PART ONE PART TWO PART THREE PART FOUR - ASCD · 2011. 2. 2. · Tools for High-Quality...

© 2007. All Rights Reserved.

About the Author .............................................................................................................................................. v

About ASCD ........................................................................................................................................................ vi

P A R T O N E

Essentials of Differentiated Instruction: An Overview ......................................................................... 3

What Differentiation Is and Is Not ....................................................................................................... 5

Key Principles of High-Quality Differentiation .............................................................................11

P A R T T W O

Setting the Tone ................................................................................................................................................25

Emotional Climate ..................................................................................................................................27

Physical Setup ..........................................................................................................................................37

Getting to Know One Another ...........................................................................................................47

P A R T T H R E E

Ensuring Good Curriculum ...........................................................................................................................65

P A R T F O U R

Practicing Ongoing Assessment .................................................................................................................91

Assessment in the Differentiated Classroom ................................................................................93

Pre-assessing General Readiness, Interest, and Learning Profile ...........................................99

Pre-assessing Unit-Related Readiness, Interest, and Learning Profile .............................. 125

Formative Assessment ....................................................................................................................... 185

Summative Assessment ..................................................................................................................... 203

iii

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© 2007. All Rights Reserved.iv

Tools for High-Quality Differentiated Instruction

P A R T F I V E

Designing Respectful Activities ............................................................................................................... 223

Attending to Student Variation ....................................................................................................... 225

Ensuring Common Goals ................................................................................................................... 249

Ensuring Appropriate Challenge .................................................................................................... 299

P A R T S I X

Using Flexible Grouping ............................................................................................................................. 315

References and Resources .......................................................................................................................... 375

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3© 2007. All Rights Reserved.

W h a t D i f f e r e n t i a t i o n I s a n d I s N o t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

What Differentiation Is Not ................................................................................................................. 5

What Differentiation Is ......................................................................................................................... 7

K e y P r i n c i p l e s o f H i g h - Q u a l i t y D i f f e r e n t i a t i o n . . . . . . . . . . . . . 11

Welcoming and Safe Classroom Environment ..........................................................................11

High-Quality Curriculum ...................................................................................................................12

Ongoing Assessment for Readiness, Interest, and Learning Profile ..................................13

Respectful Activities ............................................................................................................................14

Flexible Grouping .................................................................................................................................18

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What Differentiation Is and Is NotAs part of a pre-assessment for a science unit, students are filling out a chart

that asks them to list or draw some examples of vertebrates and some nonex-

amples. Figure 1 shows how Miguel completed his chart.

From this, it looks at

first like Miguel is on the

right track. Each of the

animals he lists in the left

column has a backbone, the

distinguishing characteris-

tic of a vertebrate. But look

at what he has put in the

nonexample column. Miguel

appears to have classified

vertebrates as having some-

thing to do with animals

he has seen at the zoo and

invertebrates as those he

might see on a farm. For-

tunately, his teacher asked for examples and nonexamples and is now armed

with the knowledge that Miguel has some misconceptions about vertebrates

that will need to be addressed!

Just as students can have misconceptions about what they are learning,

educators can have misconceptions about differentiated instruction. To be

sure that we understand what differentiation is, let’s begin by considering what

differentiation is not.

What Differentiation Is Not

First of all, differentiation is not a new idea. The terms used in this model

of instruction may be new to some, but the fundamental philosophy of dif-

ferentiation—recognizing and responding to students’ varied needs—is not.

5

PAR T 1

Figure 1 Miguel’s Chart

Vertebrates

Examples

of Vertebrates

Giraff e

Elephant

Tiger

Nonexamples

of Vertebrates

Horse

Cow

Pig

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© 2007. All Rights Reserved.6


Think about the teacher in the one-room

schoolhouse who had multiple grade levels

in her charge. She had to differentiate her

instruction to be effective, even though she

certainly did not use this term.

Second, differentiation is not the same

thing as individualized instruction, although

individualized instruction can be seen as a

type of differentiation. In the differentiated

classroom, teachers recognize that each

student is an individual and therefore has

specific needs that may vary from his neigh-

bor’s. But teachers also realize that, given

the time constraints they face and the large

number of students they deal with on a daily

basis, it will be impossible to individualize

everything for each student. Nevertheless,

these teachers strive to have a few learning

options for as much of the instruction as

they can, knowing that doing so will provide

each student with a better match than a

one-size-fits-all classroom could offer.

Third, differentiation of instruction is

not a newfangled version of tracking. A lot

of discussion exists in education about the

equity and efficacy of assigning students to

separate tracks of classes. Critics often see

such classes as unequal in terms of rich-

ness of curriculum and student performance

expectations. Particularly, educators worry

about students whose test scores, grades,

or behavior patterns may keep them from

being included in advanced-level or college-

prep coursework, severely limiting their

future career and educational options.

While tracked classrooms are them-

selves not as homogeneous as we tend to

think and thus need differentiation as well,

differentiated classrooms are purposefully

heterogeneous. Teachers in differentiated

classrooms recognize and rejoice in the

heterogeneous mix of student interests,

learning profiles, and readiness that is pres-

ent and dedicate themselves to addressing

these differences as often as possible. These

teachers believe that a rich, stimulating,

and challenging curriculum can be made

available to all students in every classroom

through the use of flexible grouping in terms

of student interests, learning profiles, and

readiness.

A fourth misconception about differenti-

ation is that all students do in the differenti-

ated classroom is work in groups, leaving no

place in this model for whole-group teach-

ing and lecture. On the contrary, we see a

variety of grouping configurations in action

in the differentiated classroom, including

whole-class, small-group, and individual

work. The teacher’s decision whether or

not to group students on a particular day

depends most upon the thoughtful consid-

eration of the desired learning outcomes

and specific learner needs to determine

appropriate instructional strategy. For a par-

ticular activity in a differentiated classroom,

some students may work in small groups

while others work alone or with a partner.

A fifth misconception is that in the dif-

ferentiated classroom, students work only

in ways that are comfortable for them or on

topics of interest to them. Teachers worry

that this practice will encourage students

to stay in their comfort zone and will not

teach them to adapt to situations in which

their preferences can’t or won’t be taken

into account. On the contrary, teachers in a

differentiated classroom are keenly aware of

their responsibility to balance attention to

students’ current interests and comfortable

learning modalities with an introduction

to new interests and practice with unfa-

miliar learning modalities. Thus teachers

consciously decide about when it is most

appropriate to indulge student preferences

and when it is better to ask them to stretch.

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E m o t i o n a l C l i m a t e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7

Tool: A Beautiful Day in Our Neighborhood ..............................................................................29

Tool: How’s the Weather? ................................................................................................................33

P h y s i c a l S e t u p . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 7

Tool: Planning for Flexible Classroom Space .............................................................................39

Tool: Classroom Quotes ....................................................................................................................45

G e t t i n g t o K n o w O n e A n o t h e r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 7

Tool: Who Am I? ....................................................................................................................................49

Tool: My Interests .................................................................................................................................53

Tool: Puzzle Me Out ............................................................................................................................55

Getting to Know Group Members ...............................................................................................59

Tool: My Group Matrix (Easier Version) ...................................................................................60

Tool: My Group Matrix (Harder Version) .................................................................................61

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49

S E C T I O N


G E T T I N G T O K N O W O N E A N O T H E R

Tool: Who Am I?

This tool asks students to individually assess themselves on a variety of

classroom and life skills and to share their assessments with the class. The

self-assessment will help students to see that they have both strengths and

weaknesses. Sharing the assessments will not only help everyone to get to

know each other but it will also give students a visual illustration of why

differentiation is necessary.

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50 © 2007. All Rights Reserved.

T O O L

Section: Getting to Know One Another

Who Am I?

Ask students to rate themselves on a scale from 1 to 10 for a variety of classroom and life skills

and color in the boxes on the chart to make a bar graph. (Alternately, you can provide descrip-

tors for various levels such as: “I’ve never even heard of this”; “I can sort of do this”; “I can do

this”; “This is easy for me.”) See below for a list of suggested skills from which you can choose

according to the grade level and backgrounds of your students. Be sure that you include some

skills that are not traditional school skills. The point of the exercise is to have students notice

that they have both strengths and weaknesses. If you include only school subjects, some

students will rate themselves low or high across the board and miss this important message.

Consider leaving one or more attribute boxes empty, and ask students to fill in other skills that

they would like to rate themselves on.

Some skills you could use for this activity are:

Adding in your head

Adding on paper

Asking questions in class

Brainstorming ideas

Building a snowman

Caring for animals

Cleaning up your area

Conducting experiments

Cooking

Dancing

Dividing

Diving

Drawing

Drawing comics

Driving a car

Eating healthy

Exercising

Fixing something that is

broken

Following directions

Gardening

Giving directions

Graphing

Hiking

Hitting a baseball

Ice skating

Kayaking

Keeping a diary

Keeping up with current

events

Keeping your room neat

Listening to directions

Making a speech

Making change

Making friends

Making up stories

Miniature golf

Multiplying

Painting

Playing an instrument

PowerPoint

Reading

Reading a map

Riding a bike

Rotating objects in your head

Running

Singing

Skateboarding

Snow skiing

Speaking a language other

than English

Subtracting

Talking in front of a group

Talking to teachers

Telling jokes

Turning in your homework

on time

Walking a balance beam

Water skiing

Word processing

Working alone

Working in a group

Writing poems

Writing stories

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Who Am I?, continued

10

9

8

7

6

5

4

3

2

1

Skills:

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Who Am I?, continued

Once students have completed their graphs, post them around the room and talk about

the many ways that they differ and what that might mean for the differentiated classroom.

For a variation on this activity, post large cards around the classroom or some other

space. Each card should have a number from one to five. Ask students to move to the card

number that represents their skill or interest in something, with 1 representing the least

interest or skill and 5 the greatest. Pause occasionally for students to discuss with one another

why they rated themselves the way they did.

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E n s u r i n g G o o d C u r r i c u l u m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 7

Tool: Planning for High-Quality Curriculum ..............................................................................69

Tool: Know, Understand, or Do? .....................................................................................................73

Tool: Understand Versus Know .......................................................................................................77

Developing Your KUD Goals ...........................................................................................................81

Sample: Unit KUD Example 1: Elementary Unit on Plant Life .........................................82

Sample: Unit KUD Example 2: Secondary Unit on Government ....................................84

Tool: Unit KUD Chart .....................................................................................................................86

Tool: Checking Your KUD .............................................................................................................88

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205

S E C T I O N


S U M M AT I V E A S S E S S M E N T

Tool: Should I Differentiate My Unit Test?

First, review the lists at the beginning of the tool for some common concerns

and thoughts about differentiating tests that teachers who differentiate

instruction often have. Then, complete the chart as indicated.

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206

T O O L


Section: Summative Assessment

Should I Differentiate My Unit Test?

The idea of differentiating tests often raises concerns among teachers. Below are some com-

mon concerns expressed by educators, followed by thoughts that arise from the principles

and practices of differentiation. As you read those ideas, take time to reflect on your own

beliefs and concerns about differentiated tests.

Common Concerns

• Won’t students feel it is unfair to have different tests?

• Am I enabling struggling students by giving them an easier test? Won’t that give them an incorrect view of what they know?

• Won’t the advanced students resent getting a “harder test”? What if they get a lower grade as a result?

• Parents wouldn’t understand.

• My tests have to refl ect standards, and standards aren’t differentiated!

• I don’t have time to differentiate my tests!

Common Thoughts

• If I believe in differentiating what and how students learn in a unit of study, it seems logical to differenti-ate the corresponding test.

• All students should have an opportunity to feel successful at the culminating point of a unit.

• All students should have an opportunity to show and feel proud of the growing they have done through-out a unit of study.

• Good differentiated tests should fi rst and foremost measure the unit KUD, no matter what interests they may target, what learning profi les they tap into, or what readiness level at which they ask students to work.

• If student work over the course of a unit has refl ected varied interests, then I owe it to the students to allow or encourage that variation to come through in the unit test.

• Some students have diffi culty showing all that they know, understand, and can do on a traditional paper and pencil test. If the format of all or part of the test is not crucial to my goals, then why not offer a choice? If it doesn’t matter if students diagram or write an explanation, I think I should try to let them do what will help them best demonstrate their learning.

• There are some parts of a test that I probably shouldn’t or can’t differentiate.

• All students need opportunities to practice the standard test-taking skills that will be important through-out their school years.

• I don’t have time to differentiate everything in my unit, but I can make a long-term plan to add to my differentiation repertoire over time.

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Use the column on the left to list reasons for differentiating tests. In the center column, list

your worries about doing so. In the column on the right, brainstorm some ways around the

issues you might encounter should you decide to differentiate a test or other form of summa-

tive assessment.

Justifi cation Worries Approaches/Solutions

Should I Differentiate My Unit Test?, continued

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A t t e n d i n g t o S t u d e n t V a r i a t i o n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 5

Tool: Designing Lessons That Address Student Readiness, Interest,

and Learning Profile .................................................................................................................... 227

Tool: A Planner for Attending to Differences in Student Interest ................................... 231

Tool: A Planner for Attending to Differences in Student Learning Profile ................... 235

Tool: A Planner for Attending to Differences in Student Readiness ............................... 245

E n s u r i n g C o m m o n G o a l s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 4 9

Analyzing Sample Tasks and Goals .......................................................................................... 251

Sample: Secondary Social Studies: New World Explorers ............................................. 252

Sample: Secondary Science: Planet Show and Tell 1 ...................................................... 254

Sample: Secondary Science: Planet Show and Tell 2 ..................................................... 256

Sample: Physical Education: Soccer Skills ........................................................................... 258

Sample: Elementary Science: Performance Assessment .............................................. 260

Sample: Elementary Language Arts: Writing Prompts ................................................... 263

Sample: Math: Fraction Cards ................................................................................................. 266

Planning Templates and Sample Plans ................................................................................... 267

Sample: Linking the KUD Goals to Differentiated Activities: Elementary Math .... 268

Sample: Linking the KUD Goals to Differentiated Activities: Middle

School French ........................................................................................................................... 273

Sample: Linking the KUD Goals to Differentiated Activities: Language Arts

and Social Studies Tiered Lesson ....................................................................................... 278

Tool: Planning Template A: Differentiated Lesson ........................................................... 284

Tool: Planning Template B: Tiered Differentiated Lesson ............................................. 289

Simple Planners ................................................................................................................................ 295

Tool: Differentiation Planner 1 ................................................................................................ 296

Tool: Differentiation Planner 2 ................................................................................................ 297

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E n s u r i n g A p p r o p r i a t e C h a l l e n g e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 9 9

Tool: The Equalizer ........................................................................................................................... 301

Ensuring Project Rigor ................................................................................................................... 303

Sample: Criteria for Developing Project Rigor .................................................................. 304

Tool: My Project Rigor ................................................................................................................. 305

Tool: Suggestions for Upping the Ante on Products .......................................................... 307

Tool: Rubric Planning Template .................................................................................................. 309

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Ensuring Common Goals

Articulating appropriate KUD goals for a unit or lesson is a vital step in setting

the stage for high-quality differentiation because all variations of a good

differentiated activity should lead to the same or very similar KUD goals. The

tools and samples in this section give you the opportunity to analyze sample

differentiated activities in numerous subject areas and how they lead to stated

KUD goals. Here are some tips to remember when reviewing differentiated

activities:

1. Differentiated or not, does this represent good curriculum? Is the task

worthy of teacher and student time?

2. Does each task appear to lead to the same goals (KUD)?

3. Do the differentiated tasks seem equally respectful, or do some feel

“dumbed down” or “fluffy”?

4. Do all tasks require the students who will do them to stretch as much as

possible?

To be respectful, activities must be designed with the student in mind.

That is, we cannot make decisions about how (or if) we should differentiate

without considering our audience: the students. Some of these tools include

sections that may be used to plan differentiated activities and to help you

think about issues that may come up as you carry out your plans.

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251

S E C T I O N


E N S U R I N G C O M M O N G O A L S

Analyzing Sample Tasks and Goals

Samples: Secondary Social Studies: New World Explorers

Secondary Science: Planet Show and Tell 1

Secondary Science: Planet Show and Tell 2

Physical Education: Soccer Skills

Elementary Science: Performance Assessment

Elementary Language Arts: Writing Prompts

Math: Fraction Cards

The samples in this section provide examples of differentiated learning activi-

ties and assessments in general subject areas and grade levels. As you read

each example, focus on how each of the differentiated tasks addresses the

KUD goals for the lesson or unit. Each sample includes questions to focus your

analysis and commentary (the author’s responses to questions) to help you

expand your thinking.

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Section: Ensuring Common Goals

Secondary Social Studies: New World Explorers

S A M P L E

KNOW UNDERSTAND BE ABLE TO DO

• Names of New World

explorers

• Key events during the

explorers’ travels

• Explorers’ contributions

Exploration involves

• risk

• costs and benefi ts

• success and failure

• Conduct research

• Share results

• Demonstrate key knowledge

and understandings

This activity serves as a summative assessment at the conclusion of a unit. Students are

assigned either the task on the left or the one on the right.

Using the list of resources and list of product

options that I have provided, show how two key

explorers took chances, experienced success

and failure, and brought about both positive and

negative change. Provide evidence.

Using reliable and defensible research, develop

a way to show how New World explorers were

paradoxes. Include the unit’s principles, but also

go beyond them.

Think About:

1. Study the version on the left. What about this activity makes it good curriculum for all

students? Is this activity differentiated? Explain your thinking.

2. Study the example on the right. What makes this version more difficult than the one on

the left?

3. In what ways does each activity lead students to the same KUD goals? How might you

strengthen that bond?

4. Imagine you have students who would struggle with both of these versions. How could you

rewrite the activity so that it is appropriate for these students but still meets the KUD goals?

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U s i n g F l e x i b l e G r o u p i n g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 7

Considering Flexible Grouping ............................................................................................................319

Tool: Brainstorming for Flexible Grouping ..........................................................................320

Tool: Thinking About Options ...................................................................................................322

Tool: Strategies to Support Flexible Grouping ....................................................................324

Exploring RAFTs ..........................................................................................................................................329

Sample: High School Art RAFT ..................................................................................................330

Sample: Middle School Technology Lab Safety RAFT ......................................................331

Tool: RAFT Template .....................................................................................................................333

Exploring Cubing .......................................................................................................................................335

Sample: Elementary Social Studies Cubing ..........................................................................336

Sample: Primary Math Cubing ..................................................................................................341

Tool: Cubing Template .................................................................................................................343

Exploring Contracts...................................................................................................................................345

Sample: Secondary Science Contract .....................................................................................346

Tool: Contract Templates ............................................................................................................347

Exploring Learning Centers ...................................................................................................................351

Sample: Elementary Language Arts Learning Center.......................................................352

Tool: Learning Center Planner ...................................................................................................354

Exploring Sternberg Intelligences ......................................................................................................357

Sample: Sternberg Intelligences: Primary Science ............................................................358

Sample: Sternberg Intelligences: Secondary Math ...........................................................359

Tool: Sternberg Intelligences Planner ....................................................................................360

Exploring Compacting .............................................................................................................................363

Sample: Student Compacting Planner ...................................................................................364

Tool: Compacting Planner ..........................................................................................................365

Creating Entry Point Activities .............................................................................................................367

Sample: Entry Points for French Literature ...........................................................................368

Sample: Entry Points for Music Appreciation ......................................................................369

Tool: Entry Points Planner ...........................................................................................................370

Exploring Jigsaws .......................................................................................................................................371

Sample: Jigsaw for AP Psychology ..........................................................................................372

Tool: Jigsaw Planner ......................................................................................................................373

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S E C T I O N U S I N G F L E X I B L E G R O U P I N G


Exploring Jigsaws

Sample: Jigsaw for AP Psychology

Tool: Jigsaw Planner

The sample shows you an example of a jigsaw activity for an advanced psy-

chology class. The tool gives you tips for creating jigsaws and an opportunity

to develop your own. Remember that for a jigsaw activity to succeed, students

must be able to work effectively in groups, with all students taking responsibil-

ity for learning and contributing to the group’s understanding. Discussion

modeling practice, teacher feedback, and group assessment of how well they

functioned together will help students develop these skills.

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Section: Using Flexible Grouping

Jigsaw for AP PsychologyS A M P L E


Major theories of learning Not all theories of learning are

compatible. Theories tend

to have both advocates and

detractors. For theories to be

respected in the scientifi c com-

munity, they must be backed by

research.

Compare and contrast theo-

ries, and critique their relative

strengths and weaknesses.

Author’s Commentary:

• Note that this jigsaw differentiates to a certain extent for varied student interest in a par-

ticular theory of learning. In this situation, because the teacher needed all theories to be

equally represented, she may not have been able to give everyone his or her first choice.

• If some of the articles or theories were more difficult than others, perhaps she could have

chosen to assign expert groups according to readiness.

Directions:

1. Yesterday, you each ranked your interest in four theories of learning. I have used that information to

place you into expert groups. Each member of your expert group will be responsible for reading the

packet of articles about your theory and its applications in the classroom. Place sticky note fl ags to

indicate places in the article about which you have questions or that you would like to explore with

other expert group members.

2. Discuss the articles with your group members. As you discuss, fi ll out the appropriate row in your

graphic organizer. Appoint a discussion leader, who will use the questions below to guide discussion:

• What is this theory? How, where, and when did it come about?

• What is the intent or purpose of this theory?

• What are the particular strengths and weaknesses of this theory?

• How has this theory been implemented in schools? Where? With what results?

Note: All individuals should go away from this discussion confi dent in their ability to effectively teach the

theory and answer questions about its use in the classroom.

3. Next, you will regroup so that each group has an expert in all four theories. For each theory, devote

_____ minutes (Appoint a timer!) to explaining, discussing, and critiquing the theory. Fill out your graphic

organizer so that you have notes on all four theories. Spend the last _____ minutes comparing the theo-

ries. What do they have in common? How do they differ? Share which theory appeals most to each of

you, and explain your thinking.

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373

T O O L


Section: Using Flexible Grouping

Jigsaw Planner

Think About:

• Check and recheck your instructions for clarity and accuracy. Jigsaws can get complicated

due to their multiple parts, especially when carried out over more than one day. Give each

student a set of written directions.

• Discussion questions and note-taking guides or graphic organizers can help keep students

on track and accountable.

• Physically separate the groups as much as possible, given your classroom space, so that

groups will be less distracted by other groups’ discussions.

• Roam around the room and listen carefully to group discussions. During the expert group

discussions, make sure to check in with each group to ensure they do not have any unan-

swered questions or misconceptions about the theory. You don’t want the student experts

to teach incorrect information to their mixed groups. As you get more practice with jigsaws,

you will find that your ears become attuned to misinformation, and you can begin to catch

it fairly quickly, even when you have lots of groups in the room.

• If the jigsaw occurs over more than one day, make a plan for what you will do if a group

member is absent or unprepared.

• Jigsaws seem to work best when the topics have enough commonalities that what students

learn by becoming an expert in one topic easily transfers to other topics, especially in terms

of big ideas.

Jigsaw Plan


Topics for each expert group:

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Task directions:

Materials and resources for each group (books, articles, Web sites, graphic organizers, note-taking

aids, etc.):

Expert group assignments:

❏ Teacher-assigned by readiness

❏ Student choice

Roles:

❏ Discussion facilitator

❏ Timer

❏ Resource coordinator

❏ Other: ______________________________________________

Key questions each group must discuss:

Jigsaw Planner, continued

Double-check—will the activities you’ve designed help all students reach the KUD goals after

the home teams have reconvened?

part6.indd 374 3/16/07 9:56:36 AM


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