Differentiation at a Glance

Strategy

Area of Differen-tiation

Process

Content

Product

Balanced Literacy Align-

ment

Description of Strategy

Example / More information

Tiered Assign-ments

-Process

-Content

During

Post

While students work at varied degrees of difficulty on their tasks, they will explore the same essential ideas and work at different levels of thought. Groups come together to share and learn from each other.

Assignments should be

- Different work, not simply more or less work

- Equally active

- Equally interesting and engaging

- Fair in terms of work expectations and time needed

- Requiring the use of key concepts, skills, or ideas

http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf

http://www.wblrd.sk.ca/~bestpractice/tiered/examples.html

http://daretodifferentiate.wikispaces.com/Tiering

http://2differentiate.pbworks.com/w/page/860120/Tiered-Instructions

http://www.doe.in.gov/exceptional/gp/tiered curriculum/welcome.html

Flexible Grouping

-Process

-Content

-Product

-During

-Post

Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times they are placed based on interests and/or learning style. Groups can either be assigned by the teacher or chosen by the students. Students can be assigned purposefully to a group or assigned randomly. This strategy allows students to work with a wide variety of peers and keeps them from being labeled as advanced or struggling.

(Multiple Grouping Ideas)

http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf

Like-ability Pairs

-Process

-Content

-Product

-During

-Post

As with flexible grouping, like-ability pairs promotes complexity of discourse with students collaborating with their academic peers.

Managing Talk Through Grouping

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx