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8 Lessons Learned on Differentiating Instruction 

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8 Lessons Learned on Differentiating Instruction 

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Differentiating instruction can take on many forms. by adjusting your lesson to fit the studnets needs, you are ensuring all students are successful.

http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction

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My differentiation journey began in 2004 when my principal asked me to attend a weeklong summer conference on differentiated instruction. I was eager to please my principal so I quickly accepted her offer. I was also extremely curious about how I, one person, could possibly address the individual needs of 100 students.

By the end of the conference, I was totally overwhelmed with information: flexible grouping, assessment, inventories, tiered lessons, Carol Ann Tomlinson. My real work, though, didn't begin until after the conference, when I was expected to start using the training I'd received. I was expected to create four differentiated lessons that school year. My methods of differentiation were also observed three times by an administrator from my district. I worked extremely hard that year, but the experience taught me so much.

Throughout that year, I utilized a variety of management pointers for a differentiated classroom that had been presented during the conference. These guidelines helped me to begin integrating basic differentiation without losing my sanity. Here are some of those basic points to help you create a solid foundation for differentiation in your classroom:

Lesson 1

Differentiation does not take place overnight; think of it as a wonderful work in progress. Once I felt comfortable with one aspect of differentiation, I would begin to add something new. For example, I first explained to my students and their parents what would be taking place that year and how it would affect their learning in a positive manner. I then added small things such as allowing my students choices in their reading and writing.

Lesson 2

Like students themselves, differentiation can take on many forms. Differentiation can be accomplished in a number of ways:

Content: What the students learn

Process: Activities used to assist the learning

Products: Demonstration of learning

The methods you use should be based on the student's needs:

Readiness: Student's academic standing

Learning profile: How the student learns

Student's interest

Lesson 3

Learn everything possible about your students. This data assists you in designing your curriculum and lessons:

Administer surveys and inventories throughout the school year: multiple intelligences, reading, writing (PDF), interest, parent, etc.

Analyze prior standardized test scores and administer your own assessment to identify students' strengths and weaknesses.

Lesson 4

Before starting a new unit of study, pre-assess students' knowledge to find out what the students know and do not know about the content in your lesson. This helps you to identify misconceptions, modify instruction if needed, and set up your flexible groups. This assessment may be formal or informal. You may use a variety of techniques to pre-assess such as:

Lesson 5

Begin small. Creating a classroom where individual needs are met can start with one activity, such as allowing students choices. Choices give students a feeling of independence and ownership. Allow students to choose:

Lesson 6

Gradually add more difficult things, such as one differentiated lesson per nine weeks or semester, literature circles, or alternative assessments.

Lesson 7

Set expectations for yourself and your students.

Provide clear and concise directions to students. Students must know what you want them to understand and be able to do. At the beginning of the school year, teach students routines and procedures for entering classroom, turning in homework and class work. It is important that students know what they are doing, where to go, and when to go.

Take ample time to plan, plan, plan; create a schedule if needed.

Lesson 8

Stay up-to-date on best practices by:

Attending conferences or professional development on differentiated instruction.

Observing other teachers in your content area differentiating in their classrooms, and invite colleagues/administrators who are proficient in differentiated instruction to your classroom to observe you differentiating. The feedback is invaluable.

Read literature on differentiated instruction. Here's a brief list of recommended professional books:

The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson

How to Differentiate Instruction in Mixed-Ability Classrooms 2 nd Edition by Carol Ann Tomlinson

Differentiated Instruction: Different Strategies for Different Learners by Char Forsten, Jim Grant, and Betty Hollas

Through the Cracks by Carolyn Sollman, Barbara Emmons, Judith Paoli

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8 Lessons Learned on Differentiating Instruction | Scholastic

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My differentiation journey began in 2004 when my principal asked me to attend a weeklong summer conference on differentiated instruction. I was eager to please my principal so I quickly accepted her offer. I was also extremely curious about how I, one person, could possibly address the individual needs of 100 students.

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Strategies for Differentiated Instruction in project based learning

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Strategies for Differentiated Instruction in project based learning

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Creating a lesson or project with true differentiation can be difficult. This resource provides tips on how to create differenciation when planning projects in the classroom.

http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

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Reflecting on learning and student voice and choice are core elements of project-based learning, and they're also key to differentiation.

Photo credit: Laurie Sullivan via flickr (CC BY 2.0)

Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered and student-driven, and it gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.

PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it looks like in the classroom. We all need to try out specific ideas and strategies to get our brains working in a different context. Here are some specific differentiation strategies to use during a PBL project.

1. Differentiate Through Teams

We all know that heterogeneous grouping works, but sometimes homogenous grouping can be an effective way to differentiate in a project. Sometimes in a novel- or literature-based PBL project, for example, it might be appropriate to differentiate by grouping students by reading level. That way, I can take groups that need intensive work and ensure they are getting the instruction they need.

Teaming should be intentional, and we need to know the why of how we structure teams. Are you differentiating for academic ability? Are you differentiating for collaboration skills? Are you differentiating for social-emotional purposes? Are you differentiating for passions? If you're a designer or co-designer of a PBL project, teams can be an effective way to differentiate instruction.

2. Reflection and Goal Setting

Reflection is an essential component of PBL. Throughout the project, students should be reflecting on their work and setting goals for further learning. This is a great opportunity for them to set personalized learning goals and for you to target instruction specific to the goals they set.

At specific milestones in a project, one teacher that I observed had students reflect on what they'd learned so far in math and science, and then create goal statements for what they still wanted to learn. The teacher then designed activities to support students in learning not only what they wanted, but also what they needed to know.

3. Mini-Lessons, Centers, and Resources

This is probably one of my favorites. In addition to being a great management strategy to prevent time sucks in class, mini-lessons and centers are a great way to differentiate instruction. Perhaps you offer mini-lessons or center work to support your students' learning, or maybe you show students a variety of resources from which to learn, including videos, games, and readings.

I know a teacher who has a well-oiled PBL machine of a classroom. Students move seamlessly from product work to learning stations, resources, and mini-lessons based on what they know. Students are so in tune with their learning that they are able to truly take ownership of it, and the teacher provides instruction without assumption. Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit.

4. Voice and Choice in Products

Another essential component of PBL is student voice and choice, both in terms of what students produce and how they use their time. With the products, you can allow students to show what they know in a variety of ways. From written components to artistic or theatrical, you can differentiate the ways that students are summatively assessed. Their passions actively come into play here.

Again, it all depends on the standards that you're assessing, but don't let standards confine your thinking. Yes, you may have a written component if you're assessing writing, but ask yourself, "How can I allow for voice and choice here?" Embrace possibilities for differentiated student summative products.

5. Differentiate Through Formative Assessments

Formative assessments can look the same for all students. They can also look different. We know that students can show what they've learned in different ways, as mentioned above in terms of products produced as summative assessment. In addition, as you check for understanding along the way, you can formatively assess in different ways when appropriate.

Perhaps you are targeting collaboration in the project. You can differentiate a formative assessment of this in a variety of ways. Perhaps it's an oral conference. Perhaps it's a series of written responses. Perhaps it's a graphic organizer or collage. More importantly, these formative assessments allow you to differentiate the type of instruction needed as you feed forward in the project.

6. Balance Teamwork and Individual Work

Teamwork and collaboration occur regularly in a PBL project. We want to leverage collaboration as much as content. However, there are times when individual instruction and practice may be needed. You need to differentiate the learning environment because some students learn better on their own, and others learn better in a team. In fact, we all need time to process and think alone just as much as we need time to learn from our peers. Make sure to balance both so that you are supporting a collaborative environment while allowing time to meet students on an individual basis.

As you master the PBL process in your classroom, you will intuitively find ways to differentiate instruction for your students. You will design the project to scaffold content and skills in a variety of ways. You will create formative and summative assessments to allow for student passions and goals, and you will manage the process so that it allows you to meet students where they are and move them forward.

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6 Strategies for Differentiated Instruction in Project-Based Learning

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Reflecting on learning and student voice and choice are core elements of project-based learning, and they're also key to differentiation. Photo credit: Laurie Sullivan via flickr (CC BY 2.0) Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered and student-driven, and it gives space for teachers to meet the needs of students in a variety of ways.

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Students learn best when they feel a connection in the classroom. Building a sense of belonging in the classroom can help all of your students become successful.

http://www.scholastic.com/teachers/article/building-community-classroom

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The beginning of the year is a time for creating a sense of community, and your room is the gathering place. Here, all children can feel secure, nurtured and supported by the environment, each other, and YOU. This new group of individuals bring with them divergent interests, abilities, cultures, and families. Each child arrives at your door with a fertile background of experience that enriches your program. By demonstrating your loving acceptance of all children's backgrounds, experiences, and viewpoints, you create an environment that says, "All are welcome here." At the same time you are modeling just how you want children to be with one another. The goal is to celebrate individuals while creating a sense of community.

We know from recent studies that children who feel a sense of identity within a group are the most well-adjusted and successful in school. As children progress developmentally, their group interaction skills become more finely tuned as well. Children's "world view" expands to add a greater understanding of the relationship between self and other. Studies also tell us that some of the most important skills children need for school readiness and success are the "people skills" of social interaction, communication, collaboration, and problem solving. They are the fertile ground that supports the academics of learning ABCs and 123s! That is what you are doing in the first month of school - creating an emotionally secure "home base" for children to learn in. So don't worry if you are not teaching many specific academic skills in your first month. By focusing on establishing a safe, secure, and nurturing environment, you are teaching children how to learn and are setting the stage for the entire year.

How can you help a child feel secure in a new community? Let's look at a few elements that allow children to feel known and supported.

Building Community Through Identity
Your children need to see themselves reflected in the classroom. Invite families to send in photos of their children and family before school starts or in the first few weeks. Finding themselves "already there" will go a long way towards making children feel comfortable. Not only will children enjoy finding their photos around the room, but they will delight in learning about their new friends and their families. Children may want to make family books in the first few weeks of school as a way of getting to know each other.

Building Community Through Familiarity
Moving into a new class of children can be very challenging. Children need to find things that are familiar to them in the classroom. It can be something simple, such as puzzles and games they might have played with in a previous classroom. These might be materials that seem too "easy" for them, but in order to build a community, children need to build a sense of comfort - the time to be challenged comes later. And interestingly, children who have a sense of success with a particular educational material or game are more likely to share it with others and thus build community. Don't forget to use familiar and favorite songs and books at group time. Children will feel so proud when they can say, "I know that book!"

Building Community Through Warmth and Beauty
Studies have shown that warm colors and soft spaces are welcoming to children and create a secure and nurturing "nest" from which they can grow. Lots of pillows, soft toys, fresh flowers, soft clay or dough, and items for water play, create a homelike environment. These elements also foster a sense of community. A soft place to share a book with a friend, a small clay table for two, or a beautiful bouquet of flowers to examine together all can create "warm spots" for children to share with a new friend. But perhaps the warmest element of your classroom is you and your SMILE.

Building Community Through Trust
At this stage of development, in order to feel part of their classroom community, children need to feel the same sense of trust in school as they do at home. Your calm acceptance of children's feelings during the transition from home to school goes a long way towards letting children know that it is safe to express their feelings and building their sense of trust in you. Reassure children by making eye contact, listening to what they need to say, and acknowledging their thoughts and feelings. Don't expect children to make friends right away. Children may need to engage in parallel play before they are ready to share and communicate with another child.

Building Community Through Predictability
Predictability is another important part of building an environment of trust and safety. Establishing predictable routines helps children know what to expect and helps them feel confident and capable in the group. Keep a regular schedule of activities throughout the day. If possible, take photographs of each section of the day and place them in a row at child eye level in a left to right sequence from the beginning of the day to the end. If children are wondering "what comes next" or "when do I go home," they can look at the sequence to see how many more activities are left for the day.

Building Community Through Family Involvement
Each child who walks through your door "comes" with a family. The family is a key ingredient to children feeling at home in your classroom. In some programs, you may only meet the families at special meetings or occasions. In others, you will have the pleasure of seeing them every day when they drop off and pick up their children. Make a point of connecting in a variety of ways, from phone calls to letters or notes sent home. If possible, learn their email addresses for instant family communication. They will appreciate your efforts and may reward you with active participation in your program. Invite family members to visit and share their culture, work, and interests. You will be expanding your classroom community to include the greater community of the town where your school resides.

Ultimately, the essential element to creating a sense of community in your classroom is YOU! It is not the number of toys and materials or the size of your space that really counts. It is your loving, compassionate attitude towards the children in your classroom family that creates a joyful community.

For more beginning of the school year activities, see Ellen Booth Church's book, Best-Ever Circle Time Activities: Back to School (Scholastic, Inc., 2003).

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Building Community in the Classroom | Scholastic

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The beginning of the year is a time for creating a sense of community, and your room is the gathering place. Here, all children can feel secure, nurtured and supported by the environment, each other, and YOU. This new group of individuals bring with them divergent interests, abilities, cultures, and families.

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Creating a safe environment in the classroom

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Creating a safe environment in the classroom

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Interactions between students/ teacher and student/students are built on trust. The classroom should be a place where students are not afraid to make mistakes.

http://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber

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2. Post Student Work. When displays of essays, poems, projects, and exams dominate the walls, there is student ownership of the room. When they look around and see their own writing and thinking, they certainly experience a higher level of comfort than if they see store-bought posters. That said, if informational posters are needed, ask your students to create them.

3. Have Non-Negotiables. Along with classroom rules and procedures, students must know non-negotiables right out of the gate. My biggest non-negotiable? Name calling. This resulted in an immediate consequence (a call to the dean and removal from the classroom that day). Tackle name calling head on or else kids won't feel safe to be themselves, let alone learn.

4. Admit When You Don't Know. Students appreciate when we show our humanity. Saying "I'm not really sure. Does anyone else know or might they like to look that up for us?" is powerful stuff.

5. Read with Your Students. The message this sends: I like to read. I don't just tell you this and grade you on how much you read, I read side-by-side with you. You see my facial expressions as I struggle to understand something difficult and you see when I feel emotion at a sad or funny part. I am a reader, too.

6. Remain Calm at All Times. Once a teacher loses it with a class or student, it takes a long time to rebuild that feeling of safety and trust within those four walls. Step right outside the door and take a few breaths. It's worth it.

7. Take Every Opportunity to Model Kindness. They will follow.

8. Circulate. Mingling lets you monitor their work, yes, but it also gives you a close view of any tensions or negative energy brewing with groups or between students. Also, circulating gives you great opportunities to overhear a student sharing an idea or question that you can use with the whole class.

9. Address Grudges Early On. If tension is building between a couple of students, create time and space for them to talk it out while you mediate.

10. Write with Your Students. The message this sends: I like to write. I don't just tell you this and grade you on your writing, I write side-by-side with you. You see me struggle as I am drafting a poem or letter, and you see me contemplate new words, cross-out old ones, and take chances as I revise. I am a writer, too.

11. Model Vulnerability. They will appreciate this. If we are asking kids to write and talk about times they have felt scared, alone, confused, etc., we need to be willing to do the same.

12. Follow Through with Consequences. A consequence must proceed a non-negotiable. Students need to know there's a consequence for those serious infractions. They need evidence to believe they are safe in each classroom.

13. Smile Often. The antiquated saying in the teaching profession is wait until Christmas to smile. This is just plain silly. Let the children see those pearly whites often and genuinely. The more smiles we offer to students, the more we will receive.

14. Use Every Opportunity to Model Patience. They will notice.

15. Give Kids a Chance to Problem Solve on Their Own. It's so much better when ideas and solutions come from the student. This is a chance for us to ask rather than tell: "What might be some things you can start doing so you complete your homework on time? How about I write them down as you tell them to me?"

16. Laugh with your Students. The message this sends: Learning doesn't have to always be so serious, nor do we. Sometimes, when tensions are high, like during testing or when crazy things are happening out in the world or on campus, we need to laugh together. It's okay.

17. Offer Options. If we start an assignment with, "You will have three choices," kids may even get excited and are often much more willing than when we say, "The assignment is... ." By giving kids choices, we send a message that we respect their decisions.

18. Keep the Vibes Good. Students, no matter how young, know when a teacher is not happy. Joy can be contagious, but so too can misery. Maybe a vacation, a massage, watching a TED Talk, or even changing the level of grade you teach will help re-kindle the flame between you and teaching when you are in a slump.

19. Sit with Your Students. Sitting in a chair made for a child is not the most comfortable thing for an adult. But joining a group of children at their table takes us off stage and let's us, even just for a few moments, become a member of the group. We might ask a strategic question, inquire about the group's project, or simply listen.

20. Art and Music Feed the Soul. (And they starve the beast.) Incorporate both of these routinely in your lessons.

Do any of these especially resonate with you? How do you create a safe learning environment for your students? Please share your thoughts and ideas with us.

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20 Tips for Creating a Safe Learning Environment | Edutopia

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I visit a lot of classrooms. And I'm always fascinated by the variety of ways teachers launch the new school year and also with how they "run their rooms" on a daily basis. From these visits and my own experiences as an instructor, I'd like to offer my top 20 suggestions for keeping your classroom a safe, open, and inviting place to learn.

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Strategies for teaching culturally diverse students.

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Strategies for teaching culturally diverse students.

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When teaching students of different cultural backgrounds it is important build a relationship with the studnets.

https://www.teachervision.com/teaching-methods/resource/6039.html

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Strategies for Teaching Culturally Diverse Students

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Prepare to teach the culturally diverse students you may have in your classroom using these guidelines and strategies for teaching your lessons to meet the needs of these students. New teachers will find this resource particularly valuable.

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Each of our students have a different cultural background. It is important to create a classroom where all students feel welcome. This site contains tips on creating a multicultural classroom.

http://www.brighthubeducation.com/teaching-methods-tips/75909-creating-a-multicultural-environment-in-the-classroom/

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written by: Heidi McIntyre * edited by: Donna Cosmato * updated: 8/31/2014

Classrooms today have a diverse blend of many different cultures. Educators need to keep informed on the current trends and methodology regarding multicultural education. In addition, the classroom needs to reflect the diverse needs of these students.

Celebrate Differences!

Perhaps the best way to create a multicultural environment in the classroom is to simply celebrate differences amongst students. There are many ways in which teachers can accomplish this. Food fairs are a great way to celebrate cultural heritage. Once a month students could make a dish that highlights their culture and explain why the dish is important. Each student could taste and learn about authentic foods.

Another way to celebrate differences is to create a gallery walk in which students are given a poster board and markers. Each student (or pair) could create a poster that highlights their culture. The teacher would then hang each poster around the classroom. Student would walk around to each poster and write a question about each student's poster (question about his or her culture). Questions about culture or homeland would be answered by the student who made the poster. Therefore, students would have an understanding about each other's cultures. Moreover, this is a fast way for teachers to gain understanding about his or her students.

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Strategies to Promote a Multicultural Environment in the Classroom

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Creating and promoting a multicultural classroom does not have to be a daunting task. In fact, there are many simple ways to create a multicultural environment in the classroom. This article highlights a handful of creative ways to celebrate differences in today's classroom.

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In our society, by the time many students enter school they have been exposed to people with their own negative opinions. It is important to create an environment where all students, regardless of their differences are safe. Tthis resource provides ways to create a bias free classroom.

http://www.adl.org/education-outreach/curriculum-resources/c/creating-an-anti-bias-learning-environment.html

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Creating an Anti-Bias Learning Environment

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ADL works to combat prejudice in all forms and promote civility among all people. Join us and together we can help make a difference.

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If you are unsure of how to create an environment that is welcoming to divers students, this resource provides tips on helping students improve their skills inside the classroom.

https://www.nde-ed.org/TeachingResources/ClassroomTips/Diversity.htm

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Appreciating and Valuing Diversity

Diversity in the classroom defined
Having a diverse group of students simply means recognizing that all the people are unique in their own way. Their differences could consist of their reading level, athletic ability, cultural background, personality, religious beliefs, and the list goes on. There has always been diversity in the classroom, but in today society it is important to embrace it and make positive use of it. Teachers should value diversity and they need to model this attitude to their students. When people value diversity, they recognize and respect the fact that people are different and that these differences is generally a good thing. For example, when attempting to solve a problem, it is better to assemble a diverse team with many skills and many different ways of approaching the problem than it is to assemble a team that has all their strength concentrated in one area.
What can teachers do to encourage, value, and promote diversity?
Teachers must provide students with an environment that is conducive to learning. If a student feels uncomfortable, unsafe, or not respected, then their chances of success in that class dramatically decrease. Also, as our society becomes more diverse, it is important that students learn to value and use diversity to the greater good. Teachers already have a number of roles in the classroom; yet, valuing diversity is one of the most important ones a teacher must fill. Below is a list of just a few things that teachers can do to create an environment where each student feels valued and respected.

Take the time to learn about your students' background, interests, and learning style.
This will allow you to create an environment that is conducive to each individual student.

Allow time for the students to learn about each other and gain an appreciation for the diversity they bring to the classroom.

Remind them how boring it would be if we were all alike and there were no differences among us to make each person unique.

Teach students that everyone has strengths and weaknesses. When working in teams encourage students to take advantage of the strengths of the team members in order to produce the best possible results.

Bring in different people to the class as resources that students might be able to connect with.

Search out people that are different from yourself and that might share certain qualities with your students.

Students need role models. Many times when they see they are connected in some way to a person they will be more apt to listen and learn from them.

Never tolerate bullying, teasing, and other put-down behavior at any time in the classroom.
Implement a "zero tolerance" for anything that is disrespectful, hurtful, or intolerant of diversity.

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Appreciating and Valuing Diversity Diversity in the classroom defined Having a diverse group of students simply means recognizing that all the people are unique in their own way. Their differences could consist of their reading level, athletic ability, cultural background, personality, religious beliefs, and the list goes on.

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Great resources are not always available online. In The Lesson Planning Handbook by Peter Brunn,  the author provides great resources for enhancing your lesson to reach all students.

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Universal Design Learning in the classroom

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Universal Design Learning in the classroom

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The idea behind UDL is that all students learn in different ways and at different paces.  By incorporating UDL principals into the classroom, the students are given an equal opportunity in the classroom.
http://www.udlcenter.org/implementation/examples

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Sometimes the best teacher in the classroom can be peers. If you notice students are having a hard time understanding a concept, allow time to work in a group or with a partner. By working with a peer, a student may understand a concept better when using “kid friendly” language. As adults we fully understand the concepts we are teaching. Sometimes students can explain a concept to each other in a way they can understand.

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The most important thing to remember about  diverse classroom is that all student learn differently. By becoming aware of your students strengths and weakneses, modifications can be made to all lessons and worksheets as needed.

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All students work at different paces. For students who are high flyers and frequently finish early, an independent or extension station in the classroom is a great tool. The extension should be an activity that uses the concepts currently being taught in the classroom.

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Strategies for working with diverse students.

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Strategies for working with diverse students.

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National Library of Virtual Manipulatives

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National Library of Virtual Manipulatives

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In math manipulatives are not always available. If a student is struggling with a concept, having a visual when solving a problem can help. This website contains over 50 different free online manipulatives that can be used in grades K-12 .

http://nlvm.usu.edu/en/nav/vlibrary.html

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This is a great website that works with all content and grade levels. On this website studnets are able to practice a wide variety of math skills. Instead of giving a worksheet, students can practice by playing games online.

http://www.mathplayground.com/index.html

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This is a great tool for creating visual graphic organizers with or for students.  With this program studnets are able to create a graphic organizer for any subject area. This is also a great too for creating an orgainizer as a modification for an assignment.

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Sometimes the best tools for differentiation are right in your classroom or available online

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Classroom Resources for a diverse classroom

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Classroom Resources for a diverse classroom

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Diversity in the classroom can describe a differerence in a students race, gender, cultural background, ability level, socioeconomic static and more. Every year, the dynamic in the classroom can change. As an educator, it is important to diversify the instruction in the classroom in in order to help all students become successful in the classroom.