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About this page...
As we all know, there is no 'one-size-fits-all' approach to teaching students. It is important that all students make continuous progress no matter where they are on the learning spectrum because that's what learning is all about - students learning every day they are in school. One way to ensure that students are making continuous progress is to differentiate the curriculum.
What is Differentiation?
What is Differentiation?
Differentiation is defined as matching the curriculum and learning experiences to the learners. A teacher who differentiates effectively matches the content (basic to complex), the level of the cognitive processes (thinking), the sophistication and choice of the product, and/or assessment to the student or cluster of students.
Differentiation options can take many forms: products, process, content, and/or assessment. The key is INTENT - why are you modifying this content, process, product, or assessment for this particular learner or cluster of learners? How does that modification link to the student's interests, strengths, abilities, or readiness? If you can answer these questions with confidence, then he student is on his/her way to continues progress.
Below you will find strategies for differentiating instruction in the classroom. Note: This page will be updated with additional strategies as the year progresses.
Passow's Would-Could-Should Test
Passow's Would-Could-Should Test
If you're ever in doubt about whether or not you are providing true differentiation for your gifted learners, reflect on the following three questions developed by Harry Passow when designing learning experiences for your students.
WOULD all children want to be involved in such learning experiences?
COULD all children participate in such learning experiences?
SHOULD all children be expected to succeed in such learning experiences?
If you answered yes to any of these questions, then the learning experience is not sufficiently differentiated for your gifted students.
If ALL students are involved, it is not differentiated.
If ALL students could participate in a learning experience, then it may be appropriate for all students, but it is not differentiated for your gifted learners.
The same is true if ALL students should be expected to succeed in the learning experience.
Gifted students need learning experiences that not all students in their classrooms could do or should be successful doing. Gifted students whose readiness and/or content mastery exceeds their peers need learning experiences that provide them opportunities to make continuous progress by mastering new content and learning through complex processes.
the Challenge Magazine for The Center for Gifted StudiesHyperDoc - It's Not What You Think!
HyperDoc - It's Not What You Think!
Let's begin by eliminating the misconception that HyperDocs are simply documents with links that navigate you from one web page to another. That thought couldn't be farther from the truth! As a matter of fact, if designed with true intention, HyperDocs can provide students opportunities to apply the 4Cs - communication, collaboration, critical thinking, and creativity - the prominent skills needed in today's global society.
HyperDoc is a term for an innovative digital lesson that can be packaged on any web tool. HyperDocs work because each one begins with a strong lesson design, curates quality instructional content, and packages learning in a way that engages learners. The lesson design shifts the focus from teacher-led lectures to student-driven, inquiry based learning, allowing students to actually learn through exploration. "HyperDocs allow us to package lesson plans with the student in mind, to create learning experiences that highlight how students learn rather than simply emphasize what students learn, and to use the many web resources available."
A word of caution - HyperDocs are not a one-size-fits all answer to great instruction and they do require time, energy, and thinking that begins with "the end" in mind. However, HyperDocs are a great way to differentiate learning, not to mention a great opportunity for independent, self-paced work within the co-teaching classroom. As with anything new, once you get your feet wet, the idea and process for creating an intentional HyperDoc becomes second nature. Let's get started...
1. Complete a HyperDoc from the perspective of a learner by trying one or both of the following HyperDocs.
2. Well, what do you think? Can it happen in your classroom? Of course it can! Don't let the idea intimidate you. Start small and work your way up.
3. You do NOT have to reinvent the wheel! Use the resources found on the bottom of the What's the Hype? HyperDoc that you experienced above or check out this virtual file room that provides additional guidance and resources.
4. You will quickly notice that formatting for HyperDocs is not all the same. The 5E model is probably the easiest format to begin with. But again, it's the quality of the lesson and the student engagement that makes a HyperDoc successful. Find the template you are most comfortable using. Also, try the HyperDoc Planning Sheet or HyperDoc Handbook Template Companion to help guide you through the planning process.
5. Once you have created your HyperDoc, TRY IT OUT!
Make sure you are okay with failing forward, because the kids will need a little help at first.
Make sure your kids are comfortable with the technology/web tools that they will be using within the HyperDoc - mini-lessons may be needed prior to the HyperDoc work.
Don't expect that it's going to be perfect the first few times; EVERYONE is getting accustomed to this new way of learning.
I hope this innovative, instructional tool finds its way into your classroom. I want to hear about your experience with HyperDocs - successes and not so much HERE. If there is anything I can do to help you along the way, please feel free to reach out to me.
The HyperDoc Handbook 2016 - Lisa Highfill, Kelly Hilton, Sarah LandisBloom Chart: Tiering Learning Experiences with Bloom's Taxonomy
Bloom Chart: Tiering Learning Experiences with Bloom's Taxonomy
To ensure continuous learning for ALL students, it's important to plan learning experiences that meet the wide range of your students' needs. Pre-assessment data should drive the instructional planning behind these learning experiences. One strategy that can be used to differentiate the learning within your classroom is to TIER student assignments using Bloom's taxonomy. You can offer a variety of learning experiences on the same topic/concept simply by varying the process (verb), content (basic or complex), and/or product choices.
Content - What do you want the students to learn?
Process - What do you want the students to do cognitively?
Product - How do you want the students to show or demonstrate what they have learned?
The combination of these three components creates a learning experience; however, this combination along with Bloom's taxonomy creates for tiered instruction that meets the needs of your learners. While the content stays the same among the students, the process and product are altered to provide challenge and choice. A word of caution: You must be careful when planning tiered learning experiences. You may think you are challenging your students to think at high levels, but you may actually have them doing more hands-on than minds-on tasks. The key to using the Bloom Chart is to match the options to the students. You must be INTENTIONAL about the choices given to students. Take a look at some of the sample Bloom Charts linked below:
It's important to remember that the Bloom Chart is the planning document and that you will present the learning experiences in other formats for your students. Also know that not every student will complete each learning experience, but rather each student will engage in learning experiences that allow the student to continue to learn about the concept/topic at a challenging level. For example; once you've completed the Bloom Chart, you might consider making multiple copies, then cutting apart each Bloom level, and distributing among your students accordingly. Or you could provide each student with two choices from the chart that would meet his/her needs as well as provide the student choice. Bloom charts can be used in many different ways: in-class activity, centers, unit assessment, or even optional learning experiences for those earlier finishers or those who have mastered the content.
Additional resources:
Process for Creating a Bloom Chart
Post thoughts and questions here.
Tiering with Venn Diagrams
Tiering with Venn Diagrams
Because Venn diagrams are a very familiar strategy used by educators, these intertwined circles are more apt to be used to differentiate learning. Venn diagrams offer analytical value as well as high level thinking opportunities to student learning. The strategy provides students with alternate ways to cognitively understanding the concepts and varying tiers of complexity by which to process the information - making it an excellent vehicle for differentiating process and content. Simply adding more circles/ovals to the Venn diagram increases the complexity of the process and content. One benefit of this strategy for tiered assignments is that ALL students, regardless of their complexity of thought on the topic, can contribute equally to the discussion. But the most crucial part of the process is the DEBRIEFING - allowing students to justify their thinking when determining the relationships among the given content. Below are various links to help you start designing differentiated lessons using Venn diagrams.
Post thoughts and questions here.
We all rely on student products to demonstrate what students have learned, whether that be the traditional pencil/paper test, essay, or written report. However, there are many product types that can demonstrate student learning. The link in the heading above provides a list of possible student products - not an end-all-be-all list but most certainly one to get you started. You can use this list to provide students a choice in how they demonstrate their learning. To get started:
Categorize the products into categories based on your students' different levels of readiness as well as interests and strengths.
Then determine which products you expect students to complete throughout the year.
This organization now evolves into your list of products that you expect your students to be able to use during the course of the school year.
Resources:
Strategies for Differentiating Instruction best practices for the classroom - Roberts & InmanThe HyperDoc Handbook Digital Lesson Design Using Google Apps - Highfill, Hilton, & Landis
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