Classrooms-2nd-Edition-By-Carol-Ann-Tomlinson (1)

["HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms continuums\u2014complexity, independence, trans- ideas prior to completion of the product. In formation, abstractness, multifaceted solutions, other instances, summative or end-stage assess- and great leaps of insight. ment by an expert is useful for advanced learn- ers who want to test their product against 2. Consider having advanced learners study genuine high standards. It is often the case that the key issues or questions across time periods, teachers lack some of the knowledge and skills disciplines, or cultures. of a professional in a given area of study. Helping advanced learners gain access to those 3. As much as possible, include advanced- skills and understandings is an important way level research, such as advanced materials, mul- of ensuring that they stretch their capacity tiple materials, primary sources, original instead of continuing to be rewarded for \u201cdoing documents, and student-conducted original what comes naturally.\u201d research. Final Thoughts on Differentiating 4. Consider using mentors to guide the Products for All Learners work of advanced learners so that the students are stretched in content and quality by someone The ways to design, support, and assess chal- who knows the area of study at an advanced lenging product assignments are endless. Just level. remember to provide written guidelines, which may be lengthy at times, so students have ade- 5. Consider letting advanced students begin quate structure, challenge, and clarity of pur- their projects earlier than other students if the pose and expectations. complexity of their products warrants it. Working on their products might then become Differentiating product assignments in a an ongoing assignment when they compact out mixed-ability classroom is beneficial for several of classwork and when they do not need to do reasons. If all products relate to the same key the homework practice important for other information and understandings, then all stu- learners. dents can share in conversations among individ- uals, small groups, and the whole class. This 6. Whenever possible, have each advanced can occur even as students work in ways that learner work with a mentor\u2014someone who address their own readiness levels, interests, and works avocationally or professionally with the learning modes. By offering variations on well- topic being explored. designed products with core commonalities, teachers encourage all students to draw on their 7. Let each advanced learner help you personal interests and strengths. In these ways, develop criteria for expert-level content and all students can grow from appropriate chal- production. Work together to determine issues lenges. At the same time, the teacher retains that experts would feel must be dealt with in focus on those curricular components he or she the product exploration, ways in which those deems essential to all learners. issues should be dealt with, and procedures and standards for production that would be impor- The next chapter takes a close look at grading, tant to an expert. Use these as benchmarks for with a focus on student performance and parent student planning and assessment. involvement. 8. When it would be helpful to do so, have advanced learners\u2019 products assessed by an expert in the field on which the product is based. In some instances, expert assessment is most helpful at a formative or in-process stage of work so that the student can clarify and extend 92","1144` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Grading IN A Differentiated Classroom By now, it should be Changing the Traditional Grading clear that in a differ- System entiated classroom, students often work Before doing away with a traditional grading at different paces and system, some teachers and schools have found are assessed according to varied learning goals. that it\u2019s important to explain to students and Two important features of a differentiated class- their parents how the new system will work. room are students\u2019 rights to \u201cbegin where they Students and parents learn that the new grading are\u201d and to expect to grow as learners. But system is based on individual goal setting and charting and acknowledging the academic progress in reaching those goals, and that stu- growth of individual students in a differentiated dents will be \u201cgraded against themselves\u201d rather classroom can create a dilemma for teachers than in competition with other students. whose schools still use a traditional report card Portfolio-type assessment and reporting of and grading system. progress work well in such settings. On the one hand, the public expects \u201cnormed\u201d report cards. On the other hand, Other teachers and schools choose to com- ample evidence indicates that traditional grades bine traditional letter grades on report cards may not communicate or motivate as we would with an additional piece of information. The like to believe they do (Ornstein, 1994). Here report card carries the information that an A are four approaches to this problem that have still means excellent performance, a B means proved useful. good performance, and so on. But each letter grade now also carries a numeric \u201csuperscript\u201d: 93","HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms a 1 means working above grade level, a 2 means hard to get good grades. Sometimes it takes a working at grade level, and a 3 means working while for these students to develop work habits below grade level. Thus, students who achieve and standards that challenge their abilities. an A3 are clearly working hard and progressing During this transition time, their grades on well, even though their work is not yet at grade- tests, projects, or report cards may be lower level norms. A report card using this grading than they and their parents are accustomed to. system probably offers more information than a In such cases, it is critical that you help both traditional report card. students and parents understand the value of teaching children to \u201creach high.\u201d Another approach is to give two grades\u2014a personal one and a \u201ctraditional\u201d one. Thus, a Unfortunately, many high-ability learners struggling learner might receive a B on progress don\u2019t encounter a real challenge until they take toward reaching personal learner goals and a D an advanced high school course or get to col- when compared with the class. An advanced lege. The first time they meet failure\u2014or some- learner who is not \u201cpushing his own ceiling\u201d thing other than predictable success\u2014they may might get a C in progress toward personal goals panic. Their self-esteem can be greatly dimin- and an A in comparison with the rest of the ished or completely destroyed. They often class. When using this type of system, it is remove themselves from the situation in frustra- important to help parents and students clearly tion and fear. Even if they do try to meet the understand the utility of each piece of informa- challenge, they frequently find they have no tion in educational planning. sense of how to study or to monitor and improve their own effectiveness as a problem Finally, some educators urge teachers to rou- solver. For several reasons, teachers do such tinely share varied sorts of information with students a real favor by helping them encounter parents and students, such as personal grades and face challenges when they are younger. or portfolios that help everyone see and under- Parents and teachers are usually more available stand a student\u2019s progress, grades or other infor- to help students at an earlier age. Not so much mation that shows how a student compares is at stake yet in the way of grades and futures. with classmates, and nationally normed data And most important, learning to face challenges that may give a picture of that student com- earlier gives these students more time to pared with a still larger group (Gilman & develop the planning, self-evaluation, and study McDermott, 1994). Again, parent education and skills they need to maximize their potential as partnership are important in such instances. learners. In the best of worlds, the first alternative has If high-ability students and their parents much to commend it. In the real world, any panic at the onset of challenge, you can be a system that encourages personal growth in voice of calm and reason. Encourage parents to every student should be the goal and may be work with you in helping their children reach achieved, at least in part, in a variety of ways. up for challenge rather than running from it. Handling Concerns of Advanced Record-Keeping in a Learners and Their Parents Differentiated Classroom When switching to a grading system where stu- Developing classrooms in which students dents compete against themselves, the learners engage in varied content, sense-making activi- most likely to encounter initial difficulty are ties, and product execution often requires high-ability students who have not had to work 94","` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` G`ra`di`ng`in`a`Di`ffe`ren`ti`ate`d`Cl`ass`ro`om` teachers to modify their more traditional ways that keeps a running record of work completed, of keeping track of student growth. Although dates of completion, student or teacher com- teachers employ many useful strategies to chart ments about the work, and work samples is a student tasks and growth, it is important to powerful record-keeping aid. Color-coded fold- recall that the dual purpose of all assessment is ers for each period of the day can make distri- (1) to chart student growth in regard to valued bution, collection, and storage of folders easy. skills and knowledge and (2) to use information Student work folders should contain record- gathered through that process to help in plan- keeping forms (e.g., student-choice reading ning the most appropriate learning experiences lists, spelling lists, skills proficiencies demon- possible for given individuals and groups of stu- strated, product assignments, and others), sam- dents. Guidelines presented here may help you ples of student work, records of conferences begin to develop a record-keeping system that with the teacher, student goals, and other data works best for you, the nature of your class- that would help both student and teacher main- room, and the age of your learners. tain a sense of focus and direction. Use of these folders is also a powerful tool during planning 1. You don\u2019t have to throw out your grade conferences with students and parent-teacher book! Often, just relabeling the columns in a conferences that focus on student growth. It less-specific and more-generic way will be ade- won\u2019t take you long to discover that it\u2019s neces- quate. In an arithmetic class where all students sary to allot a few minutes every few weeks for complete the same activity for a grade on a folder clean out. given day, the heading over the grade column might say Ex. p. 211 to reflect that the grades 3. Share as much record-keeping respon- below are on the fraction exercise found on sibility as possible with your students. Even page 211 of the text. In a class where students very young learners can keep a calendar of daily of varied readiness levels complete a variety of or weekly activities, maintain records of read- sense-making activities on fractions, your head- ing, record their progress at a center or station ing might read Fract\/4-9, indicating that the by using forms left at those workplaces, and grades below are on whatever assignment a stu- select work that they feel shows best what they dent completed on April 9 related to fractions. have learned. Students can hand out and collect A quick reference list of assignments, students folders, prepare portfolios for parent confer- working with them, and dates would enable ences, write reports or use checklists to show you to look at the April 9 heading and reference their progress to parents and teachers, and which assignment Bobby, for example, worked assume responsibility for a myriad of other pro- on that day. Or you might elect to label a grade cedures that make record-keeping less demand- book column with the key concept or principle ing on you the teacher. Students who serve as being explored by students. A grade in that col- an \u201cexpert of the day\u201d can often check in work, umn, then, would indicate to you that a partic- monitor accuracy of completion of tasks, or ular student made a given grade on the activity make a record of which students have worked appropriate for her related to that concept. on a given task at a given time. Helping stu- dents become effective record-keepers also 2. Student work folders are a valuable helps them develop clarity regarding goals, record-keeping device. Regardless of the age of assignments and their progress; assists them in your students, having them maintain a folder metacognition or thinking about what goes on 95","HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms around them in the classroom; and provides upcoming assignments for students based on them with skills of organization that serve them observed needs and strengths. well in many settings. Simultaneously, such a teacher facilitates 4. Consider the possibility that not all intellectual risk taking in students who do not work has to be formally graded. An athlete have to fear making mistakes, but who learn may practice shooting 3-point baskets for many that life typically offers opportunity to gain a days. Formal \u201cassessment\u201d of his progress and skill before judging us on that skill. A student skill comes days or weeks later in a game when in this class can also complete assignments at an he has a chance to apply what he has learned. A appropriate pace, because it is not necessary young musician goes to a violin lesson where that all learners have the same number of the teacher explains and demonstrates what is grades in the grade book. What matters more is required in order to grow in proficiency with that all students have had an appropriate num- the instrument. The youngster goes home to ber of opportunities (ranging from zero to practice those skills for a week, returns for many) to make sense of and demonstrate their another cycle of advice and affirmation the next ability to apply concepts, principles, skills, and week, practices again, and undergoes formal information related to a given area of study. assessment weeks or months later in a recital. No one feels the need to grade each basket- 5. Involve students in student-led parent shooting session or each half hour of violin conferences. Asking students to be a part of practice. goalsetting with you, to keep track of their work and how it demonstrates their growth, Similarly, sense-making activities need not and to communicate this information to parents be formally graded each day. A well-constructed can be powerful for everyone. It helps students product assignment or test should provide ade- develop responsibility for and a voice about quate evidence of what the student knows and their own work. It helps you and parents hear can do. A teacher who practices this principle the same student messages about what\u2019s work- may make daily jottings on a clipboard (which ing and what isn\u2019t. It makes much clearer than she carries around during her interactions with you can alone why it matters to have work that students) or in a grade book to note who is or matches student needs. It also addresses the is not engaged in their work, questions students reality that learning itself is learned, and that ask, points of difficulty and clarity for varied students who have cooperative teacher- students, and so forth, in lieu of formally cor- parent partners in finding an optimum learning recting and grading all sense-making activities. match are fortunate indeed. This information can be used to develop 96","````````````````````````````````````````````````````` A Final Thought Fourten-year-old Push me! See how far I go! Kathleen wrote a Work me \u2019til I drop. Then pick me up. poem a number of Open a door, and then make me run to years ago. She was a high-ability learner it before it closes. who seldom found a serious reason to extend Teach me so that I might learn, her academic reach in school. Then she Then let me enter the tunnel of encountered a teacher who caused her to find new power in herself. At the end of that school experience alone. year, Kathleen wrote a poem to her teacher. On And when, near the end, some level, it expresses the need of all stu- I turn to see you beginning another\u2019s dents\u2014and all humans\u2014to push their own limits. It certainly describes Kathleen\u2019s acknowl- journey, edgement of what it was like for her when that I shall smile. need was fulfilled. Her words also seem to express her clear sense of the role her teacher had played in that magical year, as the teacher saw Kathleen and dealt with her as an individual. 97","Appendix HOW TOA Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms STRATEGY Differentiate Instruction Compacting IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `DESCRIPTION OF STRATEGYRATIONALE FOR USEGUIDELINES FOR USE Classrooms 98 A 3-step process that (1) assesses \u2022 Recognizes large reservoir of \u2022 Explain the process and its what a student knows about knowledge in some learners benefits to students and parents material to be studied and what the student still needs to master, (2) \u2022 Satisfies hunger to learn more \u2022 Pre-assess learner\u2019s knowledge plans for learning what is not about more topics than school and documents findings known and excuses student from often allows what is known, and (3) plans for \u2022 Allow student much choice in use freed-up time to be spent in \u2022 Encourages independence of time \u201cbought\u201d through previous enriched or accelerated study. mastery \u2022 Eliminates boredom and lethargy resulting from unnecessary drill and \u2022 Use written plans and time lines practice for accelerated or enrichment study \u2022 Can use group compacting for several students (continued on next page)","` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`xA Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms\u2014continued 99 STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Independent A process through which student \u2022 Builds on student interest \u2022 Build on student interest Projects and teacher identify problems or \u2022 Satisfies curiosity Compacting topics of interest to the student. \u2022 Teaches planning and research \u2022 Allow the student maximum Both student and teacher plan a skills at advanced levels freedom to plan, based on student method of investigating the \u2022 Encourages independence readiness for freedom problem or topic and identifying the \u2022 Allows work with complex and type of product the student will abstract ideas \u2022 Teacher provides guidance and develop. This product should \u2022 Allows long-term and in-depth structure to supplement student address the problem and work on topics of interest capacity to plan and to ensure high demonstrate the student\u2019s ability to \u2022 Taps into high motivation standards of production apply skills and knowledge to the problem or topic. \u2022 Use preset time lines to zap procrastination \u2022 Use process logs to document the process involved throughout the study \u2022 Establish criteria for success (continued on next page)","HOW TOA Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms\u2014continued Differentiate Instruction STRATEGY IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `DESCRIPTION OF STRATEGYRATIONALE FOR USEGUIDELINES FOR USE Classrooms Interest100 Interest centers (often used with \u2022 Allows student choice \u2022 Build on student interest Centers or younger learners) and interest Interest groups (often used with older \u2022 Taps into student interest\u2014 \u2022 Encourage students to help you Groups learners) can provide enrichment motivating develop interest-based tasks for students who demonstrate mastery\/competence with required \u2022 Satisfies curiosity\u2014explores \u2022 Adjust for student readiness work and can be a vehicle for hows and whys providing these students with \u2022 Allow students of like interests to meaningful study when required \u2022 Allows study of topics not in the work together assignments are completed. In regular curriculum addition, all learners enjoy and need \u2022 Develop clear (differentiated) the opportunity to work with \u2022 Can allow for study in greater criteria for success interest centers\/groups in order to breadth and depth pursue areas of special interest to \u2022 For advanced learners, allow long them. These centers\/groups can be \u2022 Can be modified for student blocks of time for work, change differentiated by level of complexity readiness centers less often to allow for and independence required, as well depth of study, make certain tasks as by student interest, to make \u2022 Can encourage students to make are challenging them accessible and appropriately connections between fields of challenging for all learners. study or between study and life (continued on next page)","Appendix \u2014 continued ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`x 101 A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms\u2014continued STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Tiered In a heterogeneous classroom, a \u2022 Blends assessment and \u2022 Be sure the task is focused on a Assignments teacher uses varied levels of instruction key concept or generalization Compacting Aac3ti-vsittieeps ptoroecnessusrtehtahta(t1)stausdseenstsses \u2022 Recognizes large reservoir of \u2022esEsxepnltaiianl ttohethperoscteusdsy and its wexhpalot raesidtuedaesnattkanolewveslatbhoatutbuilds k\u2022nAolwlolwedsgsetuindesnotms etolebaergnienrslearning benefits to students and parents monattehreiairl ptoriobreksntouwdileeddgaendanwdhat the \u2022froSmatiwsfhieesrehuthnegyeratroe learn more \u2022\u2022 PUrsee-aassveasrisetlyeaorfnerer\u2019ssokunrcoewledge sptruodmepnttssctiollnntieneudesdtgoromwatsht.eSr,t(u2d) ent a\u2022bAolulotwmsosretutdoepnictss ttohawnosrckhwooitlh amnadtedroiaclusmatednitfsfefrinindginlegvsels of pglraonuspsfoursleeavrnariniegdwaphpatroisacnhoets to oapftpernoparllioatwesly challenging tasks \u2022coAmllopwlexsittyudaenndtamssuocchiactheodicweitihn use kenxopwlornataionnd oefxceussseesntsiatul dideenatsf.rom \u2022 AEnllocwousrafgoer sreiinndfoerpceenmdentceor odfiffteimreent\u201cbleoaurngihntg\u201d mthoroduegsh previous what is known, and (3) plans for \u2022exEtelimnsinioanteosf bcornecdeopmts aanndd lethargy m\u2022 Aasdtjeursyt the task by complexity, freed-up time to be spent in rpersinucltipinlegsfrboamseudnonnecsetusdsaernyt drill and \u2022abUsstreacwtnriettsesn, npulamnsbearnodftsimteepsli,nes enriched or accelerated study. preracdtiniceess fcoornaccrecteelenreastse,daonrdeinrdicehpmenednetnscteudtoy \u2022enCsaunreuaspepgroropuripatceocmhpaallcetningge for \u2022 Allows modification of working s\u2022eBvercael rsttauindethnetsre are clear criteria conditions based on learning style for quality and success \u2022 Avoids work that is anxiety- producing (too hard) or boredom- producing (too easy) \u2022 Promotes success and is therefore motivating (continued on next page)","HOW TOAppendix \u2014 continued Differentiate InstructionA Few Instructional and Management Strategies IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `for Differentiated, Mixed-Ability Classrooms\u2014continued Classrooms 102STRATEGYDESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Flexible Students are part of many different \u2022 Allows both for quick mastery of \u2022 Ensure that all students have Grouping groups\u2014and also work alone\u2014 information\/ideas and need for opportunities to work both with based on the match of the task to additional exploration by students students most like themselves and student readiness, interest, or needing more time for mastery with students dissimilar from learning style. Teachers may create themselves in readiness and skills-based or interest-based \u2022 Allows both collaborative and interest groups that are heterogeneous or independent work homogeneous in readiness level. \u2022 Teacher assigns work groups Sometimes students select work \u2022 Gives students and teachers a when task is designed to match groups, and sometimes teachers voice in work arrangements individual readiness\/interest based select them. Sometimes student on pre-assessment or teacher group assignments are purposeful \u2022 Allows students to work with a knowledge and sometimes random. wide variety of peers \u2022 Teacher assigns work groups \u2022 Encourages teachers to \u201ctry out\u201d when desirable to ensure that students in a variety of work students work with a variety of settings classmates \u2022 Keeps students from being \u2022 Students select groups when task \u201cpegged\u201d as advanced or is well-suited for peer selection struggling \u2022 Alternate purposeful assignment \u2022 Keeps students from being cast to groups with teacher\/student as those in need of help and those selection who are helpers \u2022 Ensure that all students learn to work cooperatively, collaboratively, and independently \u2022 Be sure there are clear guidelines for group functioning that are taught in advance of group work and consistently reinforced (continued on next page)","Appendix \u2014 continued ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`x 103 AA Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms\u2014continued STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Learning Learning centers can be \u201cstations\u201d \u2022 Allows matching task with \u2022 Match task to learner readiness, Centers or collections of materials learners learner\u2019s skills level interest, learning style Compacting Aus3e-stoteepxpprloocreestosptihcasto(1r )parascsteicseses wskhilalst.aTesatucdheenrst ckannowadsjuasbtoluetarning \u2022 Encourages continuous \u2022 Avoid having all learners do all mceantteerriatlatsoksbetostruedadieindeasnsdlewvhealst othre \u2022deRveecloopgmniezenst olafrgseturdeesnetrvsokiirllsof work at all centers sletaurdneinngt ssttiylllenseeodfsditfofemreanstter, (2) k\u2022nAolwlolwedsgme aintcshoinmgetaleskarwneitrhs pstlaundsenfotsr.learning what is not \u2022stSudateisnftielesahrnuingesrttyolelearn more \u2022 Teach students to record their known and excuses student from a\u2022bEonuatbmleosrestutodpeicnststhtoanwsocrhkoaotl \u2022owEnxpplaroingrtehsesparot cceesnstearnsd its what is known, and (3) plans for oapftpernoparllioatwespace b\u2022eMneofnititsotrowshtuadt esntutsdeanntds pdaoreantds freed-up time to be spent in p\u2022r\u2022gp\u2022errrEEAasoacuclnulilmttolcptiiccwoisnieenugsaaratattfnegeraodseagmcsbdihvoiirueneernrdnecnedtttoepoiimncembesnertesdarsauenakcndrtcyciloeeladntsrhislal riangntyod \u2022wPharet-tahsesyesusndleearrsntearn\u2019sd kant ocwenletedrgse enriched or accelerated study. \u2022 Helps develop student \u2022oa\u2022cnrfHAitdtelialmodrviwoaeecfc\u201cusolbmetruoasedurunegdctnhicsrttee\u201dfmscinsttuidhoacirnntohsguccsegahnhnotdipecrcreeslevinaioruusse independence mastery \u2022 Use written plans and time lines for accelerated or enrichment study \u2022 Can use group compacting for several students (continued on next page)","HOW TOAppendix \u2014 continued Differentiate InstructionA Few Instructional and Management Strategies IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `for Differentiated, Mixed-Ability Classrooms\u2014continued Classrooms 104STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Varying In class discussions and on tests, \u2022 All students need to be \u2022 Target some questions to Questions teachers vary the sorts of accountable for information and particular students and \u201copen the questions posed to learners based thinking at high levels floor\u201d to others on their readiness, interests, and learning styles. \u2022 Some students will be challenged \u2022 Use open-ended questions where by a more basic thought question possible \u2022 Others will be challenged by a \u2022 Use wait time before taking question that requires speed of answers response, large leaps of insight, or making remote connections \u2022 When appropriate, give students a chance to talk with thinking \u2022 Teachers can \u201ctry out\u201d students partners before giving answers with varied sorts of questions as one means of assessing student \u2022 Encourage students to build on progress and readiness one another\u2019s answers \u2022 Varying questions appropriately \u2022 Require students to explain and helps nurture motivation through defend their answers success \u2022 Adjust the complexity, \u2022 In oral settings, all students can abstractness, degree of mental leap hear and learn from a wide range of required, time constraints, responses connections required between topics, and so forth, based on learning profile of the student being asked a question (continued on next page)","Appendix \u2014 continued ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`x 105 A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms\u2014continued STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE MSeTnRtoArTsEhGipYs\/ SDtuEdSeCntRsIwPToIrOk NwitOhFaSreTsRoAuTrcEeGY \u2022 MenRtAorTsIhOipNsAeLxEtenFdORleaUrnSinEg \u2022 MaGtcUhItDhEeLmINeEntSorFwOiRthUthSeE Apprentice- teacher, media specialist, parent beyond the classroom student\u2019s needs (interests, Cshoimppsacting volunteer, older student, or strengths, culture, gender) community member who can guide \u2022 Mentorships make learning a their growth in a particular area. partnership \u2022 Be clear in your own mind and Some mentorships may focus on specific about the goals of the design and execution of advanced \u2022 Mentorships can help students collaboration projects, some on exploration of expand awareness of future particular work settings, some on options and how to attain them \u2022 Make sure roles of mentor, affective development, and some student, teacher, and parent are on combinations of goals. \u2022 Mentorships allow teachers to written and agreed upon tap into student interest, strengths, and needs \u2022 Provide appropriate preparation and instruction for mentors, \u2022 Mentorships have a low teacher- including key information about the to-learner ratio (often one-to-one) student \u2022 Monitor the progress of the mentorship regularly and help problem solve if snags occur \u2022 Connect what is learned in the mentorship to what goes on in class whenever feasible (continued on next page)","HOW TOAppendix \u2014 continued Differentiate InstructionA Few Instructional and Management Strategies IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `for Differentiated, Mixed-Ability Classrooms\u2014continued Classrooms 106STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Contracts Contracts take a number of forms \u2022 Can blend skill- and content- \u2022 Blend both skill- and content- that begin with an agreement based learning matched to based learning in the contract between student and teacher: The student\u2019s need teacher grants certain freedoms \u2022 Match skills to readiness of the and choices about how a student \u2022 Eliminates unnecessary skill learner will complete tasks, and the practice for students student agrees to use the \u2022 Match content to readiness, freedoms appropriately in designing \u2022 Allows students to work at interests, and learning style of and completing work according to appropriate pace student specifications. \u2022 Helps students learn planning and \u2022 Allow student choice, especially decision-making skills important for in content-based portions of the independence as learners contract \u2022 Allows teachers time to work \u2022 From the outset, establish clear with individuals and small groups and challenging standards for success \u2022 Can encourage extended study on topics of interest \u2022 Provide rules for the contract in writing \u2022 Can foster research, critical and creative thinking, application of \u2022 When possible, focus the skills, and integrated learning contract on concepts, themes, or problems, and integrate appropriate skills into required projects or products \u2022 Vary levels of student independence and time span of the contract to match student readiness (continued on next page)","``````````````````````````````````````````````````````````````````````` References American Association of School Administrators. (1991). Gardner, H. (1983). Frames of mind: The theory of multiple Learning styles: Putting research and common sense into intelligences. New York: Basic Books. practice. Arlington, VA: Author. Gardner, H. (1991). The unschooled mind: How children Bess, J. (1997). Teaching well and liking it: Motivating fac- think and how schools should teach. New York: Basic ulty to teach effectively. Baltimore, MD: The Johns Books. Hopkins University Press. Gardner, H. (1993). Multiple intelligences: The theory in Brandt, R. (1998). Powerful learning. Alexandria, VA: practice. New York: Basic Books. Association for Supervision and Curriculum Development. Gilman, D., & McDermott, M. (1994). Portfolio collec- tions: An alternative to testing. Contemporary Clark, B. (1992). Growing up gifted. New York: Macmillan. Education, 65(2), 73\u201376. Clarke, J. (1994). Pieces of the puzzle: The Jigsaw method. Haggerty, P. (1992). Readers\u2019 workshop: Real reading. In S. Sharan (Ed.), Handbook of cooperative learning Richmond Hill, Ontario, Canada: Scholastic Canada. methods (pp. 34\u201350). Westport, CT: The Greenwood Press. Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cohen, E. (1994). Designing groupwork: Strategies for the Cambridge University Press. heterogeneous classroom (2nd ed.). New York: Teachers College Press. Howard, P. (1994). An owner\u2019s manual for the brain. Austin, TX: Leornian Press. Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. York, ME: Stenhouse Joyce, M., & Tallman, J. (1997). Making the writing and Publishers. research connection with the I-Search process. New York: Neal-Schuman Publishers. Delpit, L. (1995). Other people\u2019s children: Cultural conflict in the classroom. New York: The New Press. Kelly, R. (2000). Working with WebQuests: Making the web accessible to students with disabilities. Teaching Dewey, J. (1938). Experience and education. New York: Exceptional Children, 32(6), 4\u201313. Macmillan. Macrorie, K. (1988). The I-Search paper. Portsmouth, NH: Dunn, R., Beaudry, J., & Klavas, A. (1989). Survey of Boynton\/Cook Publishers. research on learning styles. Educational Leadership, 46(6), 50\u201358. McCarthy, B. (1996). About learning. Barrington, IL: Excel. Fountas, I., & Pinnell, G. (1996). Guided reading: Good first Means, B., Chelemer, C., & Knapp, M., (Eds.). (1991). teaching for all. Portsmouth, NH: Heinemann. Teaching advanced skills to at-risk learners: Views from research and practice. San Francisco: Jossey-Bass. ``````````````````````````````````````````````````````````````````````` 107","HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms National Research Council. (1990). How people learn: Sharan, Y., & Sharan, S. (1992). Expanding cooperative Brain, mind, experience, and school. Washington, DC: learning through group investigation. New York: National Academy Press. Teachers College Press. Ornstein, A. (1994, April). Grading practices and policies: Sternberg, R. (1985). Beyond IQ: A triarchic theory of human An overview and some suggestions. NASSP Bulletin, intelligence. Cambridge, MA: Cambridge University 55\u201364. Press. Ornstein, R., & Thompson, R. (1984). The amazing brain. Stevenson, C. (1992). Teaching ten to fourteen year olds. Boston: Houghton Mifflin. New York: Longman. Paterson, K. (1981). The gates of excellence: On reading and Sullivan, M. (1993). A meta-analysis of experimental writing books for children. New York: Elsevier\/Nelson research studies based on the Dunn and Dunn learning Books. styles model and its relationship to academic achievement and performance. Doctoral dissertation. St. John\u2019s Piaget, J. (1969). The mechanisms of perception. London: University. Routledge & Kegan Paul. Tomlinson, C. (1993). Independent study: A flexible tool Piaget, J. (1978). Success and understanding. Cambridge, for encouraging personal and academic growth in MA: Harvard University Press. middle school learners. Middle School Journal, 25(1), 55\u201359. Reis, S., & Renzulli, J. (1992). Using curriculum compact- ing to challenge the above average. Educational Vygotsky, L. (1962). Thought and language. Cambridge, Leadership 50(2), 51\u201357. MA: MIT Press. Ross, P. (Ed.). (1993). National excellence: A case for Wiggins, G., & McTighe, J. (1998). Understanding by developing America\u2019s talent. Washington, DC: U.S. design. Alexandria, VA: Association for Supervision Department of Education. and Curriculum Development. Saracho, O., & Gerstl, C. (1992). Learning differences Wittrock, M. (Ed.). (1977). The human brain. Englewood among at-risk minority students. In B. J. Shade (Ed.), Cliffs, NJ: Prentice Hall. Culture, style and the educative process (pp. 105\u2013135). Springfield, IL: Charles C Thomas. Shade, B. (1989). Creating a culturally compatible class- room. In B. J. Shade (Ed.), Culture, style and the educa- tive process (pp. 189\u2013196). Springfield, IL: Charles C Thomas. ``````````````````````````````````````````````````````````````````````` 108","``````````````````````````````````````````````````````````````````````` For Further Reading Creating a Community of Learners Adapting Instruction to Varied Intelligence Strengths Strachota, B. (1996). On their side: Helping children take Armstrong, T. (1994). Multiple intelligences in the classroom. charge of their learning. Greenfield, MA: Northeast Alexandria, VA.: Association for Supervision and Foundation for Children. Curriculum Development. A Differentiated Primary Classroom Campbell, L., Campbell, C., & Dickinson, D. (1992). Maeda, B. (1994). The multi-age classroom: An inside look at Teaching and learning through multiple intelligences. Stanwood, WA: New Horizons for Learning. one community of learners. Cypress, CA: Creating Teaching Press. Curriculum Compacting Reis, S., & Renzulli, J. (1992). Using curriculum compact- Alternative Approaches to Assessment Herman, J., P. Aschbacher, & Winters, L. (1992). A practi- ing to challenge the above average. Educational Leadership 50(2), 51\u201357. cal guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Starko, A. (1986). It\u2019s about time: Inservice strategies for cur- Development. riculum compacting. Mansfield Center, CT: Creative Learning Press. Weber, E. (1999). Student assessments that work: A practical approach. Boston: Allyn & Bacon. Adapting Instruction to Varied Learning Styles American Association of School Administrators. (1991). Graphic Organizers to Meet Needs of Varied Learners Black, H., & Black, S. (1990). Organizing thinking: Book Learning styles: Putting research and common sense into practice. Arlington, VA: Author. one. Pacific Grove, CA: Critical Thinking Press & Software. Shade, B. (1989). Creating a culturally compatible class- room. In B. J. Shade, (Ed.), Culture, style, and the Parks, S., & Black, H. (1992). Organizing Thinking: Book educative process. Springfield, IL: Charles C Thomas. Two. Pacific Grove, CA: Critical Thinking Press & Software. Setting Criteria for Tasks and Products Andrade, H. (2000). Using rubrics to promote thinking Swartz, R., & Parks, S. (1994). Infusing the teaching of criti- cal and creative thinking into elementary instruction. and learning. Educational Leadership, 57(5),13\u201318. Pacific Grove, CA: Critical Thinking Press & Software. Designing and Facilitating Independent Study Nottage, C., & Morse, V. (2000). Independent investigation Reading Support and Development Strategies Across Grades & Content method: A 7-step method for student success in the Billmeyer, R., & Barton, M. (1998). Teaching reading in the research process. Kingston, NH: Active Learning Systems. content areas: If not me, then who? Aurora, CO: Mid- continent Regional Educational Laboratory. ``````````````````````````````````````````````````````````````````````` 109","HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms Tomlinson, C. (1993). Independent study: A tool for Differentiating Instruction for Struggling Learners encouraging academic and personal growth. Middle Winebrenner, S. (1996). Teaching kids with learning difficul- School Journal 25(1), 55\u201359. ties in the regular classroom. Minneapolis: Free Spirit Teaching Culturally Diverse Learners Publishing. Delpit, L. (1995). Other people\u2019s children: Cultural conflict in Alternatives to Traditional Report Cards the classroom. New York: The New Press. Azwell, T., & Schmar, E. (1995). Report card on report Michie, G. (1999). Holler if you hear me: The education of a cards: Alternatives to consider. Portsmouth, NH: teacher and his students. New York: Teachers College Heinemann. Press. Wiggins, G. (1996). Honesty and fairness: Toward better Rose, M. (1989). Lives on the boundary. New York: grading and reporting. In T. R. Guskey (Ed.), Penguin. Communicating student learning (1996 ASCD Yearbook). Alexandria, VA: Association for Suskind, R. (1998). A hope in the unseen. New York: Supervision and Curriculum Development. Broadway Books. Differentiating Instruction for Gifted Students Winebrenner, S. (1992). Teaching gifted kids in the regular classroom: Strategies every teacher can use to meet the needs of the gifted and talented. Minneapolis: Free Spirit Publishing. ``````````````````````````````````````````````````````````````````````` 110","````````````````````````````````````````````````````` Index References to figures are followed by the assessment (continued) cognitive styles, 61\u0192 letter \u0192. dual purpose of, 94 collaborative learning style, 61\u0192 final, 4 community, building sense of in classroom, abstract approach, 74, 83 formative, 92 abstract information, 46, 47\u0192 to gauge need for minilessons, 76 2, 5, 8 abstractions, 46\u201348 multiple modes of, 65\u0192 community mentorships, 34\u0192 abstract learning style, 61\u0192 student choice of, 66 compacting, 25\u0192, 34\u0192, 50\u0192, 74\u201375, 98\u0192 abstractness, 91\u201392 summative, 92 compacting out, 30\u201331 as tool for extending learning, 19\u201320 competitive learning style, 61\u0192 adjusting in tiered assignments, 101\u0192 complex instruction, 34\u0192, 64, 65\u0192, 81\u0192 adjusting in varying questions, 104\u0192 assigning groups, 35\u201336 complexity, 91\u201392 academic diversity, 14\u201315 assignment sheets, 35 action-oriented learning style, 61\u0192 attention span, in learning style, 61\u0192 adjusting in tiered assignments, 101\u0192 activities, qualities for differentiation, 80 audiotape, 77, 91 adjusting in varying questions, 104\u0192 adult mentors, 77 auditory learners, differentiating for, 64\u201365 comprehension strategies, 27 advanced learners auditory presentation, 65\u0192 compulsive behaviors, among advanced compacting strategy for, 75 learners, 11 differentiating product for, 91\u201392 behavior, losing control of, 2 computer programs, 75 interest groups (centers) for, 100\u0192 best practices, 17, 18\u0192 concentration, assessing, 37 parents of, 42\u201343, 94 biographies, as learning center theme, 28 concept attainment, 81\u0192 understanding needs of, 11\u201312 bodily\/kinesthetic intelligence, 61\u0192, 62 concept-based teaching, 74 aesthetic entry point, 64 brainstorming, 86, 87\u0192 concept mapping, 64 Algebra II, 30\u201331 Brandt, Ron, 17, 18\u0192 concepts, as building blocks of meaning, analytic intelligence, 61\u0192, 62 74 analytic learning, 63 capacity for learning, maximizing, 8 concrete approach, 74 anchor activity, 35 challenge, parents\u2019 desire for, 42 concrete information, 46, 47\u0192 anger, approaching with love, 14 checkpoints, 57 concrete learning style, 61\u0192 apprenticeships, 59\u0192, 105\u0192 choice, empowering nature of, 52 concreteness, adjusting in tiered assessment, 4, 8, 16, 25\u0192, 34\u0192, 42, 66. See choice boards, 34\u0192, 80 assignments, 101\u0192 also grading choral read, 28 conforming style, 61\u0192 as basis for assignment to centers, 28 Civil War, 29\u201330 connecting topics, adjusting in varying for curriculum compacting, 74\u201375 classroom questions, 104\u0192 content, 4, 72\u201378 building community in, 2, 5 differentiating for interest, 52, 73 environment, 21\u201326 differentiating for learning profile, examples of varieties of students in, 64\u201365, 73 9\u201310 differentiating for readiness, 51, 73 instructional arrangements, 25\u0192 quality expectations for, 87\u0192 instructions, importance of careful content-based learning, contracts used with, 106\u0192 delivery, 35 contextual intelligence, 62 management, 2, 98\u2013106 111","HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms continuums, 83 differentiating instruction (continued) discovery boxes, 28 contracts, 106\u0192 growth as goal, 42 diversity, classroom, v, vii, 14\u201315 controlled learning style, 61\u0192 intent of, 11 cooperative controversy, 80 interest in, v editing, 86 cooperative groups, in math classroom, 31 introducing parents to, 41\u201342 education, defining \u201cgood\u201d in, 8 cooperative learning strategy, 52 introducing students to, 39\u201341 educational success, 9 coping skills, failure to develop, 12 misconceptions about, 2\u20133 end-of-unit assessment, 66 core competencies, 8 multiple approaches of, 4\u20135 engagement, motivators for, 52 correspondence, as format for information nature vs. quality of assignments, 4 English-as-second-language students, 91 new image for, 7 entry points, 34\u0192, 64, 65\u0192 exchange, 71 organic nature of, 5\u20137 equalizer, 46, 47\u0192, 49\u201351, 73, 91\u201392 creative intelligence, 61\u0192, 62 planning and monitoring effectiveness essence learning style, 61\u0192 creative problem solving, 80 of, 46 evaluation, types of, 88 creative style, 61\u0192 proactive, 3\u20134 existential intelligence, 61\u0192, 62 creative thinking, goal of, 20 qualitative, 4 exit cards, 29 critical thinking, goal of, 20 for readiness-level differences, 51 expectations, setting, 49 critiquing, 87\u0192 rooted in assessment, 4 experiential entry point, 64 cubing, 80, 81\u201382 rules of thumb, 19\u201320 expert of the day, 36, 37 culture-influenced preference, 60, 62 student-centered, 5 exploratory studies, 59\u0192 curriculum strategies for, 73\u201377, 98\u2013106 expression, modes of, 56\u0192 expressive learning style, 61\u0192 compacting, 74\u201375 differentiating process, 80\u201381. See also extinction, study of, 74 elements of, 4 process linking interest-based exploration for student interest, 52, 80 facts learning style, 61\u0192 for student learning profile, 65, 80 fairness redefined, 23 with, 57 for student readiness, 51, 80 flexible environment, 65\u0192 flexible grouping, 2\u20133, 26 decoding, 27 differentiating product assignments, deductive learning style, 61\u0192 benefits of, 92 described, 102\u0192 Design-A-Day, 34\u0192, 58, 59\u0192 guidelines for, 102\u0192 dialogue, as format for information differentiating products, 85\u201392. See also in history assignment, 30 products rationale for, 102\u0192 exchange, 71 for student interest, 52, 80 flexible reading formats, 27\u201328, 34\u0192 differentiated classroom for student learning profile, 65, 80 flexible seating, 34\u0192 for student readiness, 51, 80 flexible time use, 50\u0192 assessment in, 42 foreign language instruction, 51 benefits of, 32 differentiation foreign studies curriculum, 90 commonalities and differences addressing academic diversity through, formative assessment, 92 14\u201315 formative evaluation, 88 addressed in, 1 approaches, preparation time for, 33, foundational approach, 64, 74 dynamic nature of, 5 34\u0192 foundational tasks\/materials, 46, 47\u0192 evolutionary nature of teaching in, 5 for effectiveness of, 9 4-MAT, 34\u0192, 64, 65\u0192 examples of before-and-after example of free reading, 40 instructional flow, 67\u0192, 68\u0192 furniture rearrangement, 36\u201337 1st grade, 27\u201328 challenge of, vi 3rd grade, 28 combining types of, 58 Gardner, Howard, 62 6th grade, 29 communication strategy for, 33 gender-based preference, 60, 62 8th grade history, 29\u201330 early stages of, 66 generalizations, focus on, 19 high school math, 30\u201331 flow of as goal, 66 goal-setting, 34\u0192, 57, 87\u0192 middle school, 39\u201341 guidelines for addressing learning goal-sharing, 76 primary grades, 41 profiles, 63\u201364 grade book, 95 fairness redefined in, 23 high-prep, 34\u0192 grading, 40, 93\u201396. See also assessment features of, 93 link with best practice teaching, 17, flow of instruction in, 6\u0192 18\u0192 changing the traditional system, 93\u201394 goal of growth, 22 low-prep, 34\u0192 handling parents\u2019 concerns, 94 grading in, 93\u201396 process, 79\u201384 graduated rubrics, 34\u0192 range of activities in, 25\u0192 products, 85\u201392 graphic organizers, 50\u0192, 65, 80 record-keeping in, 94\u201396 purpose of, vii\u2013viii group achievement\u2013driven learning style, strategies for managing, 32\u201338, rationale for, 32\u201333 61\u0192 98\u2013106 for readiness, 45\u201351 group compacting, 98\u0192 student choice in, importance of, 20 reasons for attending to student group instruction, 5 teacher\u2019s role in, 16 differences, 18\u0192 group investigation, 34\u0192, 58, 59\u0192 differentiated curriculum, 46 strategies, for learning profiles, 64. group membership, 24\u201326 differentiated instruction See also learning profiles group orientation, 61\u0192 blend of instructional methods, 5 student characteristics guiding, 45 group work characteristics of, 3\u20137 teacher\u2019s pace of, 33 alternative to, 26 crafted to encourage student growth, 4\u20135 digest of key ideas, 77 defined, 1 directed reading, 25\u0192 explaining benefits to parents, 42 focus on concepts and principles, 74 112","` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `In`de`x group work (continued) using learning centers to address, learning community teacher checklist for, 24\u0192 103\u0192 characteristics indicating effectiveness of, 21\u201324 grouping strategies, 26, 41 interest areas, 56\u0192 support of, 21 growth interest-based differentiation learning contracts, 34\u0192, 38, 76, 80, 106\u0192 expectation of, 22 goals of, 53 content component, 76 student responsibility for, 5 guidelines for, 55\u201358 skills component, 76 teacher-student collaboration for, in history curriculum, 53\u201354 independence required for, 57 learning disabilities, v 23\u201324 in language arts, 54 learning environments, type of, 61\u0192 in primary classroom, 54 learning logs, 36, 80 Hawking, Stephen, 46 strategies supporting, 58\u201359, 59\u0192 learning preferences, effect of teachers\u2019, 63 help, ensuring students can find, 36 interest-based exploration, 28, 57 learning process, students active in, 8 highlighted print materials, 77 interest-based findings, ways to share, 57 learning profiles, 2, 45, 60\u201362, 69\u0192\u201370\u0192 history curriculum interest-based groups, 102\u0192 interest-based tasks, 100\u0192 categories of factors, 60\u201362, 63 addressing students\u2019 differences in, 53, interest centers, 25\u0192, 28, 31, 54, 80 changing, 13 66\u201371, 73 described, 100\u0192 contracts used to address differences student choice of, 28 diagnosing student interest for, 71 interest groups, 34\u0192, 54, 59\u0192, 80, 81\u0192, in, 106\u0192 diagnosing student learning profile for, 100\u0192 differentiating content for, 64\u201365, 73 Internet, using to differentiate available differentiating process for, 65, 80 71 materials, 75 differentiating product for, 66, 87\u0192 diagnosing student readiness for, 71 interpersonal intelligence, 61\u0192, 62 as guide to differentiation, 32, 45 expanding student interest in, 55 interpersonal learning style, 61\u0192 guidelines for differentiation based on, using investigative projects in teaching, intrapersonal intelligence, 61\u0192, 62 introspective learning style, 61\u0192 63\u201364 29\u201330 I-Search, 58, 59\u0192 planning lessons differentiated by, home base, 36 homework, 25\u0192, 34\u0192, 38, 50\u0192 Jigsaw, 34\u0192, 52, 59, 59\u0192, 80 60\u201371 homogeneous grouping, 2\u20133 journal prompts, 34\u0192, 83 presenting students with vocabulary hypothesizing, 82\u201383 journals, 80 journal writing, as anchor activity, 35 of, 63 IEP (individualized educational plan), 90 strategies supporting differentiation, improvisation, 19 key concepts, focus on, 19 independence, 48, 91\u201392 key ideas digest, 77 64, 65f kindergarten, differentiating product for, student-structured differentiation, 63 adjusting in tiered assignments, 101\u0192 teacher-structured differentiation, 63 required for interest-based 88\u201390 using learning centers to address, 28, kinesthetic ability, 13 differentiation, 57 kinesthetic learners, 61\u0192, 65 103\u0192 independent orientation, 61\u0192 kinesthetic presentation, 65\u0192 learning styles. See learning profiles independent projects, 99\u0192 knowledge, organization of, 8 learning time, maximizing use of, 74\u201375 independent study, 25\u0192, 30, 31, 34\u0192, 59\u0192, lesson planning labs, 80 81\u0192 language arts, 52, 54, 73 differentiated by interest, 52\u201359 independent work, 3 leap of application, 47\u0192, 48 differentiated by learning profile, individual instruction, 5, 14 leap of insight, 91\u201392 individualized activities, 25\u0192 learner variance, learning how to address, 60\u201371 individualized instruction, 2. See also IEP differentiated by readiness, 45\u201351 inductive learning style, 61\u0192 17\u201319 inertia, study of in differentiated science learners, advanced. See advanced learners lessons learners, struggling. See struggling learners characteristics of effectiveness in, 49 class, 29 learning plan for ending, 37 insight, 48 qualities of, 20 instruction, fragmentation of, 2 effective, 8 line graphs, 39\u201340 instructional flow, 67\u0192, 68\u0192 influences on, 9 linear learning style, 61\u0192 intelligences, 60, 61\u0192, 62, 65\u0192 linking approaches to different styles literature circles, 34\u0192, 59, 59\u0192, 80 interactive journals, 82\u201384 logical\/mathematical intelligence, 61\u0192, 62 interest, 45 of, 73 motivation for, 8\u20139 management, classroom, 32\u201338, 98\u2013106 contract used to address differences in, optimized just past independence math application studies, 30, 31 106\u0192 math curriculum level, 8 differentiating content for, 73 powerful, 13 before and after differentiation, 68\u0192 differentiating process for, 80 students\u2019 responsibility for, 38 compacting in, 75 differentiating product for, 87\u0192 using different avenues to, 14 expanding student interest in, 55 drawing on, 53\u201354 learning centers, 28, 31, 80, 103\u0192 using Menu for Success to differentiate expanding in history, 55 expanding in math, 55 learning for, 65 as guide to differentiation, 45 using process or activities for planning lessons differentiated by, differentiated instruction, 51 52\u201359 meaning-making, 8, 16 using flexible grouping to address, memory loss from classroom instruction, 102\u0192 74 113","HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms mental leaps, 104\u0192 part-to-whole learning style, 61\u0192, 63 product (continued) mentors, 77, 92 part-to-whole presentation, 65\u0192 quality expectations for, 86, 87\u0192 mentorships, 50\u0192, 59\u0192 passion, encouraging student pursuit of, product span, coaching for quality through, described, 105\u0192 57\u201358 86 guidelines for, 105\u0192 Paterson, Katherine, 43 rationale for, 105\u0192 patterns, as concept underlying science progress tracking, 40 Menu for Success, 65 metacognition, 38, 40, 95 curriculum, 74 quality, student participation in defining, micro-differentiating, 3 peer acknowledgment, importance of, 21 37 mind-mapping, 64, 80 peer consultation, 86 minilessons, 76 peer critique, 57 quality indicators, 51, 85\u201388 miniworkshops, 91 peer evaluation, 88 quantitative entry point, 64 mixed-ability classroom peer mentors, 77 questions for inquiry, 57 challenge of, vii peer orientation, 61\u0192 quick finishers, plan for, 37 desire to provide challenge in, 5 peer review, 31 importance of understanding realities peer selection, 102\u0192 ragged time, 35 peer tutors, 33 readability, ensuring range of, 66 about learning, 9 people-oriented learning style, 61\u0192 readiness, 45 mixed-ability groups, 30 personal achievement\u2013driven learning style, model making, 80 contracts used to address movement, minimizing \u201cstray,\u201d 37 61\u0192 differences in, 106f multifaceted approach, 47\u0192, 48, 74, 91\u201392 personal agendas, 34\u0192 varying levels of independence, multiple-intelligence options, 34\u0192 personal grades, 93\u201394 106\u0192 multiple intelligences, 81\u0192 planning, 87\u0192 varying levels of time needed for musical\/rhythmic intelligence, 61\u0192, 62 PMI, 80 task completion, 106\u0192 mutual respect, 22 portfolios, 35, 66 portfolio-type assessment, 93, 94 diagnosing, 69\u0192\u201370\u0192 narrational entry point, 64 practical intelligence, 61\u0192, 62 differentiated lesson plans for, 45\u201351 naturalist intelligence, 61\u0192, 62 pre-assessment, 25\u0192, 98\u0192, 102\u0192 differentiating content for, 51 negotiated criteria, 31, 34\u0192, 50\u0192, 59, 59\u0192 preferences, combinations of, 62 differentiating process for, 51 noise, minimizing, 36 primary classroom, interest-based differentiating product for, 51, 87\u0192 nonlinear learning style, 61\u0192 for freedom, 99f normed report cards, 93 differentiation in, 54 as guide to differentiation, 45 note-taking, 73 principles, focus on, 19 matching task to, 45 note-taking organizers, 77 problem-based learning, 34\u0192 using flexible grouping to address, problem-solving intelligence, 62 object-oriented learning style, 61\u0192 process, 4 102\u0192 on-task behavior, promoting, 37 using learning centers to address, open-ended approach, 83 differentiated according to learning open-ended tasks, 47\u0192, 48 profile, 65 103\u0192 oral learning style, 61\u0192 readiness-based assignments, 43 orbitals, 34\u0192, 58, 59\u0192 differentiated according to readiness, readiness-based tasks, 90 organizers, 65\u0192, 91 51 readiness differentiation, 45\u201351 outlining, 64 output. See product differentiated according to student of content, 73 interest, 52 goal of, 73 pacing of work, 49, 83\u201384 routes to, 50f parallel tasks, 80 differentiating, 72, 79\u201384 readiness groups, 66 parental absence, 44 quality expectations for, 87\u0192 readiness levels, addressing variety in, 26 parent conferences, involving students in, sense-making as, 79 readiness match, 45 strategies for differentiating, 80\u201381 reading 96 process logs, 99\u0192 as anchor activity, 35 parents product assignment differentiated process strategy for, creating quality in, 85\u201388 acceptance of risk, 42\u201343 creation of, 87\u0192 82\u201384 importance of understanding differentiating, 86\u201388 reading buddies, 34\u0192 guidelines for, 88 reading level, varied supplementary materi- differentiation, 33 presenting, 86 involving in determining students\u2019 product design, 86\u201388 als by, 50\u0192 products, 4 reading partners, 77 learning profile, 64 applying ideas and skills through, record-keeping, in differentiated classroom, providing insight into child\u2019s 85\u201386 94\u201396 development, 41 choice of, 86 reflective learning style, 61\u0192 pushing students too hard, 43\u201344 differentiated according to learning- relevance, paying attention to, 13 rebuilding trust in school, 42 remediating, 13 teaching about differentiated profile, 66 Renzulli, Joe, 74 differentiated according to readiness, risk taking, facilitating, 96 instruction, 41\u201342 role-play, 65, 80 parent-teacher collaboration, 42\u201344 51 round-robin discussion, 29 part-to-whole explanations, 34\u0192 differentiated according to student rubrics, 51, 57, 87\u0192 interest, 52\u201353 safety differentiating, 72, 85\u201392 classroom, 22 examples of, 89\u0192 114","` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `In`de`x student sense of, 8 student products, differentiating, 33 thinking on paper, 36 scaffolded assessment, 50f student readiness Think-Pair-Share, 34\u0192, 68\u0192, 80 scaffolding, 12, 13, 14, 22\u201323, 34\u0192, 50\u0192 Think-Tac-Toe, 34\u0192 adjusting for, 100\u0192 tiered activities, 34\u0192 to aid in growth of independence, 57 differentiating based on, 32 tiered assessment, 50\u0192 in product assignments, 86, 87\u0192 differentiating for process, 80 tiered assignments, 80, 101\u0192 types of, 23f students tiered products, 50\u0192 schoolhouse intelligence, 62 enlisting help, 39\u201341 tiered projects, 34\u0192 science curriculum learning responsibility, 16 tiered tasks, 50\u0192 approaching through patterns, 74 sharing record-keeping responsibility time allotments, 33\u201335 cubing used in, 81\u201382 time constraints, 104\u0192 differentiated lesson in, 29 with, 95 time lines, 57, 87\u0192 differentiation in content for, 73 teachers\u2019 study of, 63\u201364 transfer, 48 seating options, 21 understanding teacher expectations, transformation, 91\u201392 secondary classes, differentiating product transformational approach, 74, 83 for, 90 38 transformational tasks\/materials, 46, 47\u0192 self-efficacy, 12, 13, 49 student-selected audiences, 59\u0192 turning in work, plan for, 36 self-evaluation, 88 student self-advocacy, 43\u201344 self-guided independence, 49 student success, methods for supporting, undifferentiated classrooms, 1\u20132 self-orientation, 61\u0192 self-selected tasks, 90 53 varied approaches, 65\u0192 sense-making, 25\u0192, 79, 96 student work folder, 95 varied graphic organizers, 81\u0192 shared independence, 49 student-teacher collaboration, 23\u201324, 30, varied resource materials, 75\u201376 sharing quads, 57 varied support systems, 77 sidebar studies, 53\u201354 39\u201341 varied texts, 75\u201376 simulations, 34\u0192 student-teacher conferences, 25\u0192 varying questions, 104\u0192 single-faceted approach, 74 study buddies, 77 Venn diagram, 82 single-faceted problem, 47\u0192, 48 study skills, failure to develop, 12 verbal\/linguistic intelligence, 61\u0192, 62 skill building, 48 success videos, using to differentiate available skills-based learning, contracts used with, 106\u0192 setting standards for, 15 materials, 75\u201376, 77, 91 skills-based groups, 102\u0192 teaching for, 22 videotaped conversation, as format for small-group instruction, 14, 25\u0192, 33, 40, summarizing, 64 50\u0192 summative assessment, 92 information exchange, 71 spatial\/visual intelligence, 61\u0192, 62 summative evaluation, 88 visual learning style, 61\u0192 specialty teams, 54 symposium, as format for information visual presentation, 65\u0192 spelling by readiness, 34\u0192 exchange, 71 stations, 34\u0192 Web pages, as format for information Sternberg, Robert, 62 tailoring, 3, 25\u0192 exchange, 71 storyboarding, 64, 87\u0192 talent development, importance of struggle structured independence, 48 WebQuests, 58\u201359, 59\u0192 structured tasks, 47\u0192, 48 in, 43 welcome, feeling of in classroom, 21\u201322 struggling learners tape-recording instructions, 35 whole-class activities, 25\u0192 differentiating product for, 90\u201391 task cards, 35 whole-class instruction, 5, 29 understanding needs, of, 12\u201314 task-oriented learning style, 61\u0192 student-centered writing formats, 34\u0192 tasks, student-selected and teacher- exemption from, 75 student choice, motivator for engagement, lack of success in math curriculum, 30 52 assigned, 20 not inviting for differentiation, 80 student growth, assessing, 66 teacher conferences, 40 whole-class presentations, alternatives to, student interest teacher-parent collaboration, 42\u201344 88 diagnosing, 69\u0192\u201370\u0192 teacher-selected tasks, 90 whole-group instruction, 14\u201315 differentiating based on, 32 teachers whole-to-part learning and instruction, motivator for engagement, 52 34\u0192, 61\u0192, 65\u0192 open invitation for, 57 affinity with certain students, 15 work folders, 36, 40 strategies for building on, 99\u0192, 100\u0192 catalyst for respect in classroom, 22 working arrangements, student-selected student needs as coaches\/mentors, 16, 19, 24\u201326 and teacher-assigned, 20 concrete\/abstract, 46 conveying expectations to students, 38 working choice arrangements, 65\u0192 differentiating content for, 73 importance of attention from, 21 working groups, 3 dependent\/independent, 48\u201349 metaphors for role in differentiated workshops, 86 foundational\/transformational, 46 writing critique groups, 40 simple\/complex, 46\u201348 classrooms, 17\u201319 single-facet\/multiple-facet, 48 as organizers of opportunities, 16 slow\/fast, 49 pace of differentiation for, 33 small leap\/great leap, 48 role in differentiated classroom, 16 structured\/open-ended, 48 skills developed in learning to lead differentiated classrooms, 17 teaching for success, 22 teaching goals, 14 teaching strategies. See differentiated instruction teaching up, 13 templates, 91 text materials, varying, 75 texts, differentiating, 33 115","","``````````````````````````````````````````````````````````````````````` About the Author Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at Curry School of Education, University of Virginia, 287 Ruffner Hall, 405 Emmet Street South, P.O. Box 400277, Charlottesville, VA 22904-4277; telephone: (804) 924-7471; e-mail: [email protected]. 117","Related ASCD Resources: Differentiated Instruction ASCD stock numbers are in parentheses. Audiotapes 2000 ASCD Annual Conference Audiotapes\u2014Top Ten, including \u201cProviding Leadership for Differentiated Classrooms\u201d with Carol Ann Tomlinson (#200098) \u201cDifferentiating Curriculum and Assessment for MixedAbility Classrooms\u201d with Carol Ann Tomlinson (#298309) \u201cTeaching Gifted Students in Heterogeneous Classes\u201d by Susan Winebrenner (#200177) \u201cUsing Performance Tasks and Rubrics to Support Differentiated Instruction\u201d with Carolyn Callahan, Carol Tomlinson, and Tonya Moon (#297069) Online Articles These articles are on the ASCD Web site (http:\/\/www.ascd.org) in the Reading Room. \u201cDifferentiating Instruction: Finding Manageable Ways to Meet Individual Needs (Excerpt)\u201d by Scott Willis and Larry Mann, in Curriculum Update (Winter 2000) \u201cHow to Differentiate Instruction\u201d in Classroom Leadership Online (September 2000) \u201cReconcilable Differences?\u201d by Carol Ann Tomlinson, in Educational Leadership (September 2000) \u201cResearch Link\u2014Preparing Teachers for Differentiated Instruction\u201d by John H. Holloway, in Educational Leadership (September 2000) Online Courses These courses are on the ASCD Web site, under Training Opportunities. The Brain (PD Online Course) (http:\/\/www.ascd.org\/pdi\/pd.html) Differentiating Instruction (PD Online Course) (http:\/\/www.ascd.org\/pdi\/pd.html) Online Tutorials, including \u201cDifferentiating Instruction\u201d (http:\/\/www.ascd.org\/frametutorials.html) Print Products ASCD Topic Packs\u2014Differentiated Instruction (#101032) and Looping \/ Multiage Education (#198217) (both also available online from the ASCD Web site: http:\/\/www.ascd.org) The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson (#199040) Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners edited by Robert W. Cole (#195024) Leadership for Differentiating Schools and Classrooms by Carol Ann Tomlinson and Susan Demirsky Allan (#100216) Professional Inquiry Kit Differentiating Instruction for Mixed Ability Classrooms by Carol Ann Tomlinson, multimedia professional development materials (#196213) Videotape Differentiating Instruction with Carol Ann Tomlinson (2-tape set, plus Facilitator's Guide) (#497023) For more information, visit us on the World Wide Web (http:\/\/www.ascd.org), send an e-mail message to [email protected], call the ASCD Service Center (1-800-933-ASCD or 703-578-9600, then press 2), send a fax to 703-575-5400, or write to Information Services, ASCD, 1703 N. Beauregard St., Alexandria, VA 22311-1714 USA.","About ASCD Founded in 1943, the Association for Supervision and Mildred Huey, Susan Kerns, Robert Nicely Jr., James Curriculum Development is a nonpartisan, nonprofit Tayler, Andrew Tolbert, Sandra K. Wegner, Jill Dorler education association, with international headquarters Wilson in Alexandria, Virginia. ASCD\u2019s mission statement: ASCD, a diverse, international community of educators, Belief Statements forging covenants in teaching and learning for the suc- cess of all learners. Fundamental to ASCD is our concern for people, both individually and collectively. Membership in ASCD includes a subscription to the award-winning journal Educational Leadership; two \u2022 We believe that the individual has intrinsic worth. newsletters, Education Update and Curriculum Update; \u2022 We believe that all people have the ability and and other products and services. ASCD sponsors affili- ate organizations in many states and international loca- the need to learn. tions; participates in collaborations and networks; holds \u2022 We believe that all children have a right to safety, conferences, institutes, and training programs; produces publications in a variety of media; sponsors recognition love, and learning. and awards programs; and provides research informa- \u2022 We believe that a high-quality, public system of tion on education issues. education open to all is imperative for society ASCD provides many services to educators\u2014 to flourish. prekindergarten through grade 12\u2014as well as to others \u2022 We believe that diversity strengthens society and in the education community, including parents, school should be honored and protected. board members, administrators, and university profes- \u2022 We believe that broad, informed participation sors and students. For further information, contact committed to a common good is critical ASCD via telephone: 1-800-933-2723 or 703-578- to democracy. 9600; fax: 703-575-5400; or e-mail: [email protected]. \u2022 We believe that humanity prospers when people Or write to ASCD, Information Services, 1703 N. work together. Beauregard St., Alexandria, VA 22311-1714 USA. You can find ASCD on the World Wide Web at ASCD also recognizes the potential and power of a http:\/\/www.ascd.org. healthy organization. ASCD\u2019s Executive Director and Chief Executive \u2022 We believe that healthy organizations purposefully Officer is Gene R. Carter. provide for self-renewal. 2001\u20132002 ASCD Executive Council \u2022 We believe that the culture of an organization is a major factor shaping individual Kay A. Musgrove (President), Peyton Williams Jr. attitudes and behaviors. (President-Elect), Leroy E. Hay (Immediate Past President), Patricia Ashcraft, Martha Bruckner, Mary \u2022 We believe that shared values and common goals Ellen Freeley, Richard L. Hanzelka, Douglas E. Harris, shape and change the culture of healthy organizations."]