Let's start with the basics. First of all, what even is differentiation? My best definition, supported by the experts (Renzulli, 1977; Tomlinson, 2000), is: matching appropriately challenging curriculum and instruction with each student's prior knowledge, ability, interest, learning needs, learning speed, and potential for growth.
Maker (1982), when applying differentiation to gifted learners in an inclusive environment should focus on differentiating the Content, Process, and Product.
• Content - What students are taught or learn.
• Process - How the Content is taught or learned.
• Product - How students demonstrate their learning.
In the coming weeks, I'll post examples of Content and Process differentiation. Last week's post on Learning Contracts is an example of both Process and Product Differentiation. Week 11 included a lengthy (but not so detailed) list of Products for students. I'll add details as time goes by.
Before I go into ways to differentiate within the confines of Content, Process, Product, and Environment I must emphasize the importance of preassessment to gauge whether or not your differentiation endeavors will even make a difference. If a student is not proficient enough for the differentiation you're imagining, you're out of their Zone of Proximal Development, and wasting time. If the student is far more proficient than the differentiation you're imagining, it's better than nothing, but it would be better to meet the student where he or she is. At the very least, a 'KUD' approach could help you figure out whether or not you're repeating something they've already mastered (Tomlinson, 2009):
Know – what is it that learners should know at the end of the lesson?
Understand – what is it that learners should understand at the end of the lesson?
Do – what is it that learners should be able to do at the end of the lesson?
Students who meet your expectations for your KUD should not be made to sit through what to them is remediation with your other students.
Content Differentiation:
- this includes knowledge, skills, and attitudes we want children to learn
Content differentiation requires that students be pre-tested on TEKS so the teacher can identify the students who do not require direct instruction.
Process Differentiation:
- varying learning activities/strategies to provide appropriate methods for students to explore the concepts
Process differentiation provides alternative paths for students to manipulate the ideas embedded within the concept (different grouping methods, graphic organizers, maps, diagrams, or charts).
Product Differentiation:
- varying complexity of the product that students create to demonstrate mastery of a concept
Different performance expectations for above level students to demonstrate continued progress (ie. more complex or more advanced thinking~Bloom’s Taxonomy).
Environment Differentiation:
- adjusting the operation and tone of the classroom to increase opportunities for curiosity and learning, while maintaining a least-restrictive environment
G/T nature, needs, intelligences, and overexcitabilities are considered when developing routines, rules, and classroom organization. The climate of the classroom is pro-intellect and pro-inquiry.