and teacher which allows freedom in use of classroom time in order to do responsible and effective work towards a content expectation. An example with details can be found at the following link: http://www.centralischool.ca/~bestpractice/contract/assets/pdf/sheet321.pdf

Using Varied Text and Resource Material: In order to differentiate content, a teacher must be very familiar with each student’s individual academic abilities. Then, when presenting a new unit, the teacher should give each student access to appropriate and on-level material for that specific learner. This will enable that teacher to reach all students with meaningful content while still presenting them with a challenge. Materials can be collected over time and can include overstocked library books, magazines, newspapers, brochures, and the internet can be a great source when looking for material at various levels. Although this seems like more work on the teacher’s part, it is well worth it for the success of each student.

Strategies for Differentiating Content

Menu/Agenda: This is a list of assignments, activities, or projects a student can do over a certain amount of time while focusing on the same topic or theme. The student may choose his/her own way to complete the project based on individual interest or learning profile. A few different detailed examples are given below. The first one is based on a Charlotte’s Web unit in Language Arts and is geared toward higher elementary level students (http://www.foridahoteachers.org/strategies.htm#Menus). The second one is in a menu format and can be formatted for lower elementary level students (http://daretodifferentiate.wikispaces.com/Choice+Boards).

Agenda Strategy ExampleReading- Novel Study – Charlotte’s Web

You will choose and complete assignments to earn a total of 15 points.To earn the points you need you must:

- Follow the directions for each assignment- Work neatly- Show detail and use examples/information from the book - Use correct spelling and grammar- DO YOUR BEST!

1-POINT ACTIVITIES:a) Create a comic strip about your novel. Pick a scene from the book.b) Write a one-page recommendation as to why the book should be read or not read. Be sure to give your reasons.c) Write a one-page letter to the author telling him/her what you liked about his/her book and writing style.d) Create a Venn diagram comparing yourself to one of the characters.e) Make a poster to advertise your novel.f) Make a map to show the setting of your novel.g) Create a poem about the main character. Illustrate the poem.h) Create a character map of the main character. (See me for an example.)i) Write a paper describing each of the following:

the funniest partthe saddest partthe happiest partthe most unbelievable partthe most believable part

j) Write a newspaper article telling about the events in your novel. Answer Who? What? Where? When? Why?k) Make a shoebox diorama showing a scene from your novel.l) Take the Accelerated Reader test.k) Create a one-point project of your own. (Must be pre-approved by teacher.)

Agenda Strategy Example2-POINT ACTIVITIES:m) Make a mobile with at least 5 people/places from your novel. Be sure to explain each piece.n) Make a timeline of at least 10 events from the story. Illustrate.o) Create another character for the story. What would this person be like? Tell how the story would change because of this character.p) Create a story map of your novel.q) Create a collage that celebrates your novel. Use pictures, words & phrases to depict the main theme of the book.r) Create a board game about your novel. Make cards that deal with information from the book.s) Create a two-point project of your own. (Must be pre-

approved by the teacher.)

3-POINT ACTIVITIES:t) Imagine you are the main character. Keep a diary account of the daily events in the story.u) Write and perform a TV commercial to sell your novel. You may use a video. (3 minutes)v) Write an additional chapter that tells what happens next after your novel ends.w) Make a shoebox video with at least 10 scenes. See me for an example.x) Create a three-point project on your own. (Must be pre-approved by the teacher.)

Agenda Strategy ExampleReading AgendaName: __________________________Date: ___________________________I have chosen to read the following novel: Charlotte’s WebI understand that I must complete the novel and assignments (totaling 15 points) by ___________.I have chosen the following activities:

Points:_____________________________________________________ = ________

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Student’s signature: ______________________Teacher’s signature: ______________________

Menu Strategy ExampleYou may use this template to help you plan a menu

for your classroom. Menu: _______________________________________________

Due: All items in the main dish and the specified number of side dishes must be completed by the due date - ________. You may select among the side dishes, and you may decide to do some of the dessert items, as well.

Main Dish (Complete all)1.2.3. Side Dish (select _________ )1.2.3. Dessert (Optional)1.2.3.

Final Thought on Differentiated

Content• “The main goal when

differentiating content is to offer approaches to ‘input’ (information, ideas, and skills) that meet students individually where they are and vigorously support their forward progress.”

Tomlinson, 2001