Classrooms-2nd-Edition-By-Carol-Ann-Tomlinson

HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms continuums—complexity, 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 “doing documents, and student-conducted original what comes naturally.” 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—someone 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’ 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’s important to explain to students and Two important features of a differentiated class- their parents how the new system will work. room are students’ rights to “begin where they Students and parents learn that the new grading are” 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 “graded against themselves” 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 “normed” 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 “superscript”: 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 “reach high.” Another approach is to give two grades—a personal one and a “traditional” one. Thus, a Unfortunately, many high-ability learners struggling learner might receive a B on progress don’t 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—or some- learner who is not “pushing his own ceiling” thing other than predictable success—they 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’s 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’t 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’t take you long to discover that it’s 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 “expert of the day” 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 “assessment” 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’s work- may make daily jottings on a clipboard (which ing and what isn’t. 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 ’til 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’s dents—and all humans—to push their own limits. It certainly describes Kathleen’s 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 • Recognizes large reservoir of • 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) • Satisfies hunger to learn more • Pre-assess learner’s 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 • Allow student much choice in use freed-up time to be spent in • Encourages independence of time “bought” through previous enriched or accelerated study. mastery • Eliminates boredom and lethargy resulting from unnecessary drill and • Use written plans and time lines practice for accelerated or enrichment study • 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—continued 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 • Builds on student interest • Build on student interest Projects and teacher identify problems or • Satisfies curiosity Compacting topics of interest to the student. • Teaches planning and research • Allow the student maximum Both student and teacher plan a skills at advanced levels freedom to plan, based on student method of investigating the • Encourages independence readiness for freedom problem or topic and identifying the • Allows work with complex and type of product the student will abstract ideas • Teacher provides guidance and develop. This product should • 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’s ability to • Taps into high motivation standards of production apply skills and knowledge to the problem or topic. • Use preset time lines to zap procrastination • Use process logs to document the process involved throughout the study • Establish criteria for success (continued on next page)

HOW TOA Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms—continued Differentiate Instruction STRATEGY IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `DESCRIPTION OF STRATEGYRATIONALE FOR USEGUIDELINES FOR USE Classrooms Interest100 Interest centers (often used with • Allows student choice • Build on student interest Centers or younger learners) and interest Interest groups (often used with older • Taps into student interest— • Encourage students to help you Groups learners) can provide enrichment motivating develop interest-based tasks for students who demonstrate mastery/competence with required • Satisfies curiosity—explores • Adjust for student readiness work and can be a vehicle for hows and whys providing these students with • Allow students of like interests to meaningful study when required • Allows study of topics not in the work together assignments are completed. In regular curriculum addition, all learners enjoy and need • Develop clear (differentiated) the opportunity to work with • Can allow for study in greater criteria for success interest centers/groups in order to breadth and depth pursue areas of special interest to • For advanced learners, allow long them. These centers/groups can be • 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 • 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 — continued ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`x 101 A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms—continued 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 • Blends assessment and • 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 • Recognizes large reservoir of •esEsxepnltaiianl ttohethperoscteusdsy and its wexhpalot raesidtuedaesnattkanolewveslatbhoatutbuilds k•nAolwlolwedsgsetuindesnotms etolebaergnienrslearning benefits to students and parents monattehreiairl ptoriobreksntouwdileeddgaendanwdhat the •froSmatiwsfhieesrehuthnegyeratroe learn more •• PUrsee-aassveasrisetlyeaorfnerer’ssokunrcoewledge sptruodmepnttssctiollnntieneudesdtgoromwatsht.eSr,t(u2d) ent a•bAolulotwmsosretutdoepnictss ttohawnosrckhwooitlh amnadtedroiaclusmatednitfsfefrinindginlegvsels of pglraonuspsfoursleeavrnariniegdwaphpatroisacnhoets to oapftpernoparllioatwesly challenging tasks •coAmllopwlexsittyudaenndtamssuocchiactheodicweitihn use kenxopwlornataionnd oefxceussseesntsiatul dideenatsf.rom • AEnllocwousrafgoer sreiinndfoerpceenmdentceor odfiffteimreent“bleoaurngihntg” mthoroduegsh previous what is known, and (3) plans for •exEtelimnsinioanteosf bcornecdeopmts aanndd lethargy m• Aasdtjeursyt the task by complexity, freed-up time to be spent in rpersinucltipinlegsfrboamseudnonnecsetusdsaernyt drill and •abUsstreacwtnriettsesn, npulamnsbearnodftsimteepsli,nes enriched or accelerated study. preracdtiniceess fcoornaccrecteelenreastse,daonrdeinrdicehpmenednetnscteudtoy •enCsaunreuaspepgroropuripatceocmhpaallcetningge for • Allows modification of working s•eBvercael rsttauindethnetsre are clear criteria conditions based on learning style for quality and success • Avoids work that is anxiety- producing (too hard) or boredom- producing (too easy) • Promotes success and is therefore motivating (continued on next page)

HOW TOAppendix — continued Differentiate InstructionA Few Instructional and Management Strategies IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `for Differentiated, Mixed-Ability Classrooms—continued Classrooms 102STRATEGYDESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Flexible Students are part of many different • Allows both for quick mastery of • Ensure that all students have Grouping groups—and also work alone— 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 • Allows both collaborative and interest groups that are heterogeneous or independent work homogeneous in readiness level. • Teacher assigns work groups Sometimes students select work • 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 • Allows students to work with a knowledge and sometimes random. wide variety of peers • Teacher assigns work groups • Encourages teachers to “try out” when desirable to ensure that students in a variety of work students work with a variety of settings classmates • Keeps students from being • Students select groups when task “pegged” as advanced or is well-suited for peer selection struggling • Alternate purposeful assignment • Keeps students from being cast to groups with teacher/student as those in need of help and those selection who are helpers • Ensure that all students learn to work cooperatively, collaboratively, and independently • 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 — continued ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`x 103 AA Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms—continued 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 “stations” • Allows matching task with • Match task to learner readiness, Centers or collections of materials learners learner’s skills level interest, learning style Compacting Aus3e-stoteepxpprloocreestosptihcasto(1r )parascsteicseses wskhilalst.aTesatucdheenrst ckannowadsjuasbtoluetarning • Encourages continuous • Avoid having all learners do all mceantteerriatlatsoksbetostruedadieindeasnsdlewvhealst othre •deRveecloopgmniezenst olafrgseturdeesnetrvsokiirllsof work at all centers sletaurdneinngt ssttiylllenseeodfsditfofemreanstter, (2) k•nAolwlolwedsgme aintcshoinmgetaleskarwneitrhs pstlaundsenfotsr.learning what is not •stSudateisnftielesahrnuingesrttyolelearn more • Teach students to record their known and excuses student from a•bEonuatbmleosrestutodpeicnststhtoanwsocrhkoaotl •owEnxpplaroingrtehsesparot cceesnstearnsd its what is known, and (3) plans for oapftpernoparllioatwespace b•eMneofnititsotrowshtuadt esntutsdeanntds pdaoreantds freed-up time to be spent in p•r•gp•errrEEAasoacuclnulilmttolcptiiccwoisnieenugsaaratattfnegeraodseagmcsbdihvoiirueneernrdnecnedtttoepoiimncembesnertesdarsauenakcndrtcyciloeeladntsrhislal riangntyod •wPharet-tahsesyesusndleearrsntearn’sd kant ocwenletedrgse enriched or accelerated study. • Helps develop student •oa•cnrfHAitdtelialmodrviwoaeecfc“usolbmetruoasedurunegdctnhicsrttee”fmscinsttuidhoacirnntohsguccsegahnhnotdipecrcreeslevinaioruusse independence mastery • Use written plans and time lines for accelerated or enrichment study • Can use group compacting for several students (continued on next page)

HOW TOAppendix — continued Differentiate InstructionA Few Instructional and Management Strategies IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `for Differentiated, Mixed-Ability Classrooms—continued Classrooms 104STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Varying In class discussions and on tests, • All students need to be • Target some questions to Questions teachers vary the sorts of accountable for information and particular students and “open the questions posed to learners based thinking at high levels floor” to others on their readiness, interests, and learning styles. • Some students will be challenged • Use open-ended questions where by a more basic thought question possible • Others will be challenged by a • Use wait time before taking question that requires speed of answers response, large leaps of insight, or making remote connections • When appropriate, give students a chance to talk with thinking • Teachers can “try out” students partners before giving answers with varied sorts of questions as one means of assessing student • Encourage students to build on progress and readiness one another’s answers • Varying questions appropriately • Require students to explain and helps nurture motivation through defend their answers success • Adjust the complexity, • 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 — continued ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `A`pp`en`di`x 105 A Few Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms—continued STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE MSeTnRtoArTsEhGipYs/ SDtuEdSeCntRsIwPToIrOk NwitOhFaSreTsRoAuTrcEeGY • MenRtAorTsIhOipNsAeLxEtenFdORleaUrnSinEg • MaGtcUhItDhEeLmINeEntSorFwOiRthUthSeE Apprentice- teacher, media specialist, parent beyond the classroom student’s needs (interests, Cshoimppsacting volunteer, older student, or strengths, culture, gender) community member who can guide • Mentorships make learning a their growth in a particular area. partnership • Be clear in your own mind and Some mentorships may focus on specific about the goals of the design and execution of advanced • 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 • Make sure roles of mentor, affective development, and some student, teacher, and parent are on combinations of goals. • Mentorships allow teachers to written and agreed upon tap into student interest, strengths, and needs • Provide appropriate preparation and instruction for mentors, • Mentorships have a low teacher- including key information about the to-learner ratio (often one-to-one) student • Monitor the progress of the mentorship regularly and help problem solve if snags occur • Connect what is learned in the mentorship to what goes on in class whenever feasible (continued on next page)

HOW TOAppendix — continued Differentiate InstructionA Few Instructional and Management Strategies IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `for Differentiated, Mixed-Ability Classrooms—continued Classrooms 106STRATEGY DESCRIPTION OF STRATEGY RATIONALE FOR USE GUIDELINES FOR USE Contracts Contracts take a number of forms • Can blend skill- and content- • 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’s need teacher grants certain freedoms • Match skills to readiness of the and choices about how a student • Eliminates unnecessary skill learner will complete tasks, and the practice for students student agrees to use the • Match content to readiness, freedoms appropriately in designing • Allows students to work at interests, and learning style of and completing work according to appropriate pace student specifications. • Helps students learn planning and • Allow student choice, especially decision-making skills important for in content-based portions of the independence as learners contract • Allows teachers time to work • From the outset, establish clear with individuals and small groups and challenging standards for success • Can encourage extended study on topics of interest • Provide rules for the contract in writing • Can foster research, critical and creative thinking, application of • When possible, focus the skills, and integrated learning contract on concepts, themes, or problems, and integrate appropriate skills into required projects or products • 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), 73–76. Clarke, J. (1994). Pieces of the puzzle: The Jigsaw method. Haggerty, P. (1992). Readers’ workshop: Real reading. In S. Sharan (Ed.), Handbook of cooperative learning Richmond Hill, Ontario, Canada: Scholastic Canada. methods (pp. 34–50). 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’s 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’s 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), 4–13. 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), 50–58. 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 55–64. 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’s 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), 55–59. 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), 51–57. MA: MIT Press. Ross, P. (Ed.). (1993). National excellence: A case for Wiggins, G., & McTighe, J. (1998). Understanding by developing America’s 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. 105–135). 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. 189–196). 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), 51–57. cal guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Starko, A. (1986). It’s 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),13–18. 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), 55–59. ties in the regular classroom. Minneapolis: Free Spirit Teaching Culturally Diverse Learners Publishing. Delpit, L. (1995). Other people’s 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, 61ƒ letter ƒ. dual purpose of, 94 collaborative learning style, 61ƒ final, 4 community, building sense of in classroom, abstract approach, 74, 83 formative, 92 abstract information, 46, 47ƒ to gauge need for minilessons, 76 2, 5, 8 abstractions, 46–48 multiple modes of, 65ƒ community mentorships, 34ƒ abstract learning style, 61ƒ student choice of, 66 compacting, 25ƒ, 34ƒ, 50ƒ, 74–75, 98ƒ abstractness, 91–92 summative, 92 compacting out, 30–31 as tool for extending learning, 19–20 competitive learning style, 61ƒ adjusting in tiered assignments, 101ƒ complex instruction, 34ƒ, 64, 65ƒ, 81ƒ adjusting in varying questions, 104ƒ assigning groups, 35–36 complexity, 91–92 academic diversity, 14–15 assignment sheets, 35 action-oriented learning style, 61ƒ attention span, in learning style, 61ƒ adjusting in tiered assignments, 101ƒ activities, qualities for differentiation, 80 audiotape, 77, 91 adjusting in varying questions, 104ƒ adult mentors, 77 auditory learners, differentiating for, 64–65 comprehension strategies, 27 advanced learners auditory presentation, 65ƒ compulsive behaviors, among advanced compacting strategy for, 75 learners, 11 differentiating product for, 91–92 behavior, losing control of, 2 computer programs, 75 interest groups (centers) for, 100ƒ best practices, 17, 18ƒ concentration, assessing, 37 parents of, 42–43, 94 biographies, as learning center theme, 28 concept attainment, 81ƒ understanding needs of, 11–12 bodily/kinesthetic intelligence, 61ƒ, 62 concept-based teaching, 74 aesthetic entry point, 64 brainstorming, 86, 87ƒ concept mapping, 64 Algebra II, 30–31 Brandt, Ron, 17, 18ƒ concepts, as building blocks of meaning, analytic intelligence, 61ƒ, 62 74 analytic learning, 63 capacity for learning, maximizing, 8 concrete approach, 74 anchor activity, 35 challenge, parents’ desire for, 42 concrete information, 46, 47ƒ anger, approaching with love, 14 checkpoints, 57 concrete learning style, 61ƒ apprenticeships, 59ƒ, 105ƒ choice, empowering nature of, 52 concreteness, adjusting in tiered assessment, 4, 8, 16, 25ƒ, 34ƒ, 42, 66. See choice boards, 34ƒ, 80 assignments, 101ƒ also grading choral read, 28 conforming style, 61ƒ as basis for assignment to centers, 28 Civil War, 29–30 connecting topics, adjusting in varying for curriculum compacting, 74–75 classroom questions, 104ƒ content, 4, 72–78 building community in, 2, 5 differentiating for interest, 52, 73 environment, 21–26 differentiating for learning profile, examples of varieties of students in, 64–65, 73 9–10 differentiating for readiness, 51, 73 instructional arrangements, 25ƒ quality expectations for, 87ƒ instructions, importance of careful content-based learning, contracts used with, 106ƒ delivery, 35 contextual intelligence, 62 management, 2, 98–106 111

HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms continuums, 83 differentiating instruction (continued) discovery boxes, 28 contracts, 106ƒ growth as goal, 42 diversity, classroom, v, vii, 14–15 controlled learning style, 61ƒ intent of, 11 cooperative controversy, 80 interest in, v editing, 86 cooperative groups, in math classroom, 31 introducing parents to, 41–42 education, defining “good” in, 8 cooperative learning strategy, 52 introducing students to, 39–41 educational success, 9 coping skills, failure to develop, 12 misconceptions about, 2–3 end-of-unit assessment, 66 core competencies, 8 multiple approaches of, 4–5 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, 34ƒ, 64, 65ƒ exchange, 71 organic nature of, 5–7 equalizer, 46, 47ƒ, 49–51, 73, 91–92 creative intelligence, 61ƒ, 62 planning and monitoring effectiveness essence learning style, 61ƒ creative problem solving, 80 of, 46 evaluation, types of, 88 creative style, 61ƒ proactive, 3–4 existential intelligence, 61ƒ, 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, 87ƒ rooted in assessment, 4 experiential entry point, 64 cubing, 80, 81–82 rules of thumb, 19–20 expert of the day, 36, 37 culture-influenced preference, 60, 62 student-centered, 5 exploratory studies, 59ƒ curriculum strategies for, 73–77, 98–106 expression, modes of, 56ƒ expressive learning style, 61ƒ compacting, 74–75 differentiating process, 80–81. See also extinction, study of, 74 elements of, 4 process linking interest-based exploration for student interest, 52, 80 facts learning style, 61ƒ for student learning profile, 65, 80 fairness redefined, 23 with, 57 for student readiness, 51, 80 flexible environment, 65ƒ flexible grouping, 2–3, 26 decoding, 27 differentiating product assignments, deductive learning style, 61ƒ benefits of, 92 described, 102ƒ Design-A-Day, 34ƒ, 58, 59ƒ guidelines for, 102ƒ dialogue, as format for information differentiating products, 85–92. See also in history assignment, 30 products rationale for, 102ƒ exchange, 71 for student interest, 52, 80 flexible reading formats, 27–28, 34ƒ differentiated classroom for student learning profile, 65, 80 flexible seating, 34ƒ for student readiness, 51, 80 flexible time use, 50ƒ 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 14–15 formative evaluation, 88 addressed in, 1 approaches, preparation time for, 33, foundational approach, 64, 74 dynamic nature of, 5 34ƒ foundational tasks/materials, 46, 47ƒ evolutionary nature of teaching in, 5 for effectiveness of, 9 4-MAT, 34ƒ, 64, 65ƒ examples of before-and-after example of free reading, 40 instructional flow, 67ƒ, 68ƒ furniture rearrangement, 36–37 1st grade, 27–28 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, 29–30 early stages of, 66 generalizations, focus on, 19 high school math, 30–31 flow of as goal, 66 goal-setting, 34ƒ, 57, 87ƒ middle school, 39–41 guidelines for addressing learning goal-sharing, 76 primary grades, 41 profiles, 63–64 grade book, 95 fairness redefined in, 23 high-prep, 34ƒ grading, 40, 93–96. See also assessment features of, 93 link with best practice teaching, 17, flow of instruction in, 6ƒ 18ƒ changing the traditional system, 93–94 goal of growth, 22 low-prep, 34ƒ handling parents’ concerns, 94 grading in, 93–96 process, 79–84 graduated rubrics, 34ƒ range of activities in, 25ƒ products, 85–92 graphic organizers, 50ƒ, 65, 80 record-keeping in, 94–96 purpose of, vii–viii group achievement–driven learning style, strategies for managing, 32–38, rationale for, 32–33 61ƒ 98–106 for readiness, 45–51 group compacting, 98ƒ student choice in, importance of, 20 reasons for attending to student group instruction, 5 teacher’s role in, 16 differences, 18ƒ group investigation, 34ƒ, 58, 59ƒ differentiated curriculum, 46 strategies, for learning profiles, 64. group membership, 24–26 differentiated instruction See also learning profiles group orientation, 61ƒ blend of instructional methods, 5 student characteristics guiding, 45 group work characteristics of, 3–7 teacher’s pace of, 33 alternative to, 26 crafted to encourage student growth, 4–5 digest of key ideas, 77 defined, 1 directed reading, 25ƒ 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, 24ƒ 103ƒ characteristics indicating effectiveness of, 21–24 grouping strategies, 26, 41 interest areas, 56ƒ support of, 21 growth interest-based differentiation learning contracts, 34ƒ, 38, 76, 80, 106ƒ expectation of, 22 goals of, 53 content component, 76 student responsibility for, 5 guidelines for, 55–58 skills component, 76 teacher-student collaboration for, in history curriculum, 53–54 independence required for, 57 learning disabilities, v 23–24 in language arts, 54 learning environments, type of, 61ƒ in primary classroom, 54 learning logs, 36, 80 Hawking, Stephen, 46 strategies supporting, 58–59, 59ƒ learning preferences, effect of teachers’, 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, 60–62, 69ƒ–70ƒ history curriculum interest-based groups, 102ƒ interest-based tasks, 100ƒ categories of factors, 60–62, 63 addressing students’ differences in, 53, interest centers, 25ƒ, 28, 31, 54, 80 changing, 13 66–71, 73 described, 100ƒ contracts used to address differences student choice of, 28 diagnosing student interest for, 71 interest groups, 34ƒ, 54, 59ƒ, 80, 81ƒ, in, 106ƒ diagnosing student learning profile for, 100ƒ differentiating content for, 64–65, 73 Internet, using to differentiate available differentiating process for, 65, 80 71 materials, 75 differentiating product for, 66, 87ƒ diagnosing student readiness for, 71 interpersonal intelligence, 61ƒ, 62 as guide to differentiation, 32, 45 expanding student interest in, 55 interpersonal learning style, 61ƒ guidelines for differentiation based on, using investigative projects in teaching, intrapersonal intelligence, 61ƒ, 62 introspective learning style, 61ƒ 63–64 29–30 I-Search, 58, 59ƒ planning lessons differentiated by, home base, 36 homework, 25ƒ, 34ƒ, 38, 50ƒ Jigsaw, 34ƒ, 52, 59, 59ƒ, 80 60–71 homogeneous grouping, 2–3 journal prompts, 34ƒ, 83 presenting students with vocabulary hypothesizing, 82–83 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, 91–92 key ideas digest, 77 64, 65f kindergarten, differentiating product for, student-structured differentiation, 63 adjusting in tiered assignments, 101ƒ teacher-structured differentiation, 63 required for interest-based 88–90 using learning centers to address, 28, kinesthetic ability, 13 differentiation, 57 kinesthetic learners, 61ƒ, 65 103ƒ independent orientation, 61ƒ kinesthetic presentation, 65ƒ learning styles. See learning profiles independent projects, 99ƒ knowledge, organization of, 8 learning time, maximizing use of, 74–75 independent study, 25ƒ, 30, 31, 34ƒ, 59ƒ, lesson planning labs, 80 81ƒ language arts, 52, 54, 73 differentiated by interest, 52–59 independent work, 3 leap of application, 47ƒ, 48 differentiated by learning profile, individual instruction, 5, 14 leap of insight, 91–92 individualized activities, 25ƒ learner variance, learning how to address, 60–71 individualized instruction, 2. See also IEP differentiated by readiness, 45–51 inductive learning style, 61ƒ 17–19 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, 39–40 instructional flow, 67ƒ, 68ƒ influences on, 9 linear learning style, 61ƒ intelligences, 60, 61ƒ, 62, 65ƒ linking approaches to different styles literature circles, 34ƒ, 59, 59ƒ, 80 interactive journals, 82–84 logical/mathematical intelligence, 61ƒ, 62 interest, 45 of, 73 motivation for, 8–9 management, classroom, 32–38, 98–106 contract used to address differences in, optimized just past independence math application studies, 30, 31 106ƒ math curriculum level, 8 differentiating content for, 73 powerful, 13 before and after differentiation, 68ƒ differentiating process for, 80 students’ responsibility for, 38 compacting in, 75 differentiating product for, 87ƒ using different avenues to, 14 expanding student interest in, 55 drawing on, 53–54 learning centers, 28, 31, 80, 103ƒ 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 52–59 meaning-making, 8, 16 using flexible grouping to address, memory loss from classroom instruction, 102ƒ 74 113

HOW TO Differentiate Instruction IN Mixed-Ability` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` Classrooms mental leaps, 104ƒ part-to-whole learning style, 61ƒ, 63 product (continued) mentors, 77, 92 part-to-whole presentation, 65ƒ quality expectations for, 86, 87ƒ mentorships, 50ƒ, 59ƒ passion, encouraging student pursuit of, product span, coaching for quality through, described, 105ƒ 57–58 86 guidelines for, 105ƒ Paterson, Katherine, 43 rationale for, 105ƒ 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, 85–88 miniworkshops, 91 peer evaluation, 88 quantitative entry point, 64 mixed-ability classroom peer mentors, 77 questions for inquiry, 57 challenge of, vii peer orientation, 61ƒ quick finishers, plan for, 37 desire to provide challenge in, 5 peer review, 31 importance of understanding realities peer selection, 102ƒ ragged time, 35 peer tutors, 33 readability, ensuring range of, 66 about learning, 9 people-oriented learning style, 61ƒ readiness, 45 mixed-ability groups, 30 personal achievement–driven learning style, model making, 80 contracts used to address movement, minimizing “stray,” 37 61ƒ differences in, 106f multifaceted approach, 47ƒ, 48, 74, 91–92 personal agendas, 34ƒ varying levels of independence, multiple-intelligence options, 34ƒ personal grades, 93–94 106ƒ multiple intelligences, 81ƒ planning, 87ƒ varying levels of time needed for musical/rhythmic intelligence, 61ƒ, 62 PMI, 80 task completion, 106ƒ mutual respect, 22 portfolios, 35, 66 portfolio-type assessment, 93, 94 diagnosing, 69ƒ–70ƒ narrational entry point, 64 practical intelligence, 61ƒ, 62 differentiated lesson plans for, 45–51 naturalist intelligence, 61ƒ, 62 pre-assessment, 25ƒ, 98ƒ, 102ƒ differentiating content for, 51 negotiated criteria, 31, 34ƒ, 50ƒ, 59, 59ƒ preferences, combinations of, 62 differentiating process for, 51 noise, minimizing, 36 primary classroom, interest-based differentiating product for, 51, 87ƒ nonlinear learning style, 61ƒ 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, 34ƒ using flexible grouping to address, problem-solving intelligence, 62 object-oriented learning style, 61ƒ process, 4 102ƒ on-task behavior, promoting, 37 using learning centers to address, open-ended approach, 83 differentiated according to learning open-ended tasks, 47ƒ, 48 profile, 65 103ƒ oral learning style, 61ƒ readiness-based assignments, 43 orbitals, 34ƒ, 58, 59ƒ differentiated according to readiness, readiness-based tasks, 90 organizers, 65ƒ, 91 51 readiness differentiation, 45–51 outlining, 64 output. See product differentiated according to student of content, 73 interest, 52 goal of, 73 pacing of work, 49, 83–84 routes to, 50f parallel tasks, 80 differentiating, 72, 79–84 readiness groups, 66 parental absence, 44 quality expectations for, 87ƒ readiness levels, addressing variety in, 26 parent conferences, involving students in, sense-making as, 79 readiness match, 45 strategies for differentiating, 80–81 reading 96 process logs, 99ƒ as anchor activity, 35 parents product assignment differentiated process strategy for, creating quality in, 85–88 acceptance of risk, 42–43 creation of, 87ƒ 82–84 importance of understanding differentiating, 86–88 reading buddies, 34ƒ guidelines for, 88 reading level, varied supplementary materi- differentiation, 33 presenting, 86 involving in determining students’ product design, 86–88 als by, 50ƒ products, 4 reading partners, 77 learning profile, 64 applying ideas and skills through, record-keeping, in differentiated classroom, providing insight into child’s 85–86 94–96 development, 41 choice of, 86 reflective learning style, 61ƒ pushing students too hard, 43–44 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, 41–42 role-play, 65, 80 parent-teacher collaboration, 42–44 51 round-robin discussion, 29 part-to-whole explanations, 34ƒ differentiated according to student rubrics, 51, 57, 87ƒ interest, 52–53 safety differentiating, 72, 85–92 classroom, 22 examples of, 89ƒ 114

` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` ` `In`de`x student sense of, 8 student products, differentiating, 33 thinking on paper, 36 scaffolded assessment, 50f student readiness Think-Pair-Share, 34ƒ, 68ƒ, 80 scaffolding, 12, 13, 14, 22–23, 34ƒ, 50ƒ Think-Tac-Toe, 34ƒ adjusting for, 100ƒ tiered activities, 34ƒ to aid in growth of independence, 57 differentiating based on, 32 tiered assessment, 50ƒ in product assignments, 86, 87ƒ differentiating for process, 80 tiered assignments, 80, 101ƒ types of, 23f students tiered products, 50ƒ schoolhouse intelligence, 62 enlisting help, 39–41 tiered projects, 34ƒ science curriculum learning responsibility, 16 tiered tasks, 50ƒ approaching through patterns, 74 sharing record-keeping responsibility time allotments, 33–35 cubing used in, 81–82 time constraints, 104ƒ differentiated lesson in, 29 with, 95 time lines, 57, 87ƒ differentiation in content for, 73 teachers’ study of, 63–64 transfer, 48 seating options, 21 understanding teacher expectations, transformation, 91–92 secondary classes, differentiating product transformational approach, 74, 83 for, 90 38 transformational tasks/materials, 46, 47ƒ self-efficacy, 12, 13, 49 student-selected audiences, 59ƒ turning in work, plan for, 36 self-evaluation, 88 student self-advocacy, 43–44 self-guided independence, 49 student success, methods for supporting, undifferentiated classrooms, 1–2 self-orientation, 61ƒ self-selected tasks, 90 53 varied approaches, 65ƒ sense-making, 25ƒ, 79, 96 student work folder, 95 varied graphic organizers, 81ƒ shared independence, 49 student-teacher collaboration, 23–24, 30, varied resource materials, 75–76 sharing quads, 57 varied support systems, 77 sidebar studies, 53–54 39–41 varied texts, 75–76 simulations, 34ƒ student-teacher conferences, 25ƒ varying questions, 104ƒ single-faceted approach, 74 study buddies, 77 Venn diagram, 82 single-faceted problem, 47ƒ, 48 study skills, failure to develop, 12 verbal/linguistic intelligence, 61ƒ, 62 skill building, 48 success videos, using to differentiate available skills-based learning, contracts used with, 106ƒ setting standards for, 15 materials, 75–76, 77, 91 skills-based groups, 102ƒ teaching for, 22 videotaped conversation, as format for small-group instruction, 14, 25ƒ, 33, 40, summarizing, 64 50ƒ summative assessment, 92 information exchange, 71 spatial/visual intelligence, 61ƒ, 62 summative evaluation, 88 visual learning style, 61ƒ specialty teams, 54 symposium, as format for information visual presentation, 65ƒ spelling by readiness, 34ƒ exchange, 71 stations, 34ƒ Web pages, as format for information Sternberg, Robert, 62 tailoring, 3, 25ƒ exchange, 71 storyboarding, 64, 87ƒ talent development, importance of struggle structured independence, 48 WebQuests, 58–59, 59ƒ structured tasks, 47ƒ, 48 in, 43 welcome, feeling of in classroom, 21–22 struggling learners tape-recording instructions, 35 whole-class activities, 25ƒ differentiating product for, 90–91 task cards, 35 whole-class instruction, 5, 29 understanding needs, of, 12–14 task-oriented learning style, 61ƒ student-centered writing formats, 34ƒ 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, 42–44 88 diagnosing, 69ƒ–70ƒ teacher-selected tasks, 90 whole-group instruction, 14–15 differentiating based on, 32 teachers whole-to-part learning and instruction, motivator for engagement, 52 34ƒ, 61ƒ, 65ƒ open invitation for, 57 affinity with certain students, 15 work folders, 36, 40 strategies for building on, 99ƒ, 100ƒ catalyst for respect in classroom, 22 working arrangements, student-selected student needs as coaches/mentors, 16, 19, 24–26 and teacher-assigned, 20 concrete/abstract, 46 conveying expectations to students, 38 working choice arrangements, 65ƒ differentiating content for, 73 importance of attention from, 21 working groups, 3 dependent/independent, 48–49 metaphors for role in differentiated workshops, 86 foundational/transformational, 46 writing critique groups, 40 simple/complex, 46–48 classrooms, 17–19 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—Top Ten, including “Providing Leadership for Differentiated Classrooms” with Carol Ann Tomlinson (#200098) “Differentiating Curriculum and Assessment for MixedAbility Classrooms” with Carol Ann Tomlinson (#298309) “Teaching Gifted Students in Heterogeneous Classes” by Susan Winebrenner (#200177) “Using Performance Tasks and Rubrics to Support Differentiated Instruction” 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. “Differentiating Instruction: Finding Manageable Ways to Meet Individual Needs (Excerpt)” by Scott Willis and Larry Mann, in Curriculum Update (Winter 2000) “How to Differentiate Instruction” in Classroom Leadership Online (September 2000) “Reconcilable Differences?” by Carol Ann Tomlinson, in Educational Leadership (September 2000) “Research Link—Preparing Teachers for Differentiated Instruction” 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 “Differentiating Instruction” (http://www.ascd.org/frametutorials.html) Print Products ASCD Topic Packs—Differentiated 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’s 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 • We believe that the individual has intrinsic worth. newsletters, Education Update and Curriculum Update; • 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 • 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- • 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— to flourish. prekindergarten through grade 12—as well as to others • 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- • 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]. • 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’s Executive Director and Chief Executive • We believe that healthy organizations purposefully Officer is Gene R. Carter. provide for self-renewal. 2001–2002 ASCD Executive Council • 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 • We believe that shared values and common goals Ellen Freeley, Richard L. Hanzelka, Douglas E. Harris, shape and change the culture of healthy organizations.