Six Classic �Differentiation�Strategies Reconceived
By Jason. S. McIntosh, Ph.D.
Agenda
What is differentiation?
“It’s about teaching differently and smarter, not harder.”
-Sousa and Tomlinson, 2011
Think / Pair / Share
“
�IN SHORT, MY DEFINITION OF DIFFERENTIATION HAS TWO COMPONENTS:
Reason #1 Why it is Important:��Most classrooms today include students from different ability levels.
Reason #2 Why it is Important:��
“The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways.”�
�Students have different
learning preferences.
-Howard Gardner
�All students have baggage.
Mental
Physical
Familial
Social
Emotional
Environmental
Reason #3 Why it is Important:��
Reason #4 Why it is Important:�
Students have different racial, ethnic, and cultural backgrounds.
Reason #5 Why it is Important:��Students come from different socio economic backgrounds.
My List of Basic Differentiation Principles
C2 + P2 + F2
Choice
Challenge
Pre-Assessment
Perky Pace
Feedback
Flexibility
An Historical�Perspective
A Short History Lesson
What about now?
“Despite the field’s history of innovation in curriculum theory and learning design (e.g., differentiation, PBL, Bloom’s, etc.), we might be hard pressed to assemble evidence that curriculum and instructional innovations are emerging from gifted education today. In fact, the opposite may be true. Differentiation strategies have dominated gifted education, creating a parasitic relationship in which gifted education is seen largely as an add-on or a reaction to general education curriculum.”
-Kettler, 2016
How would you answer this question?
“Are we content for gifted education to be seen as the toolbox of differentiation strategies to modify the real curriculum, an occasional tweak here and there nebulously adding layers of rigor?”
-Kettler, 2016
So… What is the future of Differentiation? The future of gifted education?
It’s up to you and me! Talk with a partner about what this could possibly be.
What is advanced differentiation?
Is the differentiation you provide:
The adjective form of dexterity meaning AGILE, SKILLFUL, and ARTFUL
“To plan any but a flexible curriculum for gifted childen would be analogous to putting a saddle and bridle on Pegasus”
-Lulu Stedman, 1924
Differentiation is AGILE when it is flexible and responsive!
“
Differentiation is SKILLFUL when it is based on data, deliberate, and relevant!
“Think of a designer suit versus something purchased off the rack. A master tailor knows their craft and can make two-dimensional fabric conform to the curves of the human body.”
-McIntosh, 2020
“
“What types of learning experiences are helpful at building a romance or love for a discipline?”
-Kettler, 2016
Differentiation is ARTFUL when it is creative, inspiring, and engaging!
“
We all need water, but some are ready for more than others!
Can we differentiate this even more?
A Simple Example
In the last slide, we differentiated the amount of water. What about temperature or scent or bubbles or flavor?
This is basic �differentiation
This is advanced differentiation
Gradual Release of Responsibility Model�(Regular Classroom)
-Fisher and Frey
Gradual Release �Adapted for Gifted Students
Sandra kaplan’s Conception of �Differentiation for the gifted at the basic level
Depth and Complexity
Regular Classroom Content
Sandra kaplan’s Conception of �Differentiation for the gifted at the advanced level
The Classics, Current Events, and Concepts
Independent Study
Thinking Like a Disciplinarian
Depth and Complexity
Regular Classroom Content
-Kaplan, 2008
Nagc curriculum rubric at �the basic level
Nagc curriculum rubric at �the advanced level
Bloom’s Taxonomy at the Basic Level
Bloom’s Taxonomy at the advanced Level
Differentiation Strategy �Continua
Differentiation Continuum #1 – �STUDENT CHOICE
100% Teacher Directed
*If students self-select to participate
*If tiered by interest, three choices offered
*Multiple choices students can select from
*Students can propose their own project related to the topic being studied
100% Student Directed
Differentiation Continuum #2 – �NUMBER OF OBJECTIVES and/or INSTRUCTINAL GROUPS
One Objective for All Students
*One objective, but three different learning activities
*One group continues with the regular lesson and one group does something different
*One group continues with the regular lesson and compacted students move at their own pace
Different Objective for All Students
Differentiation Continuum #3 – �Enrichment / Acceleration
Enrichment
*Students add depth and complexity to the topic using the icons
*Students solve a real world problem related to the topic
*Student skips portions of the lesson or unit they already know
*Student is accelerated into next year’s standards for one subject area
Acceleration
Differentiation Continuum #4 – �LEARNING ENVIRONMENT
Traditional
Untraditional
Six differentiation strategies on�steroids
1.
Tiered Instruction �(With Teeth)
Traditional �Tiering
40
How do you add more rigor �to traditional tiering?
Imagine you have blue, green, red, yellow, white, and black Legos. You can combine them in many ways. For example, I could combine the red with the yellow. Or, I could combine the red with the blue. There are five different combinations I can make using the red Lego alone.
How do you add more rigor �to traditional tiering?
Now, imagine each Lego brick is a different differentiation strategy. Imagine tiered instruction is the red brick from the last slide. I can combine it with many other strategies to add rigor and meet the needs of my diverse students.
Tiered
Instruction
Example #1 – Tiering + Kaplan
Objective | TSW identify the types of foreshadowing evidenced in the story. | ||
Whole Group | -Review of types of foreshadowing -All students read chapters one and two in the book From the Mixed-up Files of Mrs. Basil E. Frankweiler -Students work with a partner to locate two examples of foreshadowing in chapter one. | ||
Independent | Tier One | Tier Two | Tier Three |
Students identify two examples of foreshadowing from chapter two and then use Kaplan’s Depth and Complexity Model to analyze them. | Students identify two examples of foreshadowing from chapter two and then think like an author to predict how the story will end. | Students identify two examples of foreshadowing from chapter two and compare them with examples of foreshadowing in Moby Dick. | |
Example #2 – Tiering + Choice Continuum
Objective | TSW research a change event from the past and describe its importance. | ||
Whole Group | -Define the meaning of the word change. -Read the book Mistakes that Worked. -Conduct a teacher think-aloud as you model how to conduct research and analyze the importance of one of the mistakes from the story. | ||
Independent | Tier One | Tier Two | Tier Three |
Students will choose a different change event from the story and either share their thoughts through a graphic organizer or through a skit. (Teacher created choice menu) | Students will follow the attached independent study contract with checkpoints built in. | Students will complete tier two assignment OR propose their own way to show what they know about change and consequences. | |
Example #3 – Tiering + Enrichment or � Acceleration
Objective | TSW create a model of a cell. | ||
Whole Group | -Ask students to talk with a partner about the parts of a cell. -Give students various found objectives and recyclable trash (e.g. plastic wrap, cotton balls). -Challenge small groups of students to list as many uses for the plastic wrap and cotton balls as possible (e.g. plastic wrap = cell walls / cotton balls = golgi bodies) | ||
Independent | Tier One | Tier Two | Tier Three |
Students will complete the task above and then choose a creative way to introduce your model to the class. (Enrichment) | Students who scored an 80% or more on the pretest given at the beginning of the unit may propose a different activity to complete. (Enrichment or Acceleration) | Students at the advanced level will move on to the next grade’s standards. (Acceleration)
| |
Work With a Partner To Create Your Own Tiered Lesson With Teeth
Objective | TSW | ||
Whole Group | | ||
Independent | Tier One | Tier Two | Tier Three |
| | | |
Tiered Lesson + _________________
2.
The Compactor �Extractor�
1. | Define the goals and outcomes for the unit. |
2. | Identify the students who have already mastered the objectives. |
3. | Decide on replacement activities. |
-Reis & Renzulli, 1992
Traditional Curriculum
Compacting
How do you add more rigor �to Curriculum Compacting?
There is always MORE to learn about any topic. Instead of simply compacting and moving to the next topic, extract a little more learning out of the compacted topic using the Compactor Extractor!
The Compactor �Extractor
It’s Your Turn!��complete the compactor�extractor for something you would consider yourself to be an expert on. ��(Examples: a hobby you have, your favorite subject to teach, a book you have read numerous times, etc.)
3.
Individual Goals �For The Gifted
Typically, I show this image when �introducing the basics of differentiation �to an audience:
But, It can be individualized, student-generated goals for each child!
That will ensure this
doesn‘t happen!
Example
Individual Excellence Goals (I.E.G.)
-Jason McIntosh, 2014
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4.
Cubing Reconceived
Traditional Cubing
Traditional Cubing
But, What if the TEACHER used cubing to set differentiation goals
for the week?
What if the TEACHER used cubing with the Curry / Samara model?
Levels of Bloom’s
Taxonomy
Gardner’s Multiple
Intelligences
What if the STUDENTS created
cubes for themselves?
What if the STUDENTS created
a cube for a friend?
5.
The Kaplan Carousel�Conversation
Directions:
Number | When you hear the bell: |
1-11 | Move clockwise one flag. |
12-22 | Move counter-clockwise one flag. |
23-33 | Move two flags in a clockwise direction. |
34-44 | Move two flags in a counter-clockwise direction. |
45-55 | Move three flags in a clockwise direction. |
Example if you Started at A |
A to C |
C to E |
E to G |
G to I |
I to K |
K to B |
B to D |
D to F |
F to H |
H to J |
Example if you Started at A |
A to J |
J to H |
H to F |
F to D |
D to B |
B to K |
K to I |
I to G |
G to E |
E to C |
Example if you Started at A |
A to D |
D to G |
G to J |
J to B |
B to E |
E to H |
H to K |
K to C |
C to F |
F to I |
6.
The Extensionizer
Standard Sections:��
Standard Sections:��
Standard Sections:��
thanks!