It's these type of lists I think that make accessing the ideas behind what a differentiated classroom looks like. Tomlinson is the expert, yes, but I need to hear from Mrs. Jones who just converted 50% of her lessons to reflect DI practices. We need teacher practitioners to step forward and lead the way here.
This link has been bookmarked by 60 people . It was first bookmarked on 25 Mar 2008, by Rosie Parmigiani.
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Margee DurandLoads of information about ongoing assessment and differentiation. As many of us have mixed ability classes this gives some great strategies for management and readiness-adjustments for learning tasks. I liked this one because of the practical ideas. Anything that can used in the classroom works for me. Theory is fine but I want practical. Besides it is by Tomlinson.
differentiation ongoing assessment differentiatedinstruction
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In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense-making activities or processes through which students can come to understand and "own" information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned
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A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles
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Instruction is concept focused and principle driven
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Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information
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On-going assessment of student readiness and growth are built into the curriculum
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continuously assess student readiness and interest
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Flexible grouping is consistently used
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the teacher works more as a guide or facilitator of learning than as a dispenser of information
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Students are active explorers
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interest-based adjustments allow students to have a voice
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in studying the American Revolution, one student might opt to write a short story about the life of a teenager during the Revolutionary period. Another might elect to apply key ideas about the American Revolution to an investigation of heroes then and now. Yet another might prefer to study ways in which the Revolution affected the development of science.
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Concrete to abstract
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Simple to complex
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Basic to transformational
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Fewer facets to multi-facets
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Smaller leaps to greater leaps
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More structured to more open
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Less independence to greater independence
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Quicker to slower
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Lindsey BlaineReally good article. Somewhat geared to non-teachers, but has great points. Really liked the what it is 'not' section.
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Philip Cooney"Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes.
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N CarrollGR8 Article! RT @jmplus2: @anjenew here's one online article http://t.co/6dx0WLMA and one of her books http://t.co/0lC6NsjR #4thchat
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Jeanne McQueenDifferentiation article explains what it is and recommended by cybraryman
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Helena Granti could do an activity describing what is going on in a classroom. what is differentiation and what is not. what is differentiation by process, content or output?
This is a fantastic article. Use on March 15th 2012 -
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Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom
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If middle school students differ in readiness, interest, and learning profiles, and if a good middle school attempts to meet each student where he or she is and foster continual growth, a one-size-fits-all model of instruction makes little sense. Rather, differentiated instruction seems a better solution for meeting the academic diversity that typifies the middle school years.
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In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense-making activities or processes through which students can come to understand and "own" information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned.
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A class is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain students, grading some students harder than others, or letting students who finish early play games for enrichment. It is not appropriate to have more advanced learners do extra math problems, extra book reports, or after completing their "regular" work be given extension assignments. Asking students to do more of what they already know is hollow. Asking them to do "the regular work, plus" inevitably seems punitive to them (Tomlinson, 1995a).
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Four characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a):
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Instruction is concept focused and principle driven.
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On-going assessment of student readiness and growth are built into the curriculum.
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Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style.
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Students are active explorers. Teachers guide the exploration.
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Adjustments based on learning profile encourage students to understand their own learning preferences.
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Readiness-based adjustments can be created by teachers offering students a range of learning tasks developed along one or more of the following continua:
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Concrete to abstract.
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- Simple to complex.
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Basic to transformational.
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Fewer facets to multi-facets.
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Smaller leaps to greater leaps
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More structured to more open.
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Less independence to greater independence.
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Quicker to slower.
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- use of multiple texts and supplementary materials;
- use of computer programs;
- interest centers;
- learning contracts;
- compacting;
- tiered sense-making activities and tiered products;
- tasks and products designed with a multiple
- intelligence orientation;
- independent learning contracts;
- complex instruction;
- group investigation;
- product criteria negotiated jointly by student and teacher;
- graduated task- and product-rubrics.
Among instructional strategies that can help teachers manage differentiation and help students find a good learning "fit" are the following:
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Teachers moving toward differentiated instruction in an inclusive, integrated middle school classroom find greater success if they (1) have a clear rationale for differentiation, (2) prepare students and parents for a differentiated classroom, (3) attend to issues of classroom structure and management as they move toward more student-centered learning, (4) move toward differentiation at a pace comfortable to both teacher and learners, and (5) plan with team members and other colleagues interested in differentiation
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A particular challenge for middle school teachers is being able to differentiate or adapt instruction to respond to the diverse student needs found in inclusive, mixed-ability classrooms. This digest provides an overview of some key principles for differentiating instruction, with an emphasis on the learning needs of academically advanced learners.
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particular challenge for middle school teachers is being able to differentiate or adapt instruction to respond to the diverse student needs found in inclusive, mixed-ability classrooms. This digest provides an overview of some key principles for differentiating instruction, with an emphasis on the learning needs of academically advanced learners.
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23 Jul 08
Patrick HigginsFour characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a):
1. Instruction is concept focused and principle driven. All students have the opportunity to explore and apply the key concepts of the subject being studied. All students come to understand the key principles on which the study is based. Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. Concept-based and principle-driven instruction invites teachers to provide varied learning options. A "coverage-based" curriculum may cause a teacher to feel compelled to see that all students do the same work. In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches.
2. On-going assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead.
3. Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes.
4. Students are active explorers. Teachers guide the exploration. Because varied activities often -
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Public Stiky Notes
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