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Stations include activities with different levels.

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Stations include activities with different levels.

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The teacher mentioned tiering lessons and we would like to use this in conjunction with short formative assessments. The learning stations with technology are improving both differentiation and digital tools.

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Teachers may need to revisit what it means to integrate literacy into content areas instead of trying to incorporate several content areas into literacy block. This is a misunderstanding regarding how to use stations to differentiate.

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It would be helpful if the video showed the green and yellow group and not just the high blue group.We could see differentiation in action.

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It would be helpful if the video showed the green and yellow group and not just the high blue group.We could see differentiation in action.

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Alll students deserve 21st Century Teaching and Learning opportunities

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I like that we are discussing what differentiation is and what it's not.  Our teachers would benefit from a template that reminds them of how to differentiate process, product and content. It makes for intentional, thoughtful planning.

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choice stations developed in some of the math classes

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There needs to be an awareness of the different levels of what tools are being used for differentiation: calculators, science probes, labs and equipment use, learning platforms,, etc

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There needs to be an awareness of the different levels of what tools are being used for differentiation: calculators, science probes, labs and equipment use, learning platforms,, etc

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Additional stations were in place for students' choice. Students were given a choice only after they completed all stations.

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Five Tenants of Differentiated Instruction: Click on the Learning Environment Strand

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DoDEA's 21st Century Strands and Strategies eBook

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DoDEA's 21st Century Strands and Strategies eBook

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Many products: verbal, writing, computer generated, voice recordings, creative products

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Many products: verbal, writing, computer generated, voice recordings, creative products

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TIered instruction that changes often
Purposeful grouping

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Products and Learning Styles within science and ELA

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Products and Learning Styles within science and ELA

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Students are able to choose their method of mastery through varied learning products that highlight their learning styles and interest.  For example, students may choose charts, story, newspaper article, travelogue, picture story book, game, song, and model of the solar system. Gamification appeals to 21st century learners.

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Students are frequently given choices in reading and writing assignments.

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Students are frequently given choices in reading and writing assignments.

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math department with stations based on standard mastery

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Student products differentiated by choice

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Student products differentiated by choice

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Math teachers intentionally asking students to share different ways to solve a problem

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Math teachers intentionally asking students to share different ways to solve a problem

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Multiple opportunities to practice skills prior to demonstration of mastery/understanding

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Multiple opportunities to practice skills prior to demonstration of mastery/understanding

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Scaffolding learning - sentence stems, story boards before writing, tools at the ready for student reference (numberlines, manipulatives)

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Scaffolding learning - sentence stems, story boards before writing, tools at the ready for student reference (numberlines, manipulatives)

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21st Century Teaching and Learning in a "Legacy" building

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21st Century Teaching and Learning in a "Legacy" building

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student mentors helping other students differentiation

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Student have a choice of the task you can complete in a center

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Deeper into content for those who already know it - higher level thinking instead of acceleration

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Deeper into content for those who already know it - higher level thinking instead of acceleration

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elementary level -small groups and stations

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QMHS is on a differentiating journey. Through professional learning opportunities, staff members who are particularly skilled in this area have shared various ways to (diff) "product and process". Examples of a few differentiated forms: flexible grouping, literacy stations, PBIS (refocus forms), etc... 

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QMHS is on a differentiating journey. Through professional learning opportunities, staff members who are particularly skilled in this area have shared various ways to (diff) "product and process". Examples of a few differentiated forms: flexible grouping, literacy stations, PBIS (refocus forms), etc... 

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I have seen in certain classrooms that allow children to write a sentence or draw a picture to meet a criteria of mastery set by the teacher

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Differentiation is fluid to support the varied needs of the students.  

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Differentiation is fluid to support the varied needs of the students.  

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Differentiation has been seen in behavior plans for individual students.  Some students are able to sit in flexible groups, using wiggle chairs, and floor desks.

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Differentiation has been seen in behavior plans for individual students.  Some students are able to sit in flexible groups, using wiggle chairs, and floor desks.

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Sentence starters, allowing students to verbally express their thoughts and ideas instead of writing (when not a writing task).

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Student interactions with peers and the teacher.
Stations and varied types of assignments.
Student engagement
Student choice

We need to define differentiation as a district and be consistent.

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ELA stations have become more individually differentiated according to the specific identified needs.

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More grouping and stations in the ES. Tiered instructional activities with choice in the HS. The focus is on meeting the standard. Differentiation is on how different students are getting there. DI is more an exception than the rule, we have growth to do. 

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More grouping and stations in the ES. Tiered instructional activities with choice in the HS. The focus is on meeting the standard. Differentiation is on how different students are getting there. DI is more an exception than the rule, we have growth to do. 

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Word Wall; Timeline; Comparative Timeline; All in the Same Classroom

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Color coded bins in centers with different materials for each student group

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A-ha -- We need to go back and define what differentiation is and is not.  We need to revive DoDEA's differentiation definitions (ie. the Five Tenants of Differentiation).

We need to provide teachers PD in maximizing the resources that they already have by intentionally connecting the resources to the data that is intended to drive flexible groupings and instruction.
We need teachers to have a better understanding of strategy vs. intervention vs. accommodation vs. modification.