1
Differentiation of Instruction
K-12
Presented by
Cindy A. Strickland
ASCD FACULTY
[email protected]
Based on the Work of Carol Tomlinson
University of Virginia
WHAT DIFFERENTIATION IS
Teaching with student variance in mind
―Shaking up‖ the classroom so students have multiple
options for taking in information, making sense of ideas,
and expressing what they learn
Meeting kids where they are …not where we wish them to
be!
Responsive teaching rather than one-size-fits-all teaching
Differentiation is classroom practice that looks eyeball to
eyeball with the reality that kids differ, and the most
effective teachers do whatever it takes to hook the whole
range of kids on learning. -Tomlinson (2001)
Differentiation doesn’t suggest that a teacher can be all
things to all individuals all the time. It does, however,
mandate that a teacher create a reasonable range of
approaches to learning much of the time, so that most
students find learning a fit much of the time.
WHAT DIFFERENTIATION IS NOT
New
IEPs for all; Individualized instruction
o Differentiation doesn’t suggest that a teacher can
be all things to all individuals all the time. It does,
however, mandate that a teacher create a
reasonable range of approaches to learning much
of the time, so that most students find learning a fit
much of the time.
Tracking
Constant group work
Occasional variation of teaching style
―On the spot‖ adjustments
Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the
online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD.
http://surveys.ascd.org/wsb.dll/4/ossd_oct-dec09.htm
Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of
services you receive.
Strickland / ASCD
10/20/2009
2
TRICKY QUESTIONS
What about honors or basic skills classes?
Even in homogeneous classes, there is considerable heterogeneity of readiness, interest and learning profile
Is differentiation fair?
Fairness is not giving everyone the same thing. Fairness is giving everyone what they need to grow.
That students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high
standards and fairness to the students. -Theodore Sizer
It is vital that students and teachers in a differentiated classroom engage in ongoing open and honest dialogs about what
differentiation is and why it occurs in their classroom. That differentiation occurs should never be a secret. Discuss what the
difference is between fair and equal and create a class definition of what "fair" is.
A Teacher Speaks…
For us, I believe differentiation has done away with stigmas about being different. Special needs students are no longer exceptions to
the rule because everyone’s an exception. The students really seem to grasp and accept the premise that everyone has different
learning needs, profiles, choices, levels of challenge. And that’s the real norm for them. - Mike Long; 30 plus year teacher,
Colchester High School, Colchester, VT
What about standards?
Goal of standards based curriculum is to provide an equitable and excellent education for all learners – the reality is that there is no
such thing as a standards that is appropriately challenging for all learners
For highly able learners who may already demonstrate mastery of standards or who master them in less time than others. Results in
a curriculum of waiting rather than growth.
Educators need to stick to standards but should also consider how they might vary their teaching of those standards to ensure
instruction is a good fit for a wide range of learners
Differentiation is not WHAT we teach, rather HOW we teach.
“It would be ludicrous to practice the doctor’s physical exam as a way of becoming fit and well. The reality is the opposite: If we are
physically fit and do healthy things, we will pass the physical. The separate items on the physical are not meant to be taught and crammed
for: rather they serve as indirect measures of our normal healthful living.” -McTighe and Wiggens, (2001), p, 132
“When we differentiate, we give students the tools to handle whatever comes their way – differentiated or not. This is why differentiated
instruction and standardized testing are not oxymoronic: Students will do well on standardized, undifferentiated tests only if they have
learned the material in the class, and differentiated practices are the ways we maximize students’ learning at every turn.” -Wormeli, (2006) p.
4
Strickland/UVa/ASCD
10/20/2009
3
KEY VOCABULARY 1 - Differentiated Classrooms Offer Different Approaches to…
CONTENT: What students learn
PROCESS: How they learn it
PRODUCT: How they demonstrate what they have learned
DIFFERENTIATING CONTENT, PROCESS, PRODUCT
Common Ways to Differentiate
Common Ways to Differentiate Process
Content & Access to Content
Leveled texts
Same theme; different context
topic
Varied math operations
Interest centers; free choice
time
Mini-lessons on how to…
Books on tape; highlighted text;
reading partners
Opportunity to work in pairs or groups
Group roles
Dictated journal entries
Use of technology
Amount or kind of teacher help available
Various types of graphic organizers and
supporting documents
Varied task directions
Tiered activities
Common Ways to Differentiate
Products
Product options
Tiered products
Varied criteria for success
Varied timelines
Varied audiences
KEY VOCAB 2
Differentiation is based on a diagnosis of student
INTEREST
LEARNING PROFILE
READINESS
Common Responses to Student Interest
TYPE OF
WAYS TO ADDRESS
TEACHER TALK
DIFFERENTIATION
INTEREST
 Show how current
 Some of you raise horses, and are wondering how the life cycle of a horse
topics are related to and
compares to the life cycle of humans…Others might be more interested in a
- Passions
can enhance skills
pet…
- Hobbies
necessary
for
the

Choose one of the following arrangements I have here in front of the
- Family interests
pursuit
of
topics
and
classroom to use as the model for your still life drawing.
or pursuits
subjects of student
 Draw a picture of your favorite place to visit in the summer.
- Organizational
interest
For those of you who are interested in finding out more about the 4th state
affiliations – after
of matter, I put some magazines in the resource center.
school clubs,
extracurriculars
 For those of you who are interested in finding out more about how
architects use CAD programs to save time, there is a bookmarked site on
- What they watch
Strickland
ASCD
10/20/2009
4
-
on TV
Where they go
on vacation
The kind of
music they listen
to
The friends they
hang out with
Electives they
take



Ask students to share
their interest, hobbies,
passions, unique
perspectives and
personal experiences in
order to enhance
everyone’s experience
with the topic






our class page
For those of you who are interested in finding out more about 20th century
poetry, I put some samples and anthologies on the back table.
For those of you who are interested in finding out more about medicine in
the pioneer days, I put a magazine in the reading center.
If you liked the number game we played today, you can play it again during
your prudent choice time. It will be at the learning center in the back of the
room
What are some things that YOU hope we do during this unit?
Think about ways you might incorporate your interest in politics into your
final project on ancient civilizations.
I want you to research the leisure activities popular in a Spanish speaking
country that you have visited or would most like to visit someday. Later,
we’ll share what we learned in mixed interest groups…
I want you to research the ways in which a specific medium exploits a
specific rhetorical device. Later, we’ll share what we learned in mixed
interest groups…
I want you to look for examples of fractions in your after school activities
You will each take on a different role to discuss the tobacco industry:
• Tobacco farmer
• Lobbyist for the tobacco industry
• Person with emphysema
• Teen who smokes
• Oncologist

Michael, I’ve found someone at the historical society who is willing to have
you work with him in setting up the next exhibit.
 Amanda, I’ve found someone at our local university who is willing to have
you work with him in his lab…
Summary: Throughout the unit, incorporate examples and illustrations based on current and emerging student interests
and provide appropriate materials to further students’ independent explorations of unit topics

Strickland
Hunt out and support
related mentorships or
internships
ASCD
10/20/2009
5
LEARNING PROFILE
- Learning styles;
visual, auditory,
kinesthetic; wholeto-part vs. part-towhole, concrete
vs. abstract,
sequential vs.
random, etc.
- Intelligence
preferences;
Sternberg-creative,
analytical,
practical; Gardner
- verbal-linguistic,
logicalmathematic;
visual-spatial,
bodily-kinesthetic,
musical-rhythmic,
interpersonal,
intrapersonal,
naturalist,
existential
- Environmental
preferences –
temperature, light,
availability of food
& drink, presence
or absence of
background noise
or music, etc.
- Gender or culture
related
preferences –
competition vs.
collaboration,
individual vs.
Strickland


Allow students to gain access
to content through varied
means: listening, reading,
discussing, journaling, etc.


•


Design tasks that require
multiple intelligences for
successful completion
Offer a variety of graphic
organizers – some that focus
on sequential recording of
information, others in more
random or abstract formats
As long as they do not call
attention to themselves or
disturb others, try to let
students work where they wish
in the room, alone or with a
partner, sitting, standing, or
lying down. Allow students to
listen to music if that enhances
their concentration.

Provide areas of the room with
few visual or auditory
distractions for those who need
that environment.

When possible, allow students
the option of competing against
others or competing against
themselves
To get started with today’s work on alliteration in poetry, you may
choose to listen to poems using alliteration, read poems that use
alliteration, or write a poem using alliteration
To prepare for the debate on the causes of the Gulf War, you may
watch a brief video, read the article from …. Or take part in a
practice debate with a partner.
If the unifix cubes help you, you may use them for this activity

To write your newsletter, you will need someone who is a good
artist, someone who is a good writer, someone who is a good
researcher and someone who is a good organizer

Now that you have seen the various note-taking organizers we
have available for you, choose the one that you think will work best
for you.

You may work alone or with a partner

If you need a quiet place to work, you may use a study carrel in
the back of the room or get a pass to the media center.

Last week we broke into teams to see which team knew the most
math facts (or world capitals, SAT prep vocabulary, etc.). Today,
you may compete against another student OR work by yourself, to
improve your score and/or your time.
Today we will work on our aerobic exercises. You may either

ASCD
10/20/2009
6
group emphasis
Group orientation work alone or with
others; focus on
peers vs. focus on
adult

compete against yourself to improve your endurance record or
compete against a partner.
 It doesn’t matter to me HOW you show me that you know the parts
of a plant and how they work together to keep a plant healthy. You
could tell me, show me, or write or draw about it.
 You may present your final product in front of the class or to me
via video or appointment
Summary: Provide multiple ways for students to gain access to unit content, make sense of that content, and show what
they know, understand, and are able to do with that content at the end of a learning experience.
Teach me my most difficult concepts in my preferred style. Let me explore my easiest concepts in a different style. Just don't
teach me all the time in your preferred style and think I'm not capable of learning. - Virleen M. Carlson, Center for Learning and
Teaching, Cornell University.
Provide product options
whenever possible.
SCIENCE: You have been given a set of ―windows‖ that show you what the sky looks like on a particular day. Please choose one of the
following scenarios and show what you have learned about clouds by completing one of the products described.
Meteorologist:
Military:
Athletic Director/Coach:
You are a meteorologist working for You are an officer in the Army.
You are working for the local university team as a coach.
the local news. The show will ―air‖
Your troops need to finish their
The championship game is today with your chief rival. If
in 10 minutes with the weekend’s
training this weekend because they you win, it will mean big money for the school. You have
forecast, but all the equipment is
have been assigned to a search
a great chance of winning because the star quarterback
failing. Look out your ―windows‖ and and rescue team. In order to finish has recovered and is back in the game. However, if it
use the clouds to predict the
their training, they must
rains, he has a greater chance of slipping and injuring
weather forecast for the local
successfully complete their last two himself again, which would knock him out for the rest of
community. You can
jumps from a plane. The pilot
the game and next season too. You need to turn in your
roster for the starting lineup. Should you risk starting this
Write your script for the news needs to be booked and the
supplies
prepared.
Look
through
player? The young man really wants to play because he
show explaining your
your
―windows‖
and
use
your
doesn’t want to disappoint his fans and he heard there
prediction and your reasons
knowledge of clouds to decide if
will be talent scouts there, but he doesn’t want to take
for the prediction,
today
is
a
good
day
to
jump.
the risk of being injured either. Looking through your
Create a poster or prop for
―windows‖ and using your knowledge of clouds, decide
Write
a
memo
to
the
pilot
to
the news show that shows
whether the star quarterback should play or not.
let
him
know
if
it’s
a
go
for
the audience what you think
today and why,
Write an email to the quarterback telling him
the weather will do and why,
whether he will start or not and why,
or
Create a poster to inform
Create a poster to the fans explaining whether he
the
troops
if
they
will
jump
Role-play the part of the
today and why, or
will play or not and why, or
meteorologist and verbally
Role-play verbally telling the
―Tape‖ a voice mail to the quarterback about your
present your forecast
predictions and your
troops and why.
decision and your reasoning.
reasoning to the audience.
Strickland
ASCD
10/20/2009
7
READINESS
- Attitude toward
school/subject/
topic
- School and/or
general experience
with topic or aspect
of topic
- Knowledge,
understanding and
skill in topic
prerequisites or
related topics
- Misunderstandings
about topic or
discipline
- Overgeneralizations
about the topic or
discipline
- Sophisticated use
of vocabulary of the
topic or discipline
- Evidence of skills of
the discipline
- Insightful
connections
between the current
topic and other
topics in the
discipline or in other
disciplines
- General
communication,
thinking, reasoning
skills, etc.





Offer mini-lessons or
practice sessions on
missing prerequisite skills &
on more advanced skills for
those who are ready to
move ahead
Hook current topics &
subject to topics and
subjects where the student
has experienced some
success in the past
Provide background
reading, information, and/or
skills practice to students
who lack exposure to a
topic
Help students who already
have a background in the
topic see how the work will
enhance or refine their
current knowledge,
understanding, and skills
Teach students to make
appropriate readiness
choices

Please see the board for this week’s scheduled teacher talk time. If
your name is listed you MUST attend the mini lesson. You may also
attend any session that you think is right for you.
o Let’s look at some sample work from last year’s class…
o Let me show you the connection between song lyrics and
poetry
o Here is a list of key board shortcuts for those of you who
haven’t had a computer class before.
o Let’s review the multiplication tables before starting our work
on 2 digit multiplication…
o I thought we’d spend some time today talking about ways to
transition between paragraphs when we write.
o If you are already familiar with the periodic table, I will
introduce you to other versions that can help you see the
relationships between the elements in different ways
o Those of you who already take piano lessons may use this
time to practice one of your recital pieces. (Use the
headphones!)
o Since you three already know the notes of the treble and bass
clefs, we will learn about the alto & the tenor clefs.
o Since you already know how to tell time, let’s look at the 24
hour clock they use in Europe
o Since you are already comfortable with 2-digit multiplication,
let’s try some 3-digit problems!


There are vocabulary sheets available for those who need them…
If you need help with map-reading, check out the bookmarks on our
class web-site
If you think you need a review of geometric shape names, please pick
up this packet
Please visit the stations that you think will most help you prepare for
the unit test. Take the ―check your readiness‖ quiz if you are not sure
what you need…



Become familiar with
above-grade-level
standards related to course
topics
Summary: Work to provide instruction that is just a little too hard for a student’s current readiness levels along with the
scaffolding needed for success
Strickland
ASCD
10/20/2009
8
Meteorology Task; Differentiated for Readiness
More Advanced Version
•
•
•
•
More Scaffolded Version
Windows that are less clear in terms of type of cloud
Longer range forecasts
Other information that might contradict cloud observations
Present to a more sophisticated audience
•
•
•
Windows that are clear in terms of type of cloud, with no
extraneous information
Hints on what to look for
Model what each product might look like
What Zone am I in?
Not challenging enough
Appropriate Challenge
I get it right away
I already know how
This is a cinch
I’m sure to make out
I’m coasting
I feel relaxed
I’m bored
No big effort necessary
–
–
–
–
–
–
–
–
–
–
Sleepy
Relaxed
Apathetic
―Off-duty‖
Depressed
Too Challenging
I know some things
I have to think
I have to work
I have to persist
I hit some walls
I’m on my toes
I have to regroup
I feel challenged
Effort leads to success
―Zone of proximal development‖
Problem solving
In control
Achievement
―Relaxed alertness‖
I don’t know where to start
I can’t figure it out
I’m spinning my wheels
I’m missing key skills
I feel frustrated
I feel angry
This makes no sense
Effort doesn’t pay off
–
–
–
–
–
Fight or flight
Out of control
Quick burnout
Anxiety; Distress;
Chaos
So, What’s the Point?
Readiness
Interest
Learning Profile
Strickland
Growth
Motivation
Efficiency
ASCD
10/20/2009
9
KEY PRINCIPLES OF A HIGH QUALITY DIFFERENTIATED CLASSROOM
Key Principle # 1: Start With Good Curriculum
Planning a Focused Curriculum Means Clarity About What Students Should …
KNOW
UNDERSTAND
Facts
Vocabulary
Definitions
Dates
Places
People
Knowledge tends to be binary; you either
know it or you don’t
Principles, generalizations
Big ideas
Essential understandings
Should be written as “I want students to
understand THAT…..”
Understanding is on a continuum; from
novice to advanced.
KNOW (usually a bulleted list)
•
•
•
•
•
Number of provinces in Canada
Thomas Jefferson
UNDERSTAND (I want students to
understand THAT…)
– Multiplication is another way to do
addition
– People migrate to meet basic
1492
The Continental Divide
The multiplication tables
needs
– All cultures contain the same
elements
– Entropy and enthalpy are
competing forces in the natural
world
– Voice reflects the author
Strickland
BE ABLE TO DO
Skills of literacy, numeracy,
communication, etc.
Final outcomes
DOs should be what kids can do
AFTER they leave your class
– not an activity that they are
doing IN class.
BE ABLE TO DO (Begin with a verb)
• Analyze text for meaning
• Solve a problem to find perimeter
• Write a well supported argument
• Evaluate work according to specific
criteria
• Contribute to the success of a group or
team
• Use graphics to represent data
appropriately
In the differentiated classroom, the teacher may vary the KNOWS & DOs
o with caution and based on evidence that a student needs to learn backwards as well as
forward to catch up—or that a student needs to move ahead in order to keep learning.
BUT The UNDERSTANDS are always the constant fulcrum for all students (Tomlinson, 2008)
ASCD
10/20/2009
on which effective
differentiation pivots for all
10
Novice Level: Understanding UNDERSTANDS.
1. Study the examples and nonexamples of UNDERSTANDs.
2. Choose one understanding from the EXAMPLES column and identify what students at your grade level would need to KNOW and
BE ABLE TO DO to communicate this understanding OR Come up with 2-3 UNDERSTANDS that you want your students to walk
away with this year.
3. Now identify what students at your grade level would need to KNOW and BE ABLE TO DO to communicate the understanding(s).
Use the Tier 2 template to record your KUD.
Understanding VS Knowing (Adapted from a PowerPoint by Jay McTigue; June 2006, ASCD Conference on Integrating Differentiated
Instruction and Understanding by Design)
It’s probably an UNDERSTAND if it…
Example…
Non-example
Represents subtle ideas, ideas that
are not obvious upon first glance
Involves multiple layers or multiple
meanings
Is an idea that is especially powerful
in understanding the discipline &
across topics in the discipline
Provides a purpose for the discipline;
the reason for studying the discipline;
why the discipline is valuable
Raises additional questions or paths
of thought within the discipline
Can be understood on a continuum;
something that kindergarteners
through graduate students could
study, albeit at different levels of
sophistication
Can be stated in the format: I want
students to understand THAT… rather
than I want students to understand…
Is a pithy statement that reveals a
truth about the study or the practice of
the discipline
Strickland/ASCD
Scientists’ unique social and educational
backgrounds and differences lead to their
disagreement about the interpretation of
evidence or the development of a theory
Changing the grouping or the order of
addends or factors does not change a sum
or product.
A person’s perspective is shaped in part
by his or her past experiences
Scientists study the world
around them.
Dance is a form of communication
Dance is important
Use of specific art materials and style are
related
Parts of a system are interrelated
Monet was an impressionist
I want students to understand that voice is
the writer revealed
I want students to understand
writer’s voice
Culture shapes people and people shape
culture (This is something that
anthropologists spend their life studying!)
There are lots of cultures in the
world
2+3 = 3+2
The 100 years war lasted from
1337 to 1453.
A system has more than one
part.
10/20/2009
11
Intermediate Level: Chewing your KUD.
1. Study the sample KUDs below. What do the KNOWs have in common? The UNDERSTANDs? The DOs? How do they support
one another?
2. Complete the KUD template for an upcoming unit or lesson.
ART
KNOW
Color wheel – primary and secondary colors
UNDERSTAND
The color wheel arranges colors in a logical sequence,
helping artists make informed decisions about the colors
they use in a painting or other work of art
BE ABLE TO DO
Use the color wheel to make and justify decisions for color
choice and placement in a work of art
KNOW
Characteristics of self portrait as genre
Appropriate use of art materials
Principles of design
Definition of artistic expression
UNDERSTAND
Each artist has a personal style that reflects the
individual’s culture, time, and personal experiences
Use of materials and style are related
BE ABLE TO DO
Analyze an artist’s personal style and use of materials
Describe the relationship between style and materials
PE
KNOW
How to dribble and pass
UNDERSTAND
Practice makes better!
There is more than one way to get better at a skill.
DO
Improve skill in dribbling and passing
Strickland/ASCD
KNOW
• The rules for kickball
• The equipment needed for kickball
UNDERSTAND
• Kickball is a team sport.
• How individuals play affects how the team does.
• Appropriate encouragement helps people succeed.
DO
• List & care for needed equipment
• Pitch within the ―zone‖
• Kick at various intensities
• Run to correct base
• Keep score
• Recognize fouls
• Motivate yourself & teammates
HEALTH
KNOW
• Facts about tobacco
• Research on tobacco
UNDERSTAND
• How you feel about tobacco use probably depends on
your perspective
• There are dangers associated with the use of tobacco
products
BE ABLE TO DO
• Conduct research
• Weigh varied viewpoints
• Make a complete case using defensible evidence
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12
SOCIAL STUDIES
KNOW
 Places and roles in a community
 Community vocabulary including need, want, goods,
services
UNDERSTAND
 People have needs and wants that are met by different
roles within a community
DO
 Explain the different components of a community
 Compare, contrast and evaluate community roles
KNOW
 The elements of culture
UNDERSTAND
 All cultures contain some of the same elements
BE ABLE TO DO
 Identify elements of culture in various settings and times
 Recognize similarities and differences in cultures
SCIENCE
KNOW
Vocabulary such as precipitation, rain, drizzle, snow, etc.
• The four main types of clouds
UNDERSTAND
Natural signs can be used to predict the weather.
Clouds can be indicators of different weather.
BE ABLE TO
Predict weather using knowledge of clouds.
Identify the different types of clouds.
Strickland/ASCD
KNOW
• Plant parts
• Plant needs
UNDERSTAND
Plants have needs that must be met in order for them to
survive
Each plant part has a specific job
If one part can’t do its job, the whole plant suffers
BE ABLE TO
Identify and describe plant parts
Explain plant part roles
Explain needs of plants
LANGUAGE ARTS
KNOW
 Capital and lowercase letters
 Letter sounds
UNDERSTAND
 Specific sounds correspond to letters in the alphabet
 Words are composed of letters
 The alphabet gives us a way to communicate
DO
 Identify capital and lowercase letters
 Identify and apply beginning sounds of words
KNOW
 Elements of characterization
UNDERSTAND
 Passages from texts can reveal a character’s personality
DO
 Analyze character actions and statements
10/20/2009
13
Language Arts cont
KNOW
Characteristics of the genre of historical fiction
UNDERSTAND
Authors of historical fiction blend both fact and fiction to
engage their readers
BE ABLE TO DO
Analyze literature for the techniques used by authors of
historical fiction
MATH
KNOW
Coin names and values
UNDERSTAND
We can combine coins in different ways to make the same
amount of money
BE ABLE TO DO
Given a supply of pennies, nickels, dimes and quarters,
combine the coins in more than one way to make a set
amount of money (e.g. 40 cents)
KNOW
 Geometry vocabulary
UNDERSTAND
 Using geometric terms is one way to describe the
structure of our environment
DO
 Describe, draw, compare and classify geometric objects
KNOW
The definition of slope and how to calculate it
UNDERSTAND
Slope represents the rate of change of one variable with
respect to another
BE ABLE TO DO
• Find the slope of a line to solve a real-world problem
Strickland/ASCD
BUSINESS
KNOW
 Different forms of business ownership; definitions of key
business terms
UNDERSTAND
 that each type of ownership presents unique advantages
and disadvantages
BE ABLE TO
 Select and explore a form of business ownership that
compliments their personal characteristics; explain the
inner workings of one business form.
FOODS
KNOW
• Macronutrients, calorie intake, ration of body mass to fat
• Foods that are healthy for teens
UNDERSTAND
• Keeping your body healthy involves an understanding of
the roles of nutrition and exercise
BE ABLE TO DO
• Evaluate own diet and exercise regimen to maximize
health
WORLD LANGUAGE
KNOW
food –related vocabulary
UNDERSTAND
When you visit a foreign country, it helps to speak the
language
Where you live impacts what you eat
BE ABLE TO DO
Order in a restaurant in the target language
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World Language cont.
KNOW
• Definition of verb and subject
• How to conjugate verbs
UNDERSTAND
• Language is made up of patterns; If you can recognize the pattern you can make a good guess about the form
DO
Conjugate verbs to match subject
MUSIC
Know: Elements of music, especially meter and rhythm.
Understand:
• The elements of music are used across various music genres and cultures.
• Music expresses the culture.
DO (Standard)
• Analyze and compare the use of music elements representing various genres and cultures emphasizing meter and rhythm
MEDIA
KNOW
Common search engines and how they work
How to make sense of the results
What to look for when choosing sources
UNDERSTAND
Different search engines produce different results due to the way in which they classify, sort and prioritize information
The more you can refine your search parameters, the more useful the results
Not every site on the web is created equal. The burden is on the reader to establish the validity, authorship, timeliness, and integrity
of what you find.
BE ABLE TO DO (Skills of literacy, numeracy, communication, thinking, planning, production, etc.; Start with a verb such as: describe,
explain, show, compare, synthesize, analyze, apply, construct, solve, etc.)
Use common search engines
Choose the appropriate search engine for a particular task
Refine a general search to seek more specific information
Evaluate the usefulness of a website as a resource
Strickland/ASCD
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YOUR TURN: What do you want students to know, understand, and be able to do?
KNOW
UNDERSTAND
BE ABLE TO DO
Usually a bulleted list
Begin with “I want students to
understand that…”
Start with an observable verb
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Advanced level: Focus on KUD Coherence.
•
•
•
The best KUDs are cohesive in nature. Although there tend to be fewer UNDERSTANDs than KNOWs or DOs, each KNOW and DO
should be given a purpose and a context by at least one UNDERSTAND.
Study the sample below. Note how every KNOW and DO has a corresponding UNDERSTAND. If that were not the case, the teacher
should eliminate the K or D or add an appropriate U!
Now write your own KUD. Make sure that every KNOW and DO has a corresponding UNDERSTAND to give it context and meaning.
 Plant needs
 The names and
functions of plant
parts
 Life cycle of a
plant
Strickland/ASCD
 Plants have needs that must be
met in order for them to grow
and survive.
 Each plant part has a specific job
that helps the plant.
 If one plant part cannot do its
job, then the whole plant suffers.
 A plant and its parts change as
the plant grows.
 Identify and
describe plant
parts.
 Explain the role of
each plant part.
 Explain what
plants need.
 Carry out simple
experiments.
 Record changes in
the life cycle of a
plant.
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Standard(s):
After you fill in each separate Know, Understand and Do, draw a line from each Know and Do statement to
the corresponding Understand statement. If you have a Know or Do statement that does not relate to any
Understand statements, either eliminate it or add an Understand statement that gives it meaning and
context.
Know
Understand
Do
ASCD 2007 Tools for High Quality Differentiated Instruction
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Key Principle # 2: Commit to On-going Assessment
You cannot have a relationship with or make things relevant for or expect rigor from a kid you don’t know. (The BIG Picture • by Dennis Littky
• ASCD • p. 39)
By knowing children well and being attuned to diversity, teachers can develop instruction that is engaging and that is developmentally
appropriate for children with different temperaments, backgrounds and cultures. (Preparing Teachers for a Changing World What -Teachers Should Learn and Be Able To Do; Darling-Hammond & Bransford • Jossey-Bass • p.335-336)
The teacher who emphasizes assessment to inform instruction understands that only by staying close to student progress can he or she
guide student success. (Tomlinson, 2008)
Assessment to inform instruction looks, sounds, or feels like:
--systematically observing students at work
--using pre-assessments to understand students’ starting points—
including status of precursor skills
--using on-going assessments to trace student progress
and identify trouble spots
--asking students to share interests
--listening and looking for student interests
Type of Assessment
Preassessments
Strickland/ASCD
--asking students about learning preferences
--observing students working in different contexts and modes
--asking students what’s working for them and what’s not
--acting on student suggestions
--using assessment information to plan for re-teaching, teaching in
a different mode, extending understanding, developing tasks,
modifying time expectations, and so on
Purpose of Assessment
Used to discover students’ knowledge,
understanding and skill before a unit of study
Used to identify specific and general interests
that may inform instruction in a unit of study
Used by teacher (along with standards, texts,
and curriculum guides, etc.) to guide instructional
decisions
Should not be graded
Common strategies for assessment
Teacher Prepared Pretests
Commercial (text-series) pretests
KWL (individual)
Frayer diagrams or other graphic
organizers
Writing prompts/samples
Exit cards
Teacher observations &/or checklists
Student demonstrations and discussions
Previous student work or products
Standardized tests
Information in cumulative files or from
specialists
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Easy preassessments
How Well Do You Know…
What do you want to learn about…?
Frayer Diagrams
Definition
Information
Pronunciation
PICTURE
Conjugating
Verbs
WORDS
Memorizing
vocabulary
Mechanics of
writing
FAMILY
Examples
TOPIC
Non-Examples
How Well Do You Know …
5
5
4
4
3
3
2
2
1
1
0
0
our town our state
the scientific
our
our method
world
country
rules of lab safety
how to write up
your results
What is your experience with…?
USING WORD?
novice
Strickland/ASCD
intermediate
advanced
expert
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Color in a bar over each question number as to how you would rate yourself.
1) How well do you organize and write your thoughts in an essay form?
2) How well do you understand the concept of democracy?
3) How well do you know and understand your rights as a citizen?
4) How well do you do in public speaking?
I Am Excellent
At This
I Am
Pretty
Good At This
I Am Fairly Good At This
When I Do This I Work Hard At It
I Am Not Good At This, But Want
To Learn
I Really Don’t
Like This
Question
1
2
3
4
5
6
7
8
9
Knowledge Rating Chart
Directions: Rate the following statistics terms as follows:
1. I’ve never heard of the word before
2. I’ve heard of the term, but I don’t know how it applies to mathematics
3. I understand the meaning of this term and can apply it to a math problem.
Me Graph
•Remember
how to use
it
•Remember
some of it
•Heard of it
•Huh?
-ER
Strickland/ASCD
-IR
-RE
AVOIR
10/20/2009
ETRE
FAIRE
21
Exit Cards
We have been learning about the
Greenhouse Effect. Define the term.
Explain
the importance of this
How is aor
treediagram
like a person?
issue to human survival.
What questions do you have about this
topic?
What does math have to do with
shopping?
Is it ever okay for a musician to
ignore dynamic markings? Explain
your thinking.
What is the food pyramid?
Why is it important?
Assessment
Follow Up
Your friend just won a race. What
French phrase might you use to
praise your friend?
List
• 3 things you learned today
• 2 things you’d like to learn
more about
• 1 question you still have
In the story we are
reading, who would you
say is a good friend?
Why?
What is the
difference between a
noun and a pronoun?
Use examples of each
in your answer.
Draw a clock that says 7:15
How is a tree like a person?
We have been learning about plants. Draw a
picture of a plant and label its parts.
Does every plant have these parts? Why or
why not?
What is the muddiest point for you
today?
Of the rights granted to you by the
Constitution, which one right is most
important to you? Why?
What might make you change your mind
about its importance?
Choose one:
What does order of operations mean?
Be sure to show that you know the
correct order as part of your answer.
OR
What is the food pyramid?
Why is it important?
Draw and label the parts of a stage.
Strickland/ASCD
Solve for x:
2x + 3 = 23
Name a real-life situation in which you
might use an equation like this one
We have been learning about
plants. Draw a picture of a plant
and label its parts?
Does every plant have these parts?
Why or why not?
What might happen if there were no
standard “order of operations”? Give a
specific example. Be sure to show that
you know the correct order as part of
your answer.
Why do historians use more than
one source for information?
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Measure (Imbeau & Beasley); Mathematics Self-Assessment
Directions: Rate yourself along the scale for each of the following statements:
I enjoy math.
Never
Sometimes
Always
I am good at math.
Never
Sometimes
Always
I am a good problem solver.
Never
Sometimes
Finish each of the following statements:
1. My favorite part of math is…………
Always
2. My least favorite part of math is ……….
I know a lot about measurement.
Never
Sometimes
Always
I know a lot about rulers, measuring cups, thermometers.
Never
Sometimes
Always
3. What I know about probability is ………
4. What I want to know about probability is ………
5. When we study probability, I hope we………
I understand graphs.
Never
Sometimes
Always
I work well with others.
Never
Sometimes
Always
Differentiating your preassessment for interest!
(Miriam Font-Rivera)
Do one of the following to help me get to know you
and your interests:
1. Prepare a collage of your interests using
pictures, words, phrases, symbols or other
things cut from magazines, brochures, etc
2. Design and draw your own picture or series of
pictures that show and express your interests
3. Write an essay, paragraph, blog post, song,
poem , acrostic, etc. to express your interests
4. Pick up a list of topics and activities. Check
those you like and then rank order them in
terms of your preference
Strickland/ASCD
Puzzle
This puzzle is about you, your interests and things
that you like to do. On each piece write things that
you like to do in your free time and things that you
would like to study in class. You can divide the
areas if you need more pieces.
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Example: Interest
These are the topics we will be studying in our unit on Ancient Rome. We want to
know what you want to learn about. Number your choices from 1-7. Make sure
that 1 is your favorite and 7 is your least favorite.
_____geography
_____government (laws)
_____agriculture (foods they grew)
_____architecture (buildings)
_____music and art
_____religion and sports
_____roles of men, women, and children
Preassessment for Interest
Here’s What I Want to Know About CANADA…
My Favorite Jobs
Number your choices from 1-5. Make sure that 1 is your favorite and 5 is your least favorite.
____Designing & setting up shots (camera angles, props, lighting, etc)
____Writing the script
____Creating an appropriate soundtrack
____Editing
____Filming
Foreign Language Interest Survey
How important are these goals to you? Rank order them from 1(most important) to 5 (least important) [Or rank each on a scale from 1-5]
• Communication – to communicate with others in a language other than English
• Cultures – to gain knowledge & understanding of other cultures
• Connections – to make connections to other disciplines and acquire information
• Comparison – to develop insights into the nature of language and culture
• Communities – to participate in multi lingual communities at home and around the world
Example: Learning Profile
How Do You Like To Learn?
I like to work by myself
I like to work in pairs
I like to work in groups
I like to learn by moving and doing
I like to learn while sitting at my desk.
I like to learn by watching and listening.
I like to create my own steps
I like to have exact steps
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Learning Profile: Primary
When Listening to a Lecture…
• The longest I can pay attention to a lecture
before needing a break is ___ minutes.
• It helps me to take notes when I listen to a
lecture.
Yes
no
sometimes
• Taking notes distracts me from paying
attention to a lecture.
Yes
no
sometimes
Cindy
If I Ran The School Interest Survey
http://www.gifted.uconn.edu/siegle/CurriculumCompacting/secti
on11.html
Secondary Version of Interest-A-Lyzer
http://www.gifted.uconn.edu/siegle/CurriculumCompacting/SECIMAG/ialsecon.pdf
DREAMS
GOALS
My Way Learning Profile Survey Way
http://www.gifted.uconn.edu/sem/pdf/myway.pdf
YOUR TURN
Analyzing a Preassessment: Study one of the sample preassessments OR
consider a preassessment YOU have given recently
1. In what ways does the preassessment provide information about
students’ prior knowledge, understanding and skill? Interest? Learning
Profile?
2. What might you ADD to the preassessment if you were to teach such a
unit? Why? What might you eliminate? Why?
3. Based on the results of the preassessment, what changes might you
expect the teacher to make in the subsequent teaching of this unit?
Strickland/ASCD
HOW YOU SPEND YOUR FREE TIME
Elementary Teacher,
Harrison, NY
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25
DESIGNING A PREASSESSMENT
From Strickland, C. A. (2009). Professional Learning Communities & Differentiation. Alexandria, VA: ASCD
When designing a preassessment, teachers need to consider a number of factors:
1. What is the KUD for the unit of study?
2. What prerequisite knowledge, understanding, and skill, not included in the unit may be needed for students to be
successful with the KUD?
3. In what ways are students most likely to vary significantly?
4. Where in the unit is it most likely that the teacher will be able to differentiate (in terms of resources, time, setting, etc.)?
3. Consider
your
STUDENTS
2. List Unit
PREREQUISITES
1. Identify
Your KUD
4. Consider
available
RESOURCES
Use this
Information to
Strickland/ASCD
Unit-related
Student
Learning
Preferences
Unit-related
Student
Interests
Student
Readiness
Measuring
5. Design your PREASSESSMENT
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On-going Assessment
Formative Assessments:
Teacher constantly monitors student interests, learning profiles, and readiness in order to adjust to the
growing child
• Formative assessment is a process used by teachers and students during instruction that
provides feedback to adjust ongoing teaching and learning to improve students’ achievement of
intended instructional outcomes. Popham, 2008, P. 5
• Formative assessment is all about decision making - Is an adjustment needed, and, if so, what
should that adjustment be? (Popham, 2008)
• Improved formative assessment helps low achievers more than other students – and so
reduces the range of achievement while raising achievement overall.” Black & William
1998 p. 141
• ―None of the assessments functioning as part of the formative assessment process ought to be
graded. The function of formative assessment’s evidence gathering in to help teachers and
students make decisions intended to enhance students’ learning…Students should complete
assessments not with the intention of earning high grades, but rather, with the hope of securing
an accurate idea about what they now and don’t know. If certain tests are required for gradegiving purposes…students’ scores on these tests should not be part of the formative assessment
process. (Popham, 2008, pp. 88-89
SUMMARY:
Assessment Follow-up
Administered during a
unit of study
Provide a check of
student knowledge,
understanding, and skill
as result of specific
learning experiences
Inform instruction,
provide insight into ways
the unit plans need to be
adjusted to meet
existing and emerging
student needs
May or may not be
graded (see last bullet
at left for Popham’s
view)
Readiness
Advanced
Knowledge
or Skill
• What these
students will
need next
Advanced
Understanding
• What these
students will need
next
Partial
Knowledge
or Skill
• What these
students will
need next
Intermediate
Understanding
• What these
students will need
next
Limited
Knowledge
or Skill
• What these
students will
need next
Novice
Understanding
• What these
students will need
next
Interests
• Identified Interests
• How I might differentiate
for these interests
Strickland/ASCD
Learning profiles
• Identified Learning Profiles
• How I might differentiate
for these learning profiles
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Summative Assessments
Take place at the end of a unit of study
Formats may be negotiable depending on student need and teacher goals
Should reflect all or most of the unit knows, understands, and dos.
Typically graded
Differentiating Summative Assessments
Concerns
Thoughts
o Won’t students feel it is
o There are some parts of a test that I probably shouldn’t or can’t differentiate. However, if I
unfair to have different
believe in differentiating what and how students learn in a unit of study, it seems logical to
tests?
differentiate the corresponding test.
o Am I enabling struggling
o All students should have an opportunity to feel successful at the culminating point of a unit
students by giving them an
AND have an opportunity to show and feel proud of the growing they have done.
easier test? Won’t that give
o If student work over the course of a unit has reflected varied interests, then I owe it to the
them an incorrect view of
students to allow or encourage that variation to come through in the unit test.
what they know?
o Some students have difficulty showing all that they know, understand, and can do on a
o Won’t the advanced
traditional paper and pencil test. If the format of the test or part of the test is not crucial to my
students resent getting a
goals, then why not offer a choice?
―harder test‖? What if they
o Good differentiated tests should first and foremost measure the unit KUD, no matter what
get a lower grade as a
interests they may target, what learning profiles they tap into, or at what level of readiness level
result?
they ask students to work.
o Parents wouldn’t
o All students need opportunities to practice the standard test-taking skills that will be important
understand.
throughout their school years.
o My tests have to reflect
o I don’t have time to differentiate everything in my unit, but I can make a long term plan to add
standards and standards
to my differentiation repertoire over time.
aren’t differentiated!
o I don’t have time to
differentiate my tests!
Differentiated Tests?
All students are given and equal opportunity to demonstrate what they know and can do as part of the assessment process.
Adaptations…are available for students including students with learning or physical disabilities, to allow them to demonstrate their
knowledge and skills, provided that the adaptations do not jeopardize the integrity or content of the test. (Manitoba Education, Citizenship,
and Youth, 2006, P. 1, emphasis added
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KEY PRINCIPLE # 3: RESPECTFUL WORK IN A RESPECTFUL ENVIRONMENT
A respectful LEARNING ENVIRONMENT is:
Welcoming
Respectful of differences
Safe
Emphasis on growth
Success-oriented
Fair
Collaborative
What’s Your Mindset? Carol Dweck (2006). Mindset. New York: Random House
Fixed
Growth
• Success comes from being smart
• Success comes from effort
genetics, environment
• With hard work, most students
determine what we can do
can do most things
• Some kids are smart—some
• Teachers can override students’
aren’t
profiles
• Teachers can’t override
• A key role of the teacher is to set
students’ profiles
high goals, provide high support,
ensure student focus—to find
the thing that makes school
work for a student
A teacher who focuses on community-building understands that teams don’t just happen. They are built. (Tomlinson 2008)
Community-building looks, sounds, or feels like:
--modeling democracy in the classroom
--speaking of students with respect
--teaching students to be respectful of one another
--pointing out legitimate student strengths
--making sure everyone has an essential role to play
--helping students experience and understand the power of positive interdependence
--establishing positive shared experiences (building positive group memories)
--making students aware of common goals with varied routes to
achieving them
--helping students learn how to help one another in productive ways
Strickland/ASCD
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Characteristics
of a really good
neighborhood
Welcoming
Respectful of
differences
Safe
Emphasize
growth
Successoriented
Fair
Collaborative
Strickland/ASCD
Example of what the
characteristic might look
like in a neighborhood
When a new family moves
in, neighbors stop by to
greet them.
Neighbors are tolerant of
varied lifestyles and
priorities.
What the characteristic might look
like in the differentiated classroom
Neighbors feel comfortable
walking at night. They trust
their neighbors to look out
for them and their property.
Neighbors are there to
help when they are
needed.
Students are willing to try something
that is a bit too hard because they know
that the teacher and/or other students
will be there to help them if they fall.
Teacher focuses on the importance of
growing from your starting point, no
matter what that point is. Students help
each other identify those starting points
and support each other along the way.
Teacher and students celebrate growth
of all kinds. If a student can do
something independently today that
they could not do independently
yesterday, it is a cause for rejoicing.
They help each other over the rough
spots.
Teachers and students engage in
ongoing discussions about the meaning
of ―fair‖ in their classroom. Fair in the
differentiated classroom is not
necessarily everyone getting the same
things all of the time, rather, it is
everyone getting what they need to
grow.
Students recognize when it is
appropriate to help each other and
when it is not. They support the success
of individuals in the class and the class
as a whole.
Neighbors want everyone
to succeed. They celebrate
when one of them gets a
promotion or ads on to
their home. They
commiserate when times
are difficult.
Neighbors treat each other
kindly. They don’t favor
some neighbors over
others.
Neighbors work together
for the good of the whole
neighborhood. If someone
in the neighborhood needs
help, neighbors pitch in.
Evidence from my experiences
/
Ideas for my own classroom
Students are greeted by name as they
enter the classroom
Students and teachers talk about
differences and how the differences
might impact classroom work
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Respectful work means that…
Teachers hold high expectations for all students
All students are expected to achieve at optimal levels
Activities are equally engaging
Designing respectful activities
DON’Ts
Give some students more work and
others less work
Dictate what some students do and
allow others to make choices
Make some versions of an activity fun
and engaging while other versions are
dull and boring
Dumb down some versions of a task
for struggling learners
Expect advanced students to work and
learn on their own.
Differentiate by asking advanced
students to be mini-teachers or tutors
for those who struggle.
Assume you know everything there is
to know about a student’s interests,
learning profile, and readiness.
Automatically put ESL or Special
Education students in the ―struggling‖
group or automatically put identified
gifted students in the ―advanced‖
group.
Overuse any one kind of differentiation
or grouping configuration
Strickland/ASCD
DOs
Give students different work that matches their readiness, interest, and/or learning profile
Provide choice to all students whenever possible – human beings respond well to choice
Put yourself in the shoes of the students to whom you will assign varied work and try to
design each version so that it is high-interest, engaging, and appropriately challenging.
Make sure all versions of the work lead to the same know, understand, and do. Be
especially careful that all versions of the work require students to work with the big ideas of
the unit. All students should be expected to work at the highest level possible.
Provide appropriate scaffolding for all students, regardless of their readiness level. In other
words, if you are asking advanced students to stretch, they will need support in the same
way that a struggling learner needs support to work on tasks that are a bit too difficult for
them.
Provide all students with opportunities to help and support others. Be sure that advanced
students get opportunities to stretch as well.
Engage in an ongoing dialog with students about their perceived needs. Use your best
judgment, but supplement the information you have with information that only the student
(and/or his or her parents) can offer.
Remember that strong interest in a topic and/or a high degree of match between teaching
and learning style can propel a student who normally struggles to a higher level of
readiness. Conversely, lack of interest or match, can mean a ―gifted‖ student belongs in a
lower-readiness group for a specific learning experience.
Practice flexible grouping so that students do not feel ―pigeonholed‖ and so they have
opportunities to work with students who are both like – and unlike them in readiness,
interest, and learning profile.
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Secondary Social Studies: New World Explorers
KNOW
UNDERSTAND
Names of New World Explorers
Key events of contribution
Exploration involves
risk
costs and benefits
success and failure
BE ABLE TO DO
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 on the right.
Using a teacher-provided list of resources
and list of product options, show how 2
key explorers took chances, experienced
success and failure, and brought about
both positive and negative change.
Provide proof/evidence.
Using reliable and defensible
research, develop a way to
show how New World Explorers
were paradoxes. Include and go
beyond the unit’s principles.
Scaffolding Ideas (≠ Dumbing down the activity!)
Strickland/ASCD
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32
ELA: Writing prompts
Your principal is thinking about not having
recess time next year. Before she decides what
to do, she wants to know what students think.
Your principal is thinking about not having
recess time next year. Before she decides what
to do, she wants to know what students think.
Write a letter to the principal. Try to convince her
to agree with what you think about having school
recesses next year.
Write a letter to the principal. Try to convince
her to agree with what you think about having
school recesses next year. Think about all the
grade levels in your school when coming up
with good reasons. Would kindergarteners
have the same opinion as 4th graders?
State your opinion about whether or not your
school should have recess next year.
Give at least 3 reasons for your opinion. Be sure
your reasons take her perspective into account.
End your letter by thanking her for asking for
your opinion, reminding her of your opinion and
asking her to make a decision in your favor.
Be sure your letter is persuasive, but respectful.
To Think About
Possible KUD
Strickland/ASCD
Remember that the principal is an adult and
she might have different ideas than you about
recess. You will have to come up with
arguments that will be meaningful to her and
other adults.
Your principal is thinking
about not having recess time
next year. Before she
decides what to do, she
wants to know what students
think and why.
Write a letter to the principal.
Try to convince her to agree
with what you think about
having school recesses next
year.
Use proper letter format and
good persuasive techniques.
Be sure your letter is persuasive, but
respectful.
Should the teacher How could the teacher differentiate this activity
assign activities or for interest as well?
let kids pick?
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KINDERGARTEN: Scientists classify by patterns
Classify leaves
o By size
Pre-made grid
o By color
with categories
Classify leaves
o By shape
o Create a category
Sample – students
make own
Classify leaves
o Find 3 ways each leaf could be classified (other than color)
Students decide how to show
categories and results
COUNTING
Find a way to count & show how many people are in our class today. How did you get your answer?
Find a way to show how many people are in our class. How many are absent today? How many are here today? How do you
know?
Find a way to show how many boys are in our class today. How many boys are absent today? How many girls are here today? How
many girls are absent today? Prove you are right.
BASKETBALL
1. Dribble from point A to point B in a straight line with one hand
Switch to the other hand and repeat.
Use either hand and develop a new floor pattern from A to B (not a straight line)
2. ZIGZAG –
 One hand
Other hand
Increased speed
Change pattern to simulate going around opponents
3. In and out of pylons as fast as possible
•
Change hand
•
Increase speed
4. Dribble with one hand – and a partner playing defense.
•
Increase speed and use other hand
•
Trade roles
5. Through pylons, alternating hands, & partner playing defense
•
Increase speed
•
Trade roles
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ART
1. Students with less refined eye-hand coordination
o Complete a contour drawing of a hand, look at your hand and the paper as you draw. Study lengths of finger segments shapes of
finger tips, widths of fingers as your draw.
o Draw a teacher selected object in your sketch book looking at the paper and object as you do your drawing.
2. Students with somewhat more refined eye-hand coordination
• Complete a half-blind contour drawing of your hand.
That means you can look at your hand and the paper but cannot draw any time you look at the paper.
• Draw a teacher selected object in your sketchbook doing a half-blind contour drawing.
3. Students with excellent eye-hand coordination
• Do a blind contour drawing of your hand.
Do a blind contour drawing of a teacher selected object in your sketchbook
General Music
BASSO
ALTO
SOPRANO
Using the provided grid, compare the
musical styles of Ives and Elgar. Note that
some cells are already filled in for you.
Consider type of compositions,
instrumentation, cultural influence and at
least one other variable.
Using the provided grid or another graphic
organizer of your choice, compare the
musical styles of Ives and Elgar. Consider
type of compositions, instrumentation,
cultural influence and at least one other
variable.
In a graphic organizer of your choice,
compare and contrast the musical
styles of Ives and Elgar. Include at
least 4 important variables for
comparison. Be ready to justify your
choice of variables
Compose a 16-bar melody accompanied by
chords
Compose a 16-bar melody accompanied by
chords that can be sung as a 2-part round
Compose a 16-bar melody
accompanied by chords that can be
sung as a 3 part round.
Demonstrate how sound is produced on a
clarinet, violin, and trumpet
Illustrate the major ways in which modern
instruments produce sounds
Illustrate how the concept of
“vibration” relates to the production of
sound on various modern instruments
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Desktop Publishing by Mrs. Gareau-Kurtz and Ms. Steedman Monroe 2 – Orleans BOCES
The pre-evaluation checklist lists 23 Desktop Publishing tasks. The student must check whether they “can do” each task on the list.
If they feel that they can do 14 or more of the items on the list, they can work on the Newsletter. Those who are able to do 9 – 17of the
functions will work on the Flyer activity. If they feel that they can do 8 or less, they can start with the Menu activity.
• Group 1: Beginners. Complete a one-page menu.
• Group 2: Intermediate. Complete a one-page flyer.
• Group 3: Advanced. Complete a one-page newsletter.
Spanish Vocabulary: Body Parts
STUDENTS ARE GIVEN A SHEET OF ―ALIENS‖ WITH A VARIETY OF BODY PARTS
Target-Level Students
Student A selects one of the aliens without telling Student B the choice.
Student B asks questions in an attempt to figure out which alien Student A selected.
Yes/No questions: E.g.: ―Does your alien have 3 eyes?‖
Complete sentence answers: E.g. "No, my alien does not have 3 eyes."
Trade roles
Struggling Students
The teacher provides…
a list of possible questions in Spanish
a list of helpful vocabulary
The teacher spends the first few minutes of the exercise working with a group of students to help them become familiar and
comfortable with the task and its requirements
Advanced Students
Student A selects one of the aliens without telling Student B the choice.
Student B asks questions in an attempt to figure out which alien Student A selected.
Student B also asks questions about why the alien is formed as it is: E.g. "Does your alien have more mouths to eat more?"
Student A must respond in a complete sentence: E.g. "No, my alien does not eat much."
Switch roles
Both students write brief statements about the structure and function of the two aliens they chose
Follow Up
Each student designs an alien on their own, putting their name on the back of the picture
Teacher posts all the pictures in the class and members of the class take turns asking yes/no questions about the aliens in an
attempt to figure out who drew a given picture:
 E.g. "Tjuan, does your alien have six feet?"
Tyuan responds in a complete sentence.
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Advantages of assigning an appropriate prompt
Advantages of making the prompt a matter of choice
1. Students are less likely to end up with a prompt that is too difficult for them
Sometimes we guess wrong about a student’s readiness. This is especially worrisome if we consistently underestimate
the level of readiness. If a student chooses a prompt that is harder than you would have assigned him or her and does
well with it, you have learned something important about that student that should help you challenge him or her more
appropriately in the future
2. Students are less likely to choose a prompt that is not challenging enough
Some students prefer to choose a level of difficulty that does not require much effort. Some constantly look for a
challenge. In the differentiated classroom, it is important to gather information about this proclivity. If a student
constantly chooses inappropriately, you will need to talk with that student about the importance of an appropriate
level of challenge. On the other hand, sometimes students who would normally choose a higher level of challenge
make a conscious decision to choose a lower level of challenge due to other factors going on in their lives. As
teachers, we have to use our judgment about when and when not to respect a student’s decision.
3. We don’t get to have a choice about everything in our life. Sometimes the teacher really does know best. The more confident
you are about the student-task match the more likely you will be to assign rather than offer choice. Of course, it is the goal in a
differentiated classroom to get students to want to pick an appropriate level of challenge to provide them with the tools with
which to make that choice. It might also be possible in this situation to offer students a choice of two prompts – the one that is
closest to what you consider to be their current level of readiness and the one that is more challenging. This might mean you
need to think of an even more challenging prompt for the advanced students to choose from!
Human beings like choice
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Science: Planet Show and Tell
Adapted slightly from work by Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.
Directions: Use the resources provided to help you learn about the rotation and revolution of the earth. Then choose and complete one
square from the top row and one from the bottom. The top row tells you what your product will be and the bottom row helps you write about
your product.
Use the computer to make a
Paint a picture showing how
Construct a model that shows
Pantomime a demonstration
drawing showing how the
the earth’s tilt, rotation, and
how the earth’s tilt, rotation,
that shows how the earth’s tilt,
earth’s tilt, rotation, and
revolution work to create day
and revolution work to create
rotation, and revolution work to
revolution work to create day
and night and seasons
day and night and seasons
create day and night and
and night and seasons
seasons.
Make labels for the sun, earth,
day, night, orbit to attach to or
use with your creation. Be
ready to use these words to
explain how your creation
works to show day and night
and seasons
Write sentences that identify
and explain each part of your
drawing or model and show
how each part works to create
day and night and seasons
Write a story that explains the
earth’s rotation , revolution,
day, night, and seasons
Write a poem that explains the
earth’s rotation , revolution,
day, night, and seasons
DIVISION: Choose one of the activities below to show what you understand about division. Your work should be accurate, complete,
interesting, and explained so someone who didn't understand division well before looking at your work would understand it much better
after studying your work. You will be asked to explain your work to some class-mates when everyone finishes the assignment.
o Choice 1 (Analytical Task)
o Your friend needs a really clear, step-by-step explanation of what division is and how it works. Please write that explanation and help
your friend see what you mean by using number examples as well as words.
o Choice 2 (Practical Task)
o Show how someone at school, at home, or in our town uses division as part of his daily life. Help us see how and why the person uses
division, and give number examples to go along with your illustrations.
o Choice 3 (Creative Task)
o Find a brand new way to help us see what division is all about and how it works. Use numbers and words to illustrate your idea so we
are sure to understand.
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Immigration Metaphors - Ellen Hench, 2001
KNOW
Meanings of the metaphors ―melting pot, ―mosaic,‖ and ―salad bowl‖ as they relate to immigration.
―How the approach to immigration has changed over time.
UNDERSTAND
Immigration practices and philosophies change over time depending on political, economic and social influences.
DO
Connect understanding of the metaphors to immigration in America
How valid are these metaphors in describing America today and in the past?
Analytic
Analyze how and why the population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new
immigrants.
Creative
Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today.
Write an explanation for each or create a visual to depict them.
Practical
Think of the population of Charlottesville and Albemarle County. Is it better for Charlottesville to assimilate new people to
this area like a melting pot or a salad bowl? Defend your position.
Math-Equations of Lines
• Know:
– Forms of the equations of lines: General, Standard, Point – Slope, Vertical and Horizontal
• Understand:
– All forms of equations of lines represent the same line.
– Given an equation of a line in one form, any other form can be generated.
• Do:
– Find other forms of equations of lines given one form.
– Find the strengths, weaknesses and applications of each form of equation.
Compare and contrast the various equations for constructing a line
Analytical
Compare the various forms of equations of lines. You may make a flow chart, table or any other idea to present your findings to the class.
Be sure to consider advantages and disadvantages of each.
Practical:
Decide how and when each form of the equation of a line is best used. What are the strengths and weaknesses of each form? What
specifically should you look for in order to decide which form to use? Find a way to present your conclusions to the class.
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Creative:
Put each form of an equation of a line on trial. Prosecutors should try to convince the jury that the form is not needed, while the defense
should defend its usefulness. Group members are the various equation forms and the prosecuting and defense attorneys. The rest of the
class will be the jury, and the teacher will be the judge.
THE SEASONS
Concept: Cycles; Generalization: The change in seasons affects people’s needs.
C: Draw a picture for each season that shows you doing something outside. Be ready to talk about how the activities change
depending on the season.
OR Make a song to Row, Row, Row Your Boat that tells what people do in each season and why.
P: Make a shopping list for three people in your family that tells what they need to buy to get ready for each season. Be ready to tell
why you put those things on your list.
A: Study the pictures in the folder and try to identify the season in which each was taken. What clues did you look for? Explain why
you guessed what you did.
Arts as Communication Lesson
Analytical: Give specific examples of different ways dance (music, theatre, visual arts, etc.) can communicate. Discuss how space &/or
time can be manipulated to create different moods. Present your conclusions in a chart or list.
Practical: Choose 4 moods that can be communicated through dance (music, theatre, visual arts, etc.) . Discuss how dance would
communicate each mood, and include the use of space &/or time for each.
Creative: Dance (music, theatre, visual arts, etc.) is a form of communication. Create a story filled with emotion to communicate, and
describe what the dance would look like. Be sure to include how the dance (music, theatre, visual arts, etc.) manipulates space o&/r time.
WRITING BINGO (OR TIC TAC TOE): Make as many BINGOs as you can this quarter.
Recipe
Thank you note
Letter to the editor
Rules for a game
Invitation
Email request for
information
Letter to pen-pal, friend,
relative
Skit
or scene
Newspaper article
Short story
Grocery or shopping list
Schedule for your work
Advertisement
Cartoon strip
FREE:
Your choice
Poem
Instructions
Greeting card
Letter to your teacher
Proposal to improve
something
Journal for a week
Design for a web page
Book Think Aloud
Strickland/ASCD
Directions to one place
from another
Interview
10/20/2009
40
WRITING BINGO: Technology
Using appropriate technology as you design and produce the following, Make as many BINGOs as you can this quarter. Remember, your
writing must always have a purpose and the software you use should enhance, not detract from the message you wish to convey.
GRAPHING BINGO
Collect data from at
least 20 people about
favorite sport to watch
on TV. Present your
data.
Use any data you
want to create a
graph that shows
both positive and
negative numbers
Copy three ways
graphs are used in
the food industry,
restaurants, or
agriculture
Create a bar graph
using data that you
collect
Use any data you want
to create both a line
graph and a pie chart.
Which communicates
better and why?
Find and interpret a
graph related to a
health issue or
education.
Collect data from at
least 20 people
about favorite
magazines. Present
the data.
Present three ways
graphs are used in
transportation and/or
industries
Find a graph in a
newspaper article and
write a brief
interpretation
Present three ways
graphs are used in
social studies and/or
history
Use any data you
want to create a
graph that shows
change over a time
Collect data from at
least 20 people
about favorite
computer game &
present the data.
Prepare a “sales pitch”
for a company to use
your graph-making
skills. Explain how and
why you can help them
sell more.
Collect data from at
least 20 people
about favorite
comedians &
present the data.
Take data on a pie
chart and convert it
into a bar graph.
Which graph
communicates better
and why?
Find a graph in an
advertisement and
write a brief
interpretation
Sandra W. Page [email protected] 2008
Suggested Anchor Activities for a Study of Plants- Caroline Cunningham Eidson, Differentiation in Practice, 2003
• Make an ABC list of plants using books in the classroom.
• Create a collage of plants or flowers. Label the plants and flowers if you know their names.
• Draw and label plants that we can eat. Which do you like to eat? Or draw and label plants that we cannot eat. Why can’t we eat
these?
• Design a garden. What will you put in it? Why?
• Create riddles or jokes about plants and their parts. Try them out on your classmates.
• Write a song about plants, what you like about them and why they are important.
• Measure the plants in the classroom and create a graph showing their heights. Do you think that will change? Why?
• Design a new kind of plant or flower. What is special about it? How is it different from others?
• Make up your own plant activity and check with your teacher!
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THERE IS OFTEN MORE THAN ONE WAY TO DIFFERENTIATE A TASK
MATH: ORIGINAL ASSIGNMENT
Work with your group to design and carry out a survey. Follow the steps below:
1. Carefully write the question you wish to ask.
2. Choose four or five answer choices
3. Design a frequency table to collect the choices, frequency each occurred, fraction it occurred, and percent it occurred.
4. Design a graph to represent the data (bar or pie)
5. Write an analysis of your survey as if it were an article for a newspaper. What was your question? Who did you ask? What were the
results?
Ideas to Differentiate for Interest &
Learning Profile
Strickland/ASCD
Ideas to make the task challenging to
more advanced students
Ideas to support struggling learners
10/20/2009
42
Ideas to Differentiate for Interest &
Learning Profile
Ideas to make the task challenging to
more advanced students
There is interest DI built in in terms of
question they ask. You could make
some specific suggestions that you
know would appeal to the students in
your class based on their interests.
Same as original EXCEPT:
3. Choose and depict the best way to
represent the data. Be ready to explain
why you chose the type of graph you did
and why your choice was a good one.
5. Write an analysis of your survey as if it
Suggest other ways to display/discuss were an article for a math journal. What
results: Present your findings in a
was your question? Who did you ask?
short speech, for example.
What were the results? What are possible
sources of error? What are the real-world
implications for your findings?
Ideas to support struggling learners
Provide the question and the data.
Provide the frequency table.
Provide sample graphs
Answer questions about findings rather than
writing a newspaper article.
Suggest other ways to display/discuss results:
o Annotate your graph so that it is clear
what your question was, who you
asked, and what the results were.
o Be ready to explain your findings aloud.
Differentiation for Interest, Learning Profile, and Readiness
Novel Think Tac Toe - Version 1
Directions: Select & complete one activity from each horizontal row to help you and others think about your novel. Remember to make your
work: Thoughtful, Original, Rich with detail, Accurate
Character
Make a pair of collages that compare Write a bio-poem about yourself and Write a recipe or set of directions for
you and a character from the book in another about a main character in the how you would solve a problem and
physical and personality traits. Label book so your readers see how you
another for how a main character
your collages generously so viewers and the character are alike and
would solve a problem. Your list
understand your thinking.
different. Be sure to include the MOST should help us know you and the
important traits in each poem.
character.
Setting
Strickland/ASCD
Draw (or paint) and write a greeting
card that invites us into the scenery
and mood of an important part of the
book. Be sure that the verse helps us
understand what is important in the
scene and why.
Make a model or a map of a key place Make 2 ―timelines.‖ The first should
in your life, and one in the novel. Find illustrate and describe at least 6-8
a way to help viewers understand both shifts in setting in the book. The
what the places are like and why they second should explain and illustrate
are important in your life and the
how the mood changes with the
characters’.
change in setting.
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Theme
Using books of proverbs and/or
quotations, find at least 6-8 that you
fell reflect what’s important about the
novel’s theme. Find at least 6-8 that
do the same for your life. Display them
and explain your choices.
Interview a key character from the
book to find out what lessons he/she
thinks we should learn from events in
the book. Use a Parade magazine for
material. Be sure the interview is
thorough.
Find several songs that you think
reflect an important message from the
book. Prepare an audio collage. Write
an exhibit card that helps your listener
understand how you think these songs
express the book’s meaning
Version 2: (Advanced)
Directions: Select & complete one activity from each horizontal row to help you and others think about your novel. Remember to make your
work: Insightful; Accurate; Rich with detail; Vivid in image &/or wording
Character
Write a bio-poem about yourself and A character in the book is being written You are a ―profiler.‖
another about a main character in the up in the paper 20 years after the novel Write and illustrate a full and useful
book so your readers see how you and ends. Write the piece. Where has life profile of an interesting character form
the character are alike and different.
taken him/her? Why? Now, do the
the book with emphasis on personality
Be sure to include the MOST important same for yourself 20 years from now. traits and mode of operating, While
traits in each poem.
Make sure both pieces are interesting you’re at it, profile yourself too.
feature-type articles.
Setting
Research a town/place you feel is
Make a model or a map of a key place The time and place in which people
equivalent to the one in which the
in your life, and one in the novel. Find a find themselves and when events
novel is set. Use maps, sketches,
way to help viewers understand both happen shape those people and
population and other demographic data what the places are like and why they events in important ways. Find a way
to help you make comparisons and
are important in your life and the
to convincingly prove that idea using
contrasts. .
characters’.
the book.
Theme
Strickland/ASCD
Find out about famous people in
Create a multi-media presentation that
history or current events whose
fully explores a key theme from the
novel. Use at least 3 media (for
experiences and lives reflect the
essential themes of the novel. Show us example, painting, music, poetry,
what you've learned.
photography, sculpture, calligraphy,
etc.) in your exploration.
Find several songs that you think
reflect an important message from the
book. Prepare an audio collage. Write
an exhibit card that helps your listener
understand how you think these songs
express the book’s meaning
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Practically speaking: Grading in the differentiated classroom
If you are worried about grading in the differentiated classroom:
* Start introducing kids to the idea of the three pillars of grading. Help them see the importance of mastery of subject; continual growth,
no matter where they begin their journey towards mastery; and work habits that they should practice and refine throughout that journey.
* Continually and consistently talk about fairness and how that affects grading: is it fair for some people to get As without working? Is it
fair for some kids to never get As, even though they work hard and learn a lot?
* Differentiate activities that are not graded or are graded only for completion; if they do the assignment to your satisfaction, give them
full credit, but if not, have them redo it.
* Differentiate for learning profile and interest; students seem to feel there is a lot less at stake when they get to choose according to
those aspects of differentiation. Work up to differentiation by readiness.
* Let advanced kids choose whether to do the ―harder‖ (rather, more appropriate!) assignment, but push them individually to choose what
is actually the right match for them.
* Ask advanced kids to do the appropriate assignment and give them serious feedback about how they did on the task, but give them an
A for the project if you feel that’s what they would have gotten on the grade-level assignment. Be careful, though! The problem with this
―solution‖ is the implication it has for students who struggle--does this mean they can only get a B or C on an assignment because they
are working below grade level? What if they do their absolute best on an assignment that is appropriately challenging? Should they not
get an A on that assignment? (Note this would not really be an issue if we moved to the idea of three pillar grading.)
No matter how you differentiate an assignment (interest, learning profile, or readiness), always evaluate the KUD
goals first and the product second; that way, all students are responsible for the same knowledge, understandings,
and skills even if the products vary or are at varied levels of difficulty.
WORK HABITS
GROWTH
MASTERY
THREE PILLARS
Helpful Resources on Grading
Brookhart, S. M. (2003). Grading. Prentice Hall.
Guskey. T. R. & Bailey, J. M. (2001). Developing grading and reporting systems for student learning.
Thousand Oaks, CA: Corwin.
*Marzanno, R. J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.
*O’Conner, K. (2009). How to grade for learning, 3rd ed. Thousand Oaks, CA: Corwin.
*O’Conner, K. (2009). A Repair Kit for Grading: 15 Fixes for Broken Grades. ETS
*Wormeli, R. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom.
Portland, ME: Stenhouse.
OF GRADING & ASSESSMENT
―. . . the best thing you can do is make sure your grades convey meaningful, accurate information about
student achievement. If grades give sound information to students, then their perceptions (and) conclusions
about themselves as learners, and decisions about future activity will be the best they can be.‖
Brookhart, S., Grading, Pearson Merrill Prentice Hall, Columbus, OH, 2004, 34
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Key Principle # 4: Flexible Grouping
Why use flexible grouping?
Flexible grouping ensures that all students learn to work independently, cooperatively and collaboratively in a variety of settings and
working with a variety of peers
Increases chance that learning activities will match more students’ needs more of the time, leading to faster, better, deeper
learning…without tracking
Flexible grouping means consistently fluid
working arrangements
– Whole class, individuals, pairs, triads, quads, etc.
– Student selected, teacher selected, at random
– Based on interest, learning profile, readiness
– Homogeneous, heterogeneous
A SAMPLE FLOW OF DIFFERENTIATION
•The teacher and
whole class begin
exploration of a
topic or concept
1.
2.
•Students engage in
further study using
varied materials
based on readiness
and learning style
WHOLE CLASS
• Introducing material
• Directions
• Modeling
• Skills/concepts when similar
readiness
• Review
• Closure
• Group building activities
MIXED-ABILITY SMALL
GROUPS
• Cooperative learning
• Centers
• Peer tutoring
• Study buddies
• Interest-based tasks
SIMILAR-ABILITY SMALL
GROUPS
• Centers
• Skills/concepts when at
different readiness levels or
learn at significantly
different pace
INDIVIDUAL WORK
• Test completion
• Assessment / grading
for achievement level
• Individual projects,
skill sheets, etc.
•Students and
teacher come
together to share
information and
pose questions
3.
•Students work on
varied assigned tasks
at varied levels of
complexity and pacing
5.
•The whole class
reviews key ideas and
extends their study
through sharing
•In self-selected groups,
students apply what
they have learned to
new teacher-generated
problems
4.
Strickland/ASCD
6.
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Grade 3 READING UNIT: PROBLEMS AND SOLUTIONS (LA.S.1.7.7.); Dr. DeSoto by William Steig
Big ideas about problem-solving
Problem-solving can be viewed as a process.
Inspiration to solve problems can come from a variety of places.
How a person defines a problem can affect the solutions that she/he develops.
Differentiated Component
Students will read the story.
Story will be on tape for students who need/choose to listen to the stories while they read.
Some students will receive vocabulary support prior to reading the story
Whole-Class Component
Students will think & discuss problem-solving:
o Are there other ways to out-fox the fox?
o How else could Dr. DeSoto have solved his problem?
o What characteristics of Dr. Desoto and his wife help him solve the problem?
Students will read at least two stories and write entries in their Reading Response Journals about the stories.
Students will then read other trickster tales and compare story elements/problem-solving behavior in the stories.
Differentiated Component: Varied Tales
Struggling students will choose from a list of tales that they are familiar with & that are on the appropriate reading level.
Students working at grade level will choose from a list of tales that are on the appropriate reading level. Some will be familiar and
others will be less so.
Advanced students will choose from a list of less-familiar tales & that are at an advanced reading level.
Differentiated Component: Struggling & On-Grade Level Learners
Students will select one story and compare it to the Dr. DeSoto tale using either Graphic Organizer L (on-grade) or M (struggling)
Note: Version M would have all or some of 3rd column filled in
Strickland/ASCD
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Organizers L & M
Choice Story
Comparison elements
Setting
Characters
Problem
Events
Doctor DeSoto
Where did the character get the ideas to solve problems?
Solution
(Your choice)
Organizer N
Choice Story
Comparison Elements
Story elements (character, setting)
Problem
Solution
Inspiration sources (Where did the character get the ideas to solve
problems?)
How are these stories a reflection of the cultures that created them?
(Your Choice)
Story elements (character, setting)
Doctor DeSoto
Differentiated Component: Advanced Learners
Students will compare and contrast their two stories using the provided graphic organizer (N).
Whole-Class Component
The class will make a class list of ―inspiration sources‖ for solving problems from the different tales they have read. The class will also
brainstorm additional ideas from their own lives, and add them to the class list.
This will serve as a databank of inspiration sources that can be used when writing their stories later in the unit, or when solving their own
problems.
Differentiated Component
Pick one character that interests you.
Write, draw or tell about how the character reminds you of someone you know.
Include information about times when you’ve been like this character.
(Describe how you or someone you know solved a problem in a similar way to the character you chose.)
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Differentiating Curriculum and Instruction – Secrets to Success
Differentiated Instruction is a complex skill that takes time and support to develop
Begin
Reflect
At a comfortable pace
Give yourself a chance to develop
With a comfortable topic
Don’t give up if it doesn’t work the first time
Using one or two strategies
Work to improve in small steps, to move in right
direction
In one subject area or prep
CELEBRATE YOUR EFFORTS TO GROW PROFESSIONALLY
ASCD Differentiated Instruction (DI) Resources
Books
 The Differentiated School: Making Revolutionary Changes in Teaching and Learning
 The Differentiated Classroom: Responding to the Needs of All Learners and Study Guide
 Differentiated Instruction Stage 1: An ASCD Professional Development Planner
 Differentiated Instruction Stage 2: An ASCD Professional Development Planner
 Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K–5
 Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5–9
 Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9–12
 Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching and Study Guide
 How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition and Study Guide
 Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids and Study Guide

Leadership for Differentiating Schools and Classrooms and Study Guide
 Using Performance Tasks and Rubrics to Support Differentiated Instruction
Videos/DVD
 Differentiated Instruction in Action
 Leadership for Differentiating Instruction
 The Common Sense of Differentiation: Meeting Specific Learner Needs in the Regular Classroom
 Instructional Strategies for the Differentiated Classroom
Action Tools
 Tools for High Quality Differentiated Instruction
 Professional Development for Differentiated Instruction
Professional Development Online Courses
 Differentiating Instruction
 Success with Differentiating Instruction
Strickland/ASCD
10/20/2009
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