Differentiating Differentiation (Say That 5 Times Fast)

Like holiday cookie recipes, there's not just one recipe for differentiation.  Differentiation of student learning can take many forms, from the simplest to the most complex.

The simplest form:  Student Choice.

Students work collaboratively, choosing how to depict the digestive system for a presentation to class.

Students design a movie trailer for their realistic fiction writing - all based on their creative choice.

Students choose how to visually represent the complexity of government systems.

Increasing complexity:  Student skill groupings.

Students create an interdisciplinary math book while classmates overcome a misconception.

Students work collaboratively to discuss the properties they didn't master previously.

Working with a small group of students to ensure their content mastery and reteach skills.

Independent study and work completion for the class as the teacher meets with a small group of students.

The structures in your classroom set the tone for differentiation.  Consider how your classroom environment contributes to small group instruction or individual conferencing.  Consider how well you know your students, both their skills and their interests.

Assessing students to provide differentiated learning opportunities.

Setting up the classroom so there's clear access to differentiate.

Strategies with Impact

Just yesterday, I walked the stage feeling proud of TMS and today, as I visited classrooms, I was reminded why we are so deserving of a National Blue Ribbon - you are great teachers!!!!!  As long as I've been at Truman, we've talked about authentic learning and student engagement, and it's evident that we provide these enriching learning opportunities for students.

When I think back to my own teaching experiences, I reflect upon the isolation I felt, the lack of knowledge about learning strategies in other contents and classrooms.  In those days, we'd spend one early release session per year sharing best practices, but now, thanks to the information superhighway and the ease of information, we can see these daily with just a click of the mouse.  It's for that reason that this blog exists.  While I'm realistic that you are inundated with information, I hope you find these blog posts an inspiration for new instructional strategies.  Most importantly, no matter the content area, I hope you see an opportunity to "steal" ideas for your own instruction.

Check out these two!

Strategy #1:  Conferences in every content area.

We're used to seeing conferencing in ELA classes as teachers give feedback on writing.

But, it's less common to see conferencing in PE.

Using a rubric, the teacher provides clear feedback to a student about their goal, helping them redesign their action plan to meet their personalized fitness goal.

Strategy #2:  When you teach it, you know it.

8th grade German students teach 6th grade World Cultures.

8th graders designed the lesson on colors, providing the PowerPoint and activity.

8th graders engaged 6th graders in enriching activities that required them to speak, read, and write in German.

The Trial of Gus Capone

In one class, students reenacted the trial of Al Capone, presenting evidence of the crimes of the famed gangster.  This example reminds us that by having 7th graders act out events of the 1920s, they conceptualize history.  Through their research, students create their presentation, design their roles, and demonstrate their understanding.  Plus, it's fun!

The formal presentation of the trial

Planning the presentation.

The backstage work - some students are the cast and some are the crew.

Practicing for the big event.

Taking Flyertime to DOK Levels 3 and 4

Flyertime as academics?  Yes!  Flyertime has many opportunities for increased depth of knowledge; in fact, it's the perfect place to provide interdisciplinary skills.  Today, two Flyertimes came together to solve an authentic problem:  How do we get approximately 850 Truman staff and students into a circle for the all school picture?  Students provided input and support in the design of this process.

Start with the formula - how do we use our mathematical knowledge of diameters and circumference?

Continue with practice - how many people will fit into a prescribed space?

Conclude with a sketch - using the formula and measurement of density of people, there's a clear plan for November 16th.

In another Flyertime, students are taking ownership for their service learning.  In this case, students are writing letters to local business to donate supplies for a blanket project.  Students have completed their research and proposal, but learning continues as they construct letters with the appropriate detail and tone.

A letter to Hobby Lobby

Researching terms and conditions to set up a GoFundMe account