Differentiation in the Library

hello!I am Faith Ward

I am here because I love to give presentations.This is a Directed Session with time for

Questions and Sharing

1.What is Differentiation? It is not a set of strategies, but rather a way of thinking about

teaching and learning.

“Differentiation is acknowledging that students learn in different ways, and responding by doing something about that through

curriculum and instruction.

How Differentiation Works at GFS• Cohort was created to examine how we were

reaching our highest achieving students• Lead Research on gifted education • Differentiation surfaced as the practice to

implement • Carol Ann Tomlinson

The Common Sense of Differentiation● Ensuring an environment that actively supports

students in the work of learning (mindsets, connections and community)

● Absolute clarity about a powerful learning destination

● Persistently knowing where students are in relation to the destination all along the way

● Adjusting teaching to make sure each student arrives at the destination

● management of flexible classroom routines

Common goals for the teacher and

Librarian

“When classroom teachers partner with the teacher-

librarian to design, facilitate and evaluate learning

experiences, the opportunities for

differentiation are doubled.-Carol Koechlin and Sandi Swaan

Where Librarians and Libraries Play a Role

differentiated information resourcestechnology rich environments flexible learning environments

More Than One Way to get there

We have to know where we want all students to end up before we can think intelligently about how we want them to get there!Differentiation is seldom about different outcomes for different kids. It’s about different ways to get students where they need to go.

Fundamental to the Success of Teaching and Learning is Teacher’s understanding of What Students Must:

Understand

Know Be able to do

Rationale for Using Tiered AssignmentsAllows students to begin learning where they areAllows students to work with appropriately challenging tasksAllows modifications of working conditions based on learning styleAvoids work that is anxiety production or boredom producingPromotes success and is therefore motivating

Tiered Assignment Examples

Make a poster showing the three types of angles we discussed: acute, right and obtuse. Draw and label an example of each type. Then look through magazines and catalogues to find at least two examples of each type of angle and add the pictures to your poster. Your poster should tell us about the types of angles.

Compose a short story or poem about angles. You must use all three types of angles that we have talked about. Be sure your story or poem includes the distinguishing characteristics of the type of angles and clearly teaches us about the angles.

Design and draw a building that has no right angles. Write three paragraphs describing your building and its angles. In your description, include what the building would be used for. What will the doors and windows be like in your building? Will your design be popular with the general public? Why or why not?

The Importance of a Quality Curriculum

It is artificial to separate curriculum and instruction. What we teach sharply affects how we teach.

Questions to Consider about the Quality of a Curriculum Unit

• In unit planning do students understand what they should know, understand, and be able to do at each step of the process?

• Is the unit constructed so that it is relevant to students lives and experiences so they can build on prior knowledge?

• Does the work the students are asked to do generally support them in becoming thinkers and problem solvers, often drawing on methods and practices of experts?

Differentiation in response to Student ReadinessTeachers looking for student’s readiness needs in regard to specific academic content rather than focusing on student’s ability are well positioned to work from a fluid, “growth mindset”

Readiness is not a synonym for ability

Differentiating by Interest

Student InterestInterest refers to a feeling or emotion that causes an individual to attend or focus on something because it matters to them

Situational Interest and Individual Interest

Student interests are conduits to motivation, relevance, and understanding

Differentiating in Response to Student Interest

• Provide resources of all kinds that help students relate essential content to their areas of interest

• Use illustrations of complex ideas related to student interests to keep them moving from the familiar to more challenging

• Show examples of skill applications in areas of student interest to see how skills are applied in a real world setting

• Use examples that mirror experiences of all students• Share ways in which personal interests intersect with

essential knowledge and understandings

Neuroscience and Interest

Leads to greater student

engagement

Contributes to a sense

of competenc

e and autonomy

Promotes positive

connections between

student and

teacher

How are you promoting and providing for student interest

In the Library?

Differentiation through Curation

Curation ToolsAASL Best apps for teaching and learningGibbonBlendspaceLearn.istList.lyZaption

App Smashing

Mix and maximize app utility to fit a particular need - places choice and accountability in the hands of learners!

“...Be evaluative in your thinking and practice and

encourage students to assume this stance as well.

Often, discovering that a tool doesn’t fit a need can

also be a productive outcome.

-Rebecca Morris, Professor Library and Information Studies in the School of Education at UNC Greensboro

thanks!Any questions?

You can find me at@teachingtoreadfaithward@gfs.org

Works Cited

Koechlin, Carol and Sandi Zwaan. Everyone WIns: Differentiation in the School Library. Teacher Librarian (35:5, June 2008) p. 60-65. http://ssla.ca/ckfinder/userfiles/files/everyone_wins_nov282008_ckoechlinandszwaan.pdf

Morris, Rebecca J. In School Libraries, Differentiation through Curation. Voices in Education: the blog of Harvard Education Publishing. September 17, 2015. http://hepg.org/blog/in-school-libraries,-differentiation-through-curat

Sousa, David A., and Carol A. Tomlinson. Differentiation and the Brain: How Neuroscience Supports the Learner-friendly Classroom. Bloomington, IN: Solution Tree, 2011.

Tomlinson, Carol A., and Marcia B. Imbeau. Managing a Differentiated Classroom: a practical guide. New York: Scholastic, 2011.

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