Seven Keys (7)
7 Keys to Differentiation Framework.pptAbout the student -- Readiness, Interest and Learning Profile
READINESS -- To differentiate in response to student readiness, a teacher assesses and constructs tasks at different levels of difficulty.
Teachers can adjust for readiness by:
Pretesting and ongoing assessment
Adjusting the depth or degree of difficulty of a task to provide an appropriate level of challenge
Adjusting the pace of instruction
Adjusting the concreteness or abstractness of a task
Adjusting the level of dependence and independence
Adjusting the resources based on reading level (www. lexile.com or google read and write)
Using manipulatives or models
Presence or absence of models for a task
Scaffolding (teacher and/or peer coaching) to provide support for the student
Making the task more or less familiar based on the proficiency of the learner's experiences or skills for the task
Grouping students and using instructional strategies such as most difficult first, compacting, tic tac toe menus, tiered assignments, contracts, centers, independent studies, apprenticeships, and mentorships
INTEREST -- To differentiate in response to student interest, a teacher aligns key skills and material for understanding from a curriculum segment with topics or pursuits that intrigue students. This might be also called passion or affinity.
For example, a student can learn much about a culture or time period by carefully analyzing its music. A social studies teacher may encourage one student to begin exploring the history, beliefs, and customs of medieval Europe by examining the music of the time. A study of science in the Middle Ages might engage another student more.
Some ways in which teachers can differentiate in response to student interest include:
Using adults or peers with expertise to serve as mentors
Providing a variety of avenues for student exploration of a topic or expression of learning. (See Multiple Intelligences)
Providing access to a variety of resources.
Giving students a choice of tasks and products, including student-designed option
LEARNING PROFILE -- To differentiate in response to a student’s learning profile, a teacher addresses learning styles, student talent, or intelligence profiles. Some ways in which teachers can differentiate in response to student learning profile include:
Instruction and grouping based on learning styles such as North, South, East and West, the Temperament Sorter by Dr. Keirsey online (www.keirsey.com)
Instruction and exploration using auditory, visual, and kinesthetic modes
Creating a learning environment with flexible spaces and learning options
Allowing students to work alone, in pairs, or in collaborative groups
Flexible grouping using a choice of competitive, cooperative, and independent learning experiences
Authentic learning opportunities in the Multiple Intelligence areas/SMARTS or Product Pouches
Encouraging investigation or application of key concepts and principles in student’s interest areas.
Teachers may differentiate the --
CONTENT: What and how students learn
Memory games, “I Have, You Have”, “Footloose”
Recorded material or google read and write
Reading buddies
Multiple texts
Multiple supplementary materials
Small group direct instruction
Varied graphic organizers to support reading comprehension
Interest-based mini lessons
Most difficult first
Compacting
Acceleration
PROCESS: Opportunities through which students make sense of or process understandings, concepts, and topics
1. Varying the questions - DeBono’s Six Thinking Hats
2. Varying the questions and learning objectives - Bloom’s Hierarchy
Anchor activities
Double, Triple and Quadruple Entry Journals
Varied journal prompts
Exit cards
RAFT
Tic Tac Toe Menus
Tiered assignments
Similar readiness groups
Mixed readiness groups with targeted roles for students
Contracts
Multilevel learning centers
Independent studies
Mentorships and apprenticeships
PRODUCT: How students demonstrate and extend what they learn
The Multiple Intelligences or Product Pouches in your drive (www.engine-uity.com)
Word Smart Verbal Linguistic
Number Smart Mathematical Logical
Art Smart Visual Spatial
Body Smart Bodily Kinesthetic
Music Smart Musical Rhythmic
Nature Smart Naturalist
Wondering Smart Existential
People Smart Interpersonal
Self Smart Intrapersonal
LEARNING ENVIRONMENT: Varied resources, grouping structures, furniture, physical environment
1. Groupings which are flexible
TAPS -- Together
Alone
Partners (Round the Clock Learning Buddies)
Small groups
2. Access to various materials, resources, and technology
3. An atmosphere which encourages expression of new ideas, acceptance of diversity, curiosity, and exploration
4. Experiences offered that reflect the learner's interests, readiness and learning profiles
5. Respect for all learners
