Embedded Files
The Need for Differentiation
Every classroom contains a wide variety of students with a wide range of knowledge, skills and abilities. No matter where you are in the world or what academic system you are using, it is always a challenge for teachers to meet the learning needs of each individual student. We know that students learn best when the level of instruction is aimed slightly above their individual ability level. Adapting instruction to meet the needs of individual students so that they can learn at or near their ability level is vital to their success.
What is Deep Differentiation?
Adding the word "deep" to differentiation means we look at learning beyond the basic knowledge level.
Here are some ways we can ensure learning is deep and differentiated:
- Students are given a choice of learning activities to engage in.
- Lessons are adaptable to fit each student's level of thinking.
- The teacher employs different individualized strategies to fit specific student needs.
- A variety of instructional strategies are utilized which address all types of learners.
- Students are challenged to reach deep levels of thinking.
Carol Ann Tomlinson and others state that content, process, products and learning environment must all be differentiated in order for learning to be effective.
How do Teachers Meet this Challenge of Differentiating Instruction at Deeper Levels?
One effective means of getting students to engage in deep learning lies in cognitive theories such as Bloom's Taxonomy or Webb's Depth of Knowledge (DOK). These taxonomies help us to categorize different forms of thinking according to their level of difficulty or complexity. There are basic levels of thinking and there are higher-order levels of thinking. Given any concept, a student can think about that concept in very simple ways or in very deep and complex ways. For example, we can understand "color" at the kindergarten level or we could write a PhD thesis about it. Using this philosophy, teachers can teach a single concept to an entire class, but give students opportunities to explore that concept at the level of thinking they are ready for and capable of reaching.
In today’s world, where technology brings information to one’s fingertips in an instant, it is not enough for students to simply remember basic knowledge. We must push students to use and apply their knowledge, to be able to analyze what they see, to evaluate elaborate situations, to solve complex problems, and to create new ideas or products. Bloom’s Taxonomy or DOK can be used to challenge students and push them to these deeper levels of learning.
Click here for more on Bloom's Taxonomy and Depth of Knowledge (DOK)
A Tool for Deep Differentiation: The Extension Menu
The Extension Menu Explained
An extension menu is a simple tool that can be used to differentiate instruction and organize learning activities for students of different abilities at different levels of progress. Teachers give a "menu" like the sample below to students at the start of a unit. Learning activities on the extension menu, in addition to being leveled according to Bloom's Taxonomy or DOK, should also cover Howard Gardner's areas of multiple intelligence. Some learning activities should be completed in pairs or groups (but the individuals should always be assessed independently).
To use an extension menu:
- Students start at the bottom and work their way to the top, as far as they can, in the time allotted for the unit. (An exception can be made for those students who are able to skip the basic levels, which may be determined by a pre-test.)
- Teachers provide ongoing support and feedback. Students must re-do learning activities if learning is not demonstrated and the quality of work is not up to the pre-established expectations.
- Teachers can require students to complete all learning activities at a given level or allow students to choose any number out of the total (3 out of 5, for example).
- The extension menu works very well in a flipped classroom or blended learning format.
- Students have the option to work on the extension menu at home. This means homework is self-directed as well.
- Mini-lectures or note-taking sessions can be inserted whenever needed throughout the unit. This is helpful if the teacher notices that everyone in the class is struggling with a certain concept.
- Students receive a final score for the unit based on the level they reach.
- In a standards-based system, all standards for the unit should be touched on at each level.
- Students who have reached the top level can also create their own learning activities (to be approved by the teacher).
Note: Tests can also be written in this format - simply replace "learning activities" with "test questions!"
Using an extension menu creates a platform where:
- Students have choice in how they learn by offering them many different learning activities to choose from that are all aimed at the desired learning goal.
- Students can work at the pace which best meets their needs.
- Every student has the opportunity to work up to the level of challenge for which they are capable. This is accomplished by having students work their way up the levels of Bloom’s Taxonomy (or DOK).
Teachers using Understanding by Design (UbD) can easily take unit plans and turn them into an extension menu for students to follow!
Here are some ideas to get teachers started:
Click here for an Extension Menu Template
Click here to see a Sample Extension Menu
Standards-Based Assessment and Deep Differentiation
In a standards-based system, having an assessment scale aligned to Bloom's Taxonomy (or DOK) means that students must do more than just learn the standards at the basic knowledge level - it provides them with the opportunity to explore the standards at deeper levels. It means that deep differentiation is built into assessment. An assessment scale tied to Bloom's Taxonomy pushes students to get beyond the basic levels of thinking if the "proficient" mark is established at a higher level.
Sample Assessment Scale Aligned with Bloom's Taxonomy
Level 4 or "Exceeding" requires students to evaluate and create information, this is in alignment with the fifth and sixth steps of Bloom's Taxonomy.
Level 3 or "Proficient" requires students to apply and analyze information, this is in alignment with the third and fourth steps of Bloom's Taxonomy.
Level 2 or "Approaching" requires students to remember and understand information, this is in alignment with the first two steps of Bloom's Taxonomy.
Level 1 or "Concerned" means that the student has not yet started achieving on the Bloom's scale.
Badges
Another way to track progress and assess students is to award digital badges. As students move up the levels on the extension menu they can accumulate a badge for each learning activity completed or concept mastered. Badges can be color coded by level.
Page updated
Google Sites
Report abuse