Comparing the Traditional and Differentiated Classrooms
Integrated Learning Conference
Penn Stater Conference Center Hotel
State College, PA
Thursday, November 7, 2013
9:00 a.m. – 10:00 a.m.
Lois Barnes
[email protected]
Identifying Similarities and Differences: Work with a partner. Using the descriptions below
from Tomlinson’s The Differentiated Classroom: Responding to the Needs of All Learners, complete
the compare and contrast diagram (next page) about traditional and differentiated classrooms.
COMPARING CLASSROOMS
Traditional Classroom
 Student differences are masked or acted upon
when problematic
 Assessment is most common at the end of learning
to see “who got it”


A relatively narrow sense of intelligence prevails
A single definition of intelligence exists

Student interest is infrequently tapped

Relatively few learning profile options are taken
into account.
Whole-class instruction dominates
Coverage of texts and curriculum guides drives
instruction
Mastery of facts and skills out-of-context are the
focus of learning



Differentiated Classroom
 Student differences are studied as a basis for
planning
 Assessment is ongoing and diagnostic to
understand how to make instruction more
responsive to students’ needs
 Focus on multiple forms of intelligences is evident
 Excellence is defined in large measure by
individual growth from a starting point
 Students are frequently guided in making interestbased learning choices
 Many learning profile options are provided for





Single option assignments are the norm
Time is relatively inflexible







A single text prevails
Single interpretations of ideas and events may be
sought
The teacher directs student behavior

The teacher solves problems


The teacher provides whole-class standards for
grading
A single form of assessment is often used




Many instructional arrangements are used
Student readiness, interest, and learning profile
shape instruction
Use of essential skills to make sense of and
understand key concepts and principles is the
focus of learning
Multi-option assignments are frequently used
Time is flexibly used in accordance with student
need
Multiple materials are provided
Multiple perspectives on ideas and events are
routinely sought
The teacher facilitates students’ skills at becoming
more self-reliant learners
Students help other students and the teacher solve
problems
Students work with the teacher to establish both
whole-class and individual learning goals
Students are assessed in multiple ways
From The Differentiated Classroom: Responding to the Needs of All Learners, Tomlinson, p. 16
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A Comparison Matrix of Classroom Elements
Classroom Element
Traditional Classroom Differentiated
Classroom
Role of the Teacher
Role of the Student
The Curriculum
Materials
Assessment
Classroom
Environment/Climate
Groupings
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Initial Differentiation Planning Questions
Use what you know about the students you teach and the process of unit/lesson planning to answer
the following questions:
1. Standard: Identify a standard or benchmark you would like to address next year.
What should students know and be able to do as a result of this lesson? What standard is being met?
What are the key concepts/big ideas that will be addressed? What are the essential questions to be
answered?
2. Assessment Criteria: List assessment options you might offer to determine student learning and
mastery of the standard you selected. How will students demonstrate what they know and what they
can do? What will be the assessment criteria? How you report and record their results?
3. Pre-assessment: How will I find out what students already know? How will I help them build on
prior experiences inside and outside of the classroom?
4. Instructional Strategies: Identify what information and skills all students should experience.
Include instructional strategies and practice that will facilitate this learning. How will new knowledge,
concepts and skills be introduced? What presentation and resource options will be needed to address
the diverse needs of my students?
5. Tiered Instruction: What do I need to do to scaffold and extend instruction so that the learning
experiences are productive for all students? What are the multiple ways students will be able to access
information and demonstrate their learning?
6. Rigor: How will I present challenges to students requiring rigorous and complex thinking? How
will I build in opportunities for students to make real world connections?
7. Options: What might you do to extend and expand the thinking of students ready to go beyond
what you have planned? What might you do to re-teach or help students having difficulties in
understanding this concept?
8. Procedures: What classroom procedures need to be in place to allow students to work efficiently?
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Example 1: Biology/Animal Science
Standard: Students will recognize how biological traits are passed on to successive
generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
Sample Task: Scientists have found that certain traits tend to be more dominant than others. Some traits
are dominant and others are recessive. A dominant trait has a greater probability of showing up in successive
generations. Gregor Mendel studied peas and used charts to explain his findings. Research Mendel and other
individuals who study genetics to find out more about their findings. Also, include an explanation of how
Punnett squares can be used to explain the probability of inheriting a specific trait. Present the results of your
research in verbal or written form.
The Differentiated Tasks:
1. The student independently researches the work of Gregor Mendel and other scientists that have
contributed to the study of genetics. The student prepares a report highlighting the contributions of these
scientists and presents the research in the form of a power point presentation to his/her peers. The student
prepares several examples of Punnett squares and illustrates how they can be used to reveal inherited traits
and probabilities of offspring. Then, each student will design another project designed to explore some
aspect of genetics in which he/she has developed an interest in greater depth. The students will submit a
project proposal to the teacher. Each student will be responsible for determining the assessment criteria
for the project and developing a rubric to be approved by the instructor.
2. Using a student generated graphic organizer, the pupil will work with two peers to compare the
contributions of Gregor Mendel to two other scientists in the field of genetics. Each student will choose one
scientist and prepare a report to present to the class. The students will also be given several Punnett square
scenarios to determine the likelihood of a receiving a particular trait. Then, the student will prepare a
science fiction story about the passing of traits to successive generations. Students will use the fictional
stories to create a story book that would help a younger student understand the most important concepts of
how traits may be passed from one generation to another.
3. Using a teacher prepared graphic organizer, the student will work with one or more peers to analyze the
contributions of Gregor Mendel and one other geneticist. Each student will answer questions pertaining to
a specific scientist. Then, the students will be given a table to complete illustrating the similarities and
differences between the scientists. Also, each student will fill in the offspring correctly for a labeled
Punnett square that contains the mother’s genes and the father’s genes. Finally, each student will create a
cartoon related to inheriting specific traits.
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Example 2: Mathematics/Culinary Arts/Construction
Standards Summary:

Determine surface area of solid figures.

Estimate the volumes of simple geometric solids.

Solve application problems.

Solve application problems involving the volume of fundamental solid figures.

Students will evaluate algebraic expressions, including those with exponents.

Build new mathematical knowledge through problem solving.

Solve problems that arise in mathematics and in other contexts.

Recognize and use connections among mathematical ideas.
Sample Task
1. Explain what is meant by surface area. What steps would you take to find the surface area of a cylinder?
2. One of the major expenses in manufacturing a can is the amount of metal that goes into it. How many
square centimeters of metal would be required to manufacture a can that has a diameter of 8 cm and a
height of 20 cm? Estimate and then solve.
3. Draw a net (pattern) for the manufacturer to use to make the can.
4. Use your work in parts a – c to write a rule in words for finding the surface area of a cylinder. Now write
your rule using letters, numbers and mathematical symbols (a formula).
5. Michael bakes a round two-layer birthday cake that is to be covered with frosting on the top, sides, and in
between the layers. Each layer has a height of 4 cm and diameter of 24 cm. The label on the can of frosting
he bought claims that the contents will cover the top and sides of a one-layer rectangular sheet cake that is
32 cm by 22 cm by 4 cm. Will Michael have enough frosting? Show how you know.
The Differentiated Tasks:
For Advanced Students
1. Relate surface area to volume:
a) A company wants to build individual storage units that are unattached from other units. One of the
costs related to the task is painting the units. The management would like to limit the amount of paint
needed, thus minimizing surface area, while the customers want the most square footage for storage
(volume). Explore different three dimensional shapes to find the best relation between higher volume
for customers and lower surface area for management.
b) Using the skills and knowledge gained from the previous exercise, explore the relationship between
cylindrical surface area and cylindrical volume to determine the best ratio between r and h so that you
maximize volume while minimizing surface area.
c) Make a chart of cylindrical formations defined by r + h = 30. (For example, start with r = 1 and h = 29,
and the do r = 2 and h = 28 until you get to r = 29 and h = 1.) Calculate the surface area and volume for
each cylinder, and then calculate the quotient of the volume and the surface area. What configuration
has the highest quotient value? What does this mean? What patterns do you see in the quotient? Why
does this pattern exist?
d) Place the algebraic equation for cylindrical volume over the algebraic equation for cylindrical surface
area. Factor out common factors and simplify the equation. What does the simplified polynomial
fraction tell you about your results from part c? Can you draw any conclusions from the new equation?
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Practice Activity: WORD SORT
Each table will be given a set of instructional strategies. Categorize them, according to where teachers might
use this strategy in the lesson cycle. Note that strategies may be used at different points in the lesson,
depending upon your purpose. There are some blank pieces in each set of strategies for your group to write on,
when you think of other strategies that can be used at each stage of the lesson cycle. Feel free to refer to the
“glossary” that explains each strategy.
WORD SORT DEFINITIONS
EFFECTIVE TEACHING STRATEGIES
1. A-Z Review – Students in cooperative groups are given a concept. They must try to think of a term or
phrase for every letter of the alphabet that pertains to the concept and write them on chart paper. They must be
prepared to report out and justify or explain their responses.
2. Admit Slip – Also called a start-up or warm-up or “do now.” Students are instructed to write a response to
a prompt when they first enter the classroom. Learning logs or journals are also often used at the beginning of
class in this way.
3. Attribute Chart - A grid or table, students fill in the left side with concepts and the top of each column
going across with the attributes. In the table’s boxes, when the concept has that attribute or characteristic,
students mark it with an X. Good as an instructional input tool or guided practice activity.
4. BINGO – Make (get students to fill in) BINGO cards with at least 20 vocabulary terms. The teacher reads
the definitions in random order and the students cover the terms, playing by BINGO rules. A review activity.
Another version uses a BINGO format for homework or other assignments, which gives students some choice,
differentiating by student interest.
5. Carousel Brainstorming – See also Gallery Walk. Each group brainstorms the topic on chart paper for
two minutes, then moves to the next topic until all are visited. Follow this with a Gallery Walk to review and
critique the ideas of others, as the teacher directs.
6. Circle of Knowledge – In cooperative groups, one student is the scribe to record group members’
responses to the topic or question posed by the teacher. All students take a turn (one pass is allowed); others
may cue or help students in their group. Students should talk softly so their answers are not heard by others, if
this is done as a competitive activity with “prizes” or bragging rights for the group with the most correct
responses. At the end of the allotted time, each group tallies the number of their responses. The group with the
most read theirs first while other groups check off duplicate answers and make note about questionable
responses. The team with the most correct or allowed responses is the winner. Strategy is similar to
Roundtable/Round Robin and can be used as a brainstorming technique to extend students’ prior knowledge
before beginning a new unit or as a review of a large quantity of material.
7. Compacting – A three-step process that assesses what the student knows about material to be studied,
plans for what is not known and excuses student from what is known, and plans for freed-up time to be spent
in enriched or accelerated study.
8. Cornell Note-taking – One of several interactive note-taking strategies. In a variation called
Combination Technique students record notes on one half to two-thirds of the paper and pictures on the
other part to process the information. In a third section, students write a summary statement. Another
variation is the Double-entry Journal.
9. Cubing/Thinking Cube – The teacher selects six “power verbs” and assigns each a number as
represented on dice or a teacher-made cardstock cube. Each group rolls the die and asks questions, based on an
assigned reading, primary source document, etc. For example, using Bloom’s six cognitive levels:
 Describe it (What does it look like?)
 Compare it (What is it similar to or different from?)
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



Apply it (What can you do with it? How was/is it used?)
Analyze it (What is it made of; what is it composed of?)
Associate it (What does it make you think of?)
Argue for or against it (Evaluate it; list reasons)
10. Error Analysis – Students are given simulated student work that has errors. They are instructed to find
any errors, write a note to the “student” explaining why it is incorrect and how to do it correctly. This is a good
strategy for class sponges (examples: daily oral language, daily oral geography, etc. ACT or state test prep
questions, during instructional input, for guided practice, and post-tests or unit test questions.
11. Exit Ticket – Before students leave class, they respond to a prompt form the teacher. Good strategy to get
closure statements from every student.
12. Fishbone (cause and effect) diagram –
A graphic representation of systemic elements that may
contribute to a problem or issue. The problem or issue (effect) is written along the “backbone” or at the head of
the fish and the primary causes are written along the ribs. Sub-causes can be added as extra bones coming off
the ribs.
13. Gallery Walk (Rotating Review) – The teacher posts chart paper around the room with a problem or
concept or broad topic. Each cooperative group has its own color marker. Each group starts at one of the pieces
of chart paper and for one minute records all they know about the topic. When time is called they rotate to the
next chart paper. There they review the information already written. If they disagree with anything, they put a
question mark beside it. Then they add to the information for one minute. Groups rotate until they have
completed all the topics. Discussion follows. This is a good review activity.
14. GIST – A group summarizing activity where students summarize a reading selection in 20 words or less.
The teacher can make this into a competitive cooperative activity among the groups.
15. Interest Centers/Groups – Interest centers (younger students) and groups (older students) provide
enrichment for students who demonstrate mastery with required work and can be a vehicle for meaningful
study when required assignments are finished. Can be differentiated by level of complexity and independence
required, as well as by student interest.
16. K-W-L Chart – Students brainstorm what they Know (K), Want to know (W) and then list what they
have Learned (L). Individual entries can be made in students’ learning logs or journals first, then shared with
the entire class, or it can be structured as a cooperative group activity with share out to the entire class.
Students can mark through their incorrect information and put a check or plus + beside the information that
they already knew correctly about the topic. Good pre-reading, anticipatory set activity, to be completed during
and at the conclusion of the reading or unit of study. Similar to this is the K-W-N-S math chart. Can be
differentiated as foldable for tactile-kinesthetic learners.
17. Learning Log/Journal - A learning log is a notebook or binder in content area classrooms where
students write for themselves and sometimes for the teacher. Often the logs are kept in the classroom and used
to review content. Logs can allow students to reflect, practice, take interactive notes. Sometimes teachers ask
students to use them daily or a couple of times a week, or even several times during a class period.
18. Newspaper report –Students write a newspaper, magazine, journal, or tabloid article about something
they are studying.
19. Numbered Heads Together – In their cooperative groups students number off 1 to 4. The teacher gives
the problem and think and writing time. Students put their “heads together” to make sure everyone knows and
understands the answer. The teacher calls on a number and the students with that number either raise their
hand or stand up. The teacher then calls on a student to answer or the teacher can ask for a simultaneous
response from all students with that number (at the board, dry erase board, slates, etc.). If one student is called
on, for even more active participation, the teacher can ask for the rest of the students to signal thumbs up
(agree) or down (disagree) with the answer.
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20. Paired Reading – Students silently read a passage, which the teacher has divided into shorter segments.
They then put the reading out of sight. One partner is the re-teller, while the other is the listener, who does not
interrupt except to ask for clarifications. Then the listener adds details and corrects inaccuracies. They look
back at the text to see if they left anything out, and then they move on to the next section and reverse roles
once they’ve read that part.
21. Pairs Talk/Pairs Share – Pairs discuss a topic, writing responses or not as the teacher directs. Then,
pairs can share and compare with another pair, using a comparison graphic organizer such as a Venn diagram
or comparison matrix.
22. Parking Lot (“Ask It Basket”) – Can be used for variety instead of the admission or exit ticket,
students write about what they are confused about, something they understand, questions they have, etc.
Students can use post-its and stick them on the parking lot as they enter or exit class. Another variation for
written closure is the “Plus-Delta” quality tool approach. On one side of an index card or piece of paper,
students put a plus sign, on the other a Greek letter delta (triangle). On the plus side, they write about
something they learned, something positive about the day’s learning. On the Delta side, they write their
questions, confusions, things they did not understand from the way the teacher explained it. All of these can be
used for closure or as “sponges” (do-nows) at the beginning of class.
23. Roundtable/Round Robin (share around)- The teacher assigns a topic, concept, or question with
many possible responses or answers. Students individually take turns recording responses on a group paper,
passing the paper and pen around Round robin is an oral version of roundtable. Rally Robin is a paired oral
version.
24. Storyboards – Students recreate story or event/steps sequences graphically, like a comic strip (or, more
authentically, the storyboards that are done as part of the movie-making process and which are included with
the extras on many DVDs).
25. Team Mind Mapping/Concept Map or Word Web –A topic or concept is written inside a rectangle
in the center of a large piece of paper (chart or butcher paper). Students do a roundtable, brainstorming core
concepts, supporting concepts, etc. Each student uses a different colored marker or pen for individual
accountability. This can be used as guided practice, for review, and/or to tie together many facts, etc. in a unit.
It can also be used at the beginning of a unit by the teacher who shows the major concepts that will be studied,
and students can add to the map as the unit progresses.
26. Teller’s Theater - Students read a selected text passage. In a group, they reread, summarize, and discuss
the selection and decide how they will retell the story. Each student then takes a section to retell in storytelling
fashion.
27. Think-Pair-Share/Think-Write/Pairs-Share – The teacher poses a question to the class. Students
think alone about the problem or write their response. Then they get into pairs to share answers. The teacher
then calls upon students to share theirs and their partner’s answers with the whole group. This is a good check
for understanding technique. Kagan’s version, called Timed-Pair-Share, suggests the teacher announce the
time frame ahead of time (example 30 seconds, 0ne minute, 3-5 minutes if reporting on a book, etc.) Then the
teacher announces the topic and the time each student has to share.
28. Tiered Assignments – Varied levels of activities to ensure that students explore ideas at a level that
builds on their prior knowledge and prompts new growth.
29. Thumbs Up-Thumbs Down/Fact or Fiction –The teacher asks if a statement is true of false or (fact
or fiction). Students indicate by putting their thumbs up if correct, thumbs down if not. This can be used to
generate interest and/or for groups to generate and test hypotheses as part of the anticipatory set before
content is taught. This can also be used as a quick check for understanding or a review strategy that allows for
active participation by all and a quick diagnostic for the teacher.
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30. Venn Diagram – Students use overlapping circles to compare and contrast concepts or ideas, characters,
historical events or persons, etc. Most use two circles; up the thinking by overlapping three (even four). Can
also be differentiated as a foldable.
RAFT
The RAFT writing assignment is a differentiation strategy because it addresses students’ readiness, interests,
and/or learning styles. RAFT is an acronym for Role, Audience, Format, and Topic. allows students to
personalize their responses to learning. A RAFT activity asks students to assume a persona and write from that
perspective as they learn more about a topic. The assignment is not specifically written with the teacher as an
audience, but with an eye toward a potential real audience for the person whose identity they are assuming.
When students assume a false persona, they are writing to demonstrate learning.
See the RAFT examples.
DIRECTIONS: Brainstorm a first draft of a RAFT writing assignment, using the template below.
Subject Area and Grade Level: _____________________
Standard:
________________________________________________________________________
R:
__________________________________________
A:
__________________________________________
F:
__________________________________________
T:
__________________________________________
Write your group’s RAFT prompt below, as you would make the assignment to students. Use one of the sample
sentence starters for each part of the RAFT to help you out.
Role:
 You are ___________________________________________________________.
 You have been asked to ______________________________________________.
 Your job is ________________________________________________________.



The context you find yourself in is ____________________________________
The challenge involves dealing with ___________________________________.
The problem or challenge is ___________________________________________.
Audience:
 Your clients are ___________________________________________________.
 The target audience is ______________________________________________.
 You need to convince ______________________________________________.
Format and Topic:
 You will create a __________________ about _________ in order to _________________.
 You need to write a ____________________ about ______________ so that ____________.
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Examples of RAFT Assignments
ROLE
AUDIENCE
FORMAT
TOPIC
Newspaper Reporter
Readers in the 1870’s
Obituary
Qualities of General
Custer
Lawyer
U.S. Supreme Court
Appeal Speech
Dred Scott Decision
Abraham Lincoln
Dear Abby
Advice Column
Frustrations with his
Generals
Oprah
Television Public
Talk Show
Women’s Suffrage in
Early 20th Century
Frontier Woman
Self
Diary
Hardships in West
Constituent
U. S. Senator
Letter
Need for Civil Rights
Legislation in 1950’s
News writer
Public
News Release
Ozone Layer Has Been
Formed
Chemist
Chemical Company
Instructions
Dangerous Combinations
to Avoid
Graham Cracker
Other Graham Crackers
Travel Guide
Journey Through the
Digestive System
Plant
Sun
Thank You Note
Sun’s Role in Plant’s
Growth
Scientist
Charles Darwin
Memo
Refute a Point in
Evolution Theory
Square Root
Whole Number
Love Letter
Explain Relationship
Repeating Decimal
Set of Rational Numbers
Petition
Prove You Belong to This
Set
Cook
Other Cooks
Recipe
Alcoholism
Julia Child
TV Audience
Script
How Yeast Works in
Bread
Doctor’s Association
Future Parents
Web Page
Need for Proper Prenatal
Nutrition
Advertiser
TV Audience
Public Service
Importance of Fruit
Announcement
Lungs
Cigarettes
Complaint
Effects of Smoking
Huck Finn
Jim
Telephone Conversation
What I Learned During
the Trip
Joseph Stalin
George Orwell
Book Review
Reactions to Animal
Farm
Comma
Ninth-Grade Students
Job Description
Use in Sentences
Trout
Self
Diary
Effects of Acid Rain on
Lake
Mozart
Prospective Employer
Job Interview
Qualifications as a
Composer
Buehl, D. (2001). Classroom Strategies for Interactive Learning, 2nd Edition. Newark, DE: International Reading Association, page 115
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[Sample differentiated homework assignment with student choice]
WRITING
B
I
N
G
O
Recipe
Thank you note
Letter to the
editor
Movie, theater,
or concert
review
Rules for a game
Invitation
E-mail request
for information
Letter to a
relative or friend
Short story
Skit or scene
Interview
Newspaper
article
Advertisement
Public service
message
FREE:
Your Choice:
Cartoon strip or
movie story
board
Poem
Greeting card
Text message to
a friend
Proposal to
improve
something
Journal entries
Design for a Web
page
Bookmark
Book jacket
Book review
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Outcome Sentences Strategy
The Outcome Strategies strategy can be built on almost any classroom experience, including closure,
as it is used here. Create a chart that stays up in the room with sentence starters like the ones below.
Students should be encouraged to also use a similar phrase that comes to their mind. Periodically the
teacher can add phrases to the chart. Students can turn their responses in as a exit ticket or write
them in a learning log/journal.
Students write to reflect on a learning experience. Afterward the teacher could ask whether anyone is
willing to read one of their outcome sentences. The class could listen to a few volunteers and then the
teacher can ask students to pair up and share a sentence or two with each other.
Essential Questions:
How can I most effectively plan daily activities that use research-based strategies that are responsive
to students’ readiness levels, interests and learning profiles in order to raise student achievement?
I learned _______________________________.
I was surprised ___________________________.
I am beginning to wonder ___________________.
I rediscovered _____________________________.
I feel _____________________________________.
I think I will _______________________________
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