1. A visual product such as storyboards for an anti-smoking TV ad using minimal words. 2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale. 3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.

1. Differentiation
St. Richard’s Episcopal School
June 4, 2012
Lisa DaVia Rubenstein, Ph.D.

3. 3

4. 4

5. 5

6. 6

7. 7

8. 8

9. 9

10. 10

11. 11

12. 12

13. 13

14. 14

16. What is Differentiation?
• Not individualized instruction of the
70s
• Not chaotic
• Not another way to homogeneous
group

17. What is Differentiation?
• Proactive
• Qualitative (vs. quantitative)
• Multiple approaches to content,
process, and product
• Student centered
• A blend of grouping options
• Organic

18. Research on
Differentiation
• Achievement gains in reading and math across
economic lines in effectively differentiated
classrooms (Brimijoin, 2001)
• First grade in Columbia: Fewer oral reading
errors, higher comprehension scores, and fewer
students below grade level and more students
above grade level that control students
(Marulanda, Giraldo, & Lopez, 2006.

19. Research on Readiness
• Increased achievement, study habits,
social interaction, cooperation, attitude
toward school, and general mental
health (Anderson & Pavan, 1993)
• The longer students were in these
tailored programs, the greater the effect
was.

20. Research on Interest
• Linked to motivation, productivity and
achievement (Amabile, 1983; Torrance,
1995)
• Increased reading performance
(Carbonaro & Gamoran, 2002)
• SEM-R

21. Research on Learning
Profile
• Achievement benefits to addressing
intelligence or thinking preference
during learning...even if the final
assessment is not in the preferred mode
(Grigorenko & Sternberg, 1997)
• Increases in attitude (Sullivan, 1993)
• Positive affects across diverse
populations (Dunn & Griggs, 1995;
Garcia, 1995; Ladson-Billings, 1994)

25. Readiness

26. How can we measure
readiness?

27. Readiness Assessments
•Teacher-made quizzes,
questions
•Textbook tests, quizzes
•K-W-L charts
•Previous products
•Conference with student
•Concept maps
•Lists
•Surveys
•Informal discussion
•Exit (Entrance) Cards

29. Reminders
• Teaching in the dark is a
questionable practice.
• Informs teachers of starting
levels of knowledge and pre-
existing conditions
• Ceiling issue
• Measures growth
• Origins of a fluid movement
through the material into the
post test

30. One more example of pre-assessment of readiness
Knowledge Rating Chart
1. I’ve never heard of this before
2. I’ve heard of this, but am not sure how it works
3. I know about this and how to use it
_____ Direct object
_____ Direct object pronoun
_____ Indirect object
_____ Indirect object pronoun
_____ Object of a preposition
_____ Adjective
_____ Interrogative adjective
30

31. Exit Cards
Purpose: Assessment of student
understanding to guide further
instruction
Exit or Entrance?
Vary the number for different grade
levels.

32. Name:
Exit Card • How is a decimal like a fraction?
Samples • How are they different?
• What’s a light bulb moment for you as you’ve
thought about fractions and decimals?
Name:
• Draw the orbit of the earth around the sun.
Label your drawing.
• What causes the seasons?
• Why is it warmer in the summer than in the
winter?

33. More Exit Card Samples
• Name:
• Draw a graph & label the “x” and “y”
axes
• Graph a line with the endpoints (3,5)
(7,2)
• Graph a line with the endpoints (-3,-5)
(7,2)
• Provide two ways of writing the equation
for a line.

35. 3-2-1 Card Sample
Name:
• 3 things I learned from the friction lab…
• 2 questions I still have about friction…
• 1 thing way I see friction working in the world around me….

38. Brittany Ravas, 2011

39. Megan Walleske,
2011

40. Graphic Exit Card Sample
Definition Useful for...
Fractions
Examples Non-Examples

42. http://www.evaluationsupportscotland.org.uk/article.asp?id=13

43. http://www.evaluationsupportscotland.org.uk/article.asp?id=13
From Ms. Konigbacher’s Class

45. Then what?
lexible
F ing
up
Gro
Readiness Groups
Group 1: Group 2: Group 3:
Students who Students who Students who
understand the almost show no
concept understand the comprehension
concept

46. What are they
ready for?

47. Interest

48. A little Research
• Reading Studies (Entwistle &
Ramsden, 1983; Nolen, 1988; Tobias,
1994).
• Comprehension a text in-depth
• Use information from the text
• Deeper processing, including the
formation of connections and cross
references
• Better long-term memory
• Achievement Variance: 10% of
observed variance and more
pronounced as students’ age (Schiefele,
Krapp, & Winteler, 1992).

49. Flexible Time Use
Google and 3M
20%

51. Interest-A-Lyzer

52. Now What?
• Interest Groups
• Enrichment Clusters
• Speciality Teams
• Choices
• Interests can manifest
in content, process, or
product.

53. Example from a unit on Rome (Tomlinson, 2001):
These are some of the topics we will be studying in our unit on Ancient
Rome. We want to know what you want to learn about. Number your
choices from 1 to 8. Make sure that 1 is your favorite and 8 is your least
favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children

54. Poetry Poll
1. Have you ever studied poetry? If you answer yes to question 1, answer question 2
and 3.
2. When did you study poetry?
3. Did you enjoy the poetry unit or writing poetry in general? Why or why not?
4. Have you ever written a poem you were proud of?
5. Which do you like better?
_____poetry that has a rhyme scheme
_____free verse poetry
6. Rate the following items in order of personal enjoyment using 1-3
_____writing original poetry
_____reading poetry aloud to others
_____reading and listening to poetry
7. In your opinion, what is the most difficult part of writing a poem? Circle one.
Following a given pattern
Coming up with at topic of the poem
Making sense
Coming up
other___________________________
8. What is your favorite poem? Who is your favorite poet?
9. On a scale from 1-10, 10 being the most, how well do you think you will do during
this unit? 1 2 3 4 5 6 7 8 9 10
10. Circle the kinds of poems you are already familiar with:
Acrostic, haiku, cinquain, limerick, free verse, couplet, other________
11. On the back, list some activities you would like to do in this unit.
-Kristie Sumpter, English

55. More Ideas for Using
Interest
• Involve students in the process. Write a
problem that highlights how ... are used
in your speciality.
• Wonderwall...
• Sharing Opportunities
• Independent Studies
• Webquests

56. What are they
interested in?

57. Learning Profiles

58. Learning Profiles
The Learning Styles Inventory
Multiple Intelligence Tests
My Way: Expression Styles

59. How Do You Like to Learn?
1. I study best when it is quiet.
Yes No
2. I am able to ignore the noise of
other people talking while I am working.
Yes No
3. I like to work at a table or desk.
Yes No
4. I like to work on the floor.
Yes No
5. I work hard by myself.
Yes No
6. I work hard for my parents or teacher.
Yes No
7. I will work on an assignment until it is completed, no
matter what.
Yes No
8. Sometimes I get frustrated with my work
and do not finish it.
Yes No
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it.
Yes No
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it.
Yes No
11. I like to work by myself.
Yes No
12. I like to work in pairs or in groups.
Yes No
13. I like to have unlimited amount of time to work on
an assignment.
Yes No
14. I like to have a certain amount of time to work on
an assignment.
Yes No 59

60. Types
Remember:
Not all at once or
• Group Orientation
all the time!
• Cognitive Styles
• Learning Environment
• Intelligence Preference

61. How do they like to
learn?

63. Content

65. Examples of Content
Differentiation
• Use the Equalizer
• Curriculum Compacting
• Varied Texts and
Resources
• Contracts
• Mini-lessons and anchor
activities
• Support Systems

66. Now What?
Pace of Study, Pace of Thought

67. Now What?
Use a skill/idea. Apply it.
Close to text. Removed.
Pace of Study, Pace of Thought

68. Now What?
Tangible. Literal.
Symbolical. Hold
Physical
in mind.
Manipulation.
Pace of Study, Pace of Thought

69. Now What?
Common Combine.
vocabulary. Complex
Accessible. vocabulary.
Pace of Study, Pace of Thought

70. Simple
Complex

71. Now What?
Fewer steps, More steps,
stages, or parts. stages, or parts.
Pace of Study, Pace of Thought

72. Now What?
Step-by-Step One Big
Problem Question
Pace of Study, Pace of Thought

73. Now What?
Pace of Study, Pace of Thought

74. Now What?
Pace of Study, Pace of Thought

75. Now What?
Pace of Study, Pace of Thought
Pace of study.

77. Examples
• Compacting
• Tiered Lessons
• Hardest Problem First

78. A Glance at Compacting
Area of Strength Documented Mastery Alternate Activities

79. Process

80. Examples of Process
Differentiation
• Graphic Organizers
• Intelligences
• Independent Study

81. Graphic Organizers

82. Or...Bloom’s
•Knowledge
•Comprehension
•Application
•Analysis
•Evaluation
•Synthesis

83. Sternberg’s Intelligences Sternberg & Grigorenko, 2000
Practical Creative
I like...
Analytical I like...
• Designing new things
• Advising my friends on their
problems • Coming up with ideas
I like...
• Convincing someone to do • Using my imagination
• Analyzing characters when I’m
something reading or listening to a story • Playing make-believe and
• Learning by interacting with pretend games
• Comparing & contrasting points
others • Thinking of alternative solutions
of view
• Applying my knowledge
• Criticizing my own & others’ • Noticing things people usually
• Working and being with others tend to ignore
work
• Adapting to new situations • Thinking in pictures and images
• Thinking clearly & analytically
• Taking things apart and fixing • Inventing (new recipes, words,
• Evaluating my & others’ points
them games)
of view
• Learning through hands on • Supposing that things were
• Appealing to logic
activities different
• Judging my & others’ behavior
• Making and maintaining friends • Thinking about what would have
• Explaining difficult problems to
• Understanding and respecting others happened if certain aspects of the
others • Solving logical problems world were different
• Putting into practice things I • Making inferences & deriving • Composing (new songs,
learned conclusions melodies)
• Resolving conflicts • Sorting & classifying • Acting and role playing
• Thinking about things

84. Evaluating Plot Example
Practical Task
•A local TV station wants to air teen-produced digital videos based on well known works. Select and storyboard
your choice for a video. Be sure your storyboards at least have a clear and believable plot structure, a logical
sequence of events, compelling characters and a convincing resolution. Note other criteria on which you feel the
plot’s effectiveness should also be judged. Make a case that your choice is a winner based on these and other
criteria you state.
Creative Task
•Propose an original story you feel has a clear and believable plot structure, a logical sequence of events,
compelling characters, and a convincing resolution. You may write it, storyboard it, or make a flow chart of it.
Find a way to demonstrate that your story achieves these criteria as well as any others you note as important.
Analytical Task
•Experts suggest that an effective plot is: believable, has events that follow a logical and energizing sequence,
has compelling characters and has a convincing resolution.
•Select a story that you believe does have an effective plot based on these three criteria as well as others you
state. Provide specific support from the story for your positions.
OR
•Select a story you believe has an effective plot in spite of the fact that it does not meet these criteria. Establish
the criteria you believe made the story’s plot effective. Make a case, using specific illustrations from the story,
that “your” criteria describes an effective plot.

85. Migration Example
• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure
to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time
frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this
pattern.
• Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They
would like you to share your findings with other scientists AND to offer them recommendations about the best manner
of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist
for future scientists to use in their research pursuits of this animal.
• Creative – You have just discovered a new species of ____________. You have been given the honor of naming this
new creature and sharing the fruits of your investigation with the scientific world via a journal article or presentation.
Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal
detailed enough that other scientists will be able to recognize it.
Kristi Doubet (2005)

86. Howard Gardner

87. The Good Life…
Making Choices About Tobacco Use
All Products Must…
 Use key facts from class and research
 Make a complete case
 Provide defensible evidence for the case Health & PE
 Weigh varied viewpoints Product
 Be appropriate/useful for the target audience
 Give evidence of revision & quality in content & presentation
 Be though-provoking rather than predictable
VISUAL KINESTHETIC
• Story boards for TV “ad” using few/no • Pantomime a struggle of “will” regarding smoking
words to make the point – including a decision with rationale
• Comic book parody with smoking super • Act out a skit on pressures to smoke and reasons
not to smoke
heroes/heroines
WRITTEN ORAL
• Brochure for a pediatrician’s office – patients • Radio-spot (public information with music
9-16 as target audience timed, lead-in)
• Research and write an editorial that compares • Nightline (T. Koppel, C. Roberts with teen
the relative costs and benefits of tobacco to
who smokes, tobacco farmer, tobacco CEO,
NC – submit for publication
person with emphysema)

88. Product

89. Examples of Product
Differentiation
• RAFTs
• Choices
• Independent Study

90. A RAFT is…
• … an engaging, high level strategy that encourages writing
across the curriculum
• … a way to encourage students to…
– …assume a role
– …consider their audience, while
– …examine a topic from their chosen perspective, and
– …writing in a particular format
• All of the above can serve as motivators by giving students
choice, appealing to their interests and learning profiles,
and adapting to student readiness levels.

91. RAFT:
ROLE AUDIENCE FORMAT TOPIC

92. !
Created by Katie Gray, 2011
92

93. Sample RAFT Strips
Role Audience Format Topic
Middle School Diary Entry I Wish You Really Understood
Semicolon
Where I Belong
Language Arts
N.Y. Times Public Op Ed piece How our Language Defines Who
We Are
Huck Finn Tom Sawyer Note hidden in a tree A Few Things You Should Know
knot
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Owner’s Guide To Maximize Product Life
Science
Rain Forest John Q. Citizen Paste Up “Ransom” Before It’s Too Late
Note
Reporter Public Obituary Hitler is Dead
Martin Luther King TV audience of 2010 Speech The Dream Revisited
History
Thomas Jefferson Current Residents of Full page newspaper If I could Talk to You Now
Virginia ad
Fractions Whole numbers Petition To Be Considered A Part of the
Family
Math
A word problem Students in your class Set of directions How to Get to Know Me
93
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

94. Brittany Ravas, 2011

95. RAFT EXAMPLE (Tomlinson, 2003)
This RAFT is designed to be used by student in a second grade class as they are
learning about endangered and extinct animals in science and natural resources in
social studies. Students have been studying both topics for a number of days
before they do the RAFT. The activity serves as a culmination to this period of
study.
Know:
•Basic needs of plants and animals
Primary RAFT Example
•The role of natural resources in lives of people and animals
Understand:
ROLE AUDIENCE FORMAT TOPIC
•Our actions affect the balance of life on Earth.
•Animals become endangered or extinct when natural
The Earth Aliens who might A written set of What you need to
resources they need are damaged or limited. want to live on rules with know and do if you
•Natural resources are not unlimited and must be earth reasons want to live here
used wisely.
Be Able To: An endangered Humans A exhibit poster Why I need you
•Identify causes of problems with misuse of animal and how you can
help
natural resources.
•Propose a useful solution to the problems.
A natural Our class A speech What people need
resource to know about
using us and why
that matters

96. Menus and Lists

97. Menu Planner
Use this template to help you plan a menu for your classroom
Menu: ____________________
Due: All items in the main dish and the specified number of side dishes must be completed by the
due date. You may select among the side dishes and you may decide to do some of the dessert items
as well.
..........................................................
Main Dish (complete all)
♦
♦.........................................................
Side Dish (select ____)
♦
♦.........................................................
Dessert
♦
♦
Winning Strategies for Classroom Management
97

98. 98

99. Learning Contract—Menu Planner-- Fantasyland
Destination: Fantasyland Due: 2 week
Main Dish: (Complete all)
 Select one fairy tale. Read it
 to yourself
 to one other person ______________________(name)
 Complete a story map (to show characters; setting; problem; solution).
 Find five new, interesting words. Write a sentence for each word.
Side Dish – Learning Centers (Choose 1 or more)
 Comparing center: Compare this fairy tale to another story you have read. How are they alike?
How are they different? Choose your design: trifold, flip book, or mini-book.
 Tape Center: Record your favorite part of the fairy tale on the recorder.
 Art Center: Illustrate the most important event in your fairy tale.
Dessert
 Listening post: Listen to a fairy tale tape of your choice.
Title:__________________________________
 Library corner: Find another fairy tale to read.
Title:__________________________________ 99

100. 2-5-8 Menu
The students must complete a total of 10 points.
2
5
8

101. Tic Tac Toe: WW2 (Roberts &Inman, 2007)
101

102. Menu and List Ideas
• Use odd or even numbering to differentiate
between challenge level.
• Be more prescriptive with students who need
it.
• Heacox (2002) suggests using Bloom’s
Taxonomy or Gardner to design list ideas.
• Menus are lists with more criteria. The
wording is flexible.
102

104. Management

105. ent
agem ts
Man onen
C omp
Prepare to Differentiate
Parents Classroom Students
Differentiate
Lost Done
Evaluate the Differentiation
Teacher Students

106. Parents
✦ Their Struggles
✦ Brochures/Blogs for Records and Questions/
Parent Night
✦ Transition Nights
✦ Partners (2 way sharing)
✦ IAG (IMAGES, bi-monthly)
✦ NAGC (Parenting for High Potential)
✦ Mile Markers
✦ Hoagies

107. Classroom Organization
✦ Signal for quiet. Signal for no interruptions except
for...
✦ Folders and organization. Desk drill-patterns of
movement
✦ Red Cards or Question Chips
✦ Scheduled “Office Hours” or Group Meeting
Times
✦ Routines for materials...
✦ System for grouping (table tent, pocket chart,
tickets, verbal, instantaneous...)

108. Students
✦ Explicit discussion. Graph activity?
Line activity-How well?
✦ Do a brief sample and evaluate.
✦ Independence takes time: whole
group, small group, partner,
individual...
✦ Explicit behavior expectations
including sound levels. Have a way
to signal without interrupting.
✦ Procedure checklists and goals.
✦ Personal Agendas

109. During Differentiation:
Off Task...
✦ Workcards with step-by-step directions
✦ Checklist with time stamps
✦ Goal setting modeling
✦ You may need an individual conference: why the
student is not working, how you and he/she could
work together to change the environment, assure
him/her that you think he/she can achieve, provide
something for the student to look forward to
everyday, think short term achievable goals.

110. During Differentiation:
I’m Confused...
✦ Creation of a support system: a rotating expert-
may have an object on their desks, a teacher’s aide,
ask 3 before me, red cards...it comes back to
quality pre-preparation and student practice.
✦ Access to electronic help. This could be timed
(http://www.superteachertools.com/counter/
#countdown).
✦ Direction could be presented both verbally and
visually.
✦ Study buddy for directions and quick guidance

111. During Differentiation:
I’m Done...
✦ Resident Expert, Independent Projects
✦ Anchor Activities (variety)
✦ Challenge Cards
✦ Computer Options
✦ One possibility: grade a partner’s work,
immediate feedback, discussion
✦ Sharing Opportunities (online, to the class,
with a small group..)

112. During Differentiation:
Grouping
✦ Always have a reason for grouping.
✦ Groups should be doing different things.
✦ Grouping doesn’t have to be a physical
concept.
✦ Vary groups.

113. Grading?
✦ STRATEGY 1: Grade As
Is...Straight A Danger-
Perfectionism, Performance
Oriented, Scaffold with
Discussions (Parents and Kids)
✦ STRATEGY 2: Multiple Grades...1 for content mastery, 1 for
effort. They may be separate or averaged. Additional thoughts
to follow...
✦ STRATEGY 3: Safety...Grade for content mastery and
encourage extra perhaps using extra credit or intrinsically
motivated projects, perhaps holistic, qualitative comments

114. Students’ Role in
Evaluation
✦ Keep track of work logs, checklist
participation: They are involved in monitoring
themselves every step.
✦ Peer review
✦ Timelines and checkpoints: Importance of
doable to-do lists...
✦ Reflection component: Journals?
✦ Discuss progress with parents.

115. Basic Tomlinson Advice
✦ Envision how the activity will look.
✦ Step back and reflect.
✦ Give thoughtful directions. (Tape record
directions?)
✦ Introduce formats in whole group settings.
✦ Routines for getting help.
✦ Stay aware and organized.
✦ Involve everyone.

116. Concluding
Thoughts
‣Start small.
‣Experiment.
‣Use the equalizer to
develop meaningful and
effective projects.
‣All students need
differentiation.