Differentiation Instruction Strategy Paper Select one of the followings differentiation strategies below and develop a teaching activity:•Choice Boards•Tie

Differentiation Instruction Strategy Paper Select one of the followings differentiation strategies below and develop a teaching activity:•Choice Boards•Tiered Activities•Learning ContractsRefer back to the power point for an example. What Is Differentiation?
• A teacher’s response to learner needs
• The recognition of students’ varying
background knowledge and preferences
• Instruction that appeals to students’
differences
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Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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Comparing Traditional and
Differentiated Classrooms
• Consideration of student differences
• Use of assessment
• Use of student interest and learning style
3
Comparing Traditional and
Differentiated Classrooms (continued)
• Instructional format
• Assignment options
• Factors guiding instruction
4
Differentiation Strategies
• All strategies are aligned with instructional
goals and objectives.
• Specific strategy selection based on
– Focus of instruction
– Focus of differentiation
5
Differentiation Strategies (continued)
Group 1: Compacting
Group 2: Independent Study
Group 3: Interest Centers or Interest
Groups
Group 4: Flexible Grouping
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Examples of Differentiation Strategies
• Choice Boards
• Tiered Activities
• Learning Contracts
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Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.
Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of
photosynthesis.
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Tiered Activity – Writing a Persuasive Essay
6th Grade Classroom
Beginning
Intermediate
Advanced
Outcome/
Objective
Students will determine a topic
and will write a five-sentence
paragraph with a main idea,
three supporting sentences, and
a concluding sentence.
Students will determine a
topic, state a point of view,
and write two paragraphs
defending that point of view.
Students will determine a
topic, state a point of view, and
write an essay of at least five
paragraphs that uses multiple
sources to defend that point of
view.
Instruction/
Activity
Students will receive a model of
a five-sentence paragraph and
explicit instruction in
constructing the paragraph.
As a prewriting activity, students
will list their topic and develop a
list of at least three things that
support their topic.
Students will receive a
model of a persuasive essay
and a graphic organizer that
explains the construction of
a persuasive essay.
Students will also receive
explicit instruction in writing
a persuasive essay.
As a prewriting activity,
students will use the graphic
organizer to plan their
writing.
Students will review the
graphic organizer for a
persuasive essay. Students
will be given explicit instruction
in locating sources and quotes
for their essays. As a
prewriting activity, students will
use the graphic organizer to
organize their essay. Students
will also compile a list of five
sources that defend their main
point.
Assessment
Students will be able to write a
five-sentence paragraph that
successfully states and
supports a main idea. The
paragraph will meet the criteria
on the state writing rubric.
Students will be able to state
a point of view and
successfully defend the idea
using two paragraphs that
defend the point of view
using main ideas and
supporting details. The
paragraphs will meet the
criteria on the state writing
rubric.
Students will be able to write a
five-paragraph essay that
states a point of view, defends
the point of view, and uses
resources to support the point
of view. The essay will meet
the criteria on the state writing
rubric.
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Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___
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Differentiation Activity – Reading
Your task is to take the following instructional objective and identify two
differentiation strategies that might be used to teach the objective.
Objective: Students will analyze the authors purpose of an given article.
Identify the pros and cons of using both strategies in a class of 25 students that
includes these 3 students:
Sherry likes to be asked to do things by the teacher. She is
interested in fitting in and speaks out often in class. She has a wild
imagination and loves to read, but her comprehension skills are
below grade level.
Terrance does not feel a connection to school. He is a very
intelligent student, but he “follows.” He seems to do well in every
type of activity when he applies himself. He has exhibited strong
reading skills, but does not always complete work.
Marie is a very quick learner. She seems to get things just by
listening. She likes to excel. She is very concerned about rules and
right vs. wrong. She is a natural leader. Her reading and writing skills
are both above grade level.
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