Differentiated Instruction Through Tiered Performance Tasks
Teacher-Centered Classrooms:
Students learn the same thing in the same way on the same day
Students passively receive instruction rather than actively construct it.
One size fits all approach
Differentiated Instruction:
§ “A variety of classroom practices that accommodate differences in Ss learning styles, interests, prior knowledge, socialization needs, and comfort zone.” Benjamin
§ “A differentiated classroom in which students’ educational experiences are driven by individual needs, interests, and abilities.”
§ “DI aims to improve classroom learning for all students by employing a variety of classroom practices that accommodate student differences.” Benjamin
§ A systematic approach to planning curriculum and instruction for heterogeneous student populations. A way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity.
§ “A philosophy that enables teachers to plan strategically in order to reach the needs of the divers learners in classrooms today.” Chapman
Differentiated Instruction is:
§ Proactive
§ More qualitative than quantitative
§ Rooted in assessment
§ Applying multiple approaches to content, process, and product
§ Student-centered
§ A blend of whole-class, group, and individual instruction
§ Organic
Differentiate at least 4 classroom components:
§ Content: what to teach and how to give the Ss access t the learning goal
§ Process: activities in which the student engages in order to master the content
§ Product: performance tasks that ask the S to rehearse, apply, and extend what was learned
§ Learning Environment: the way in which the classroom works and its affective dimensions.
Principles of Differentiated Instruction
§ Ongoing Assessment. What are the possible ways students can demonstrate their understanding and skill? Observation, interviews, surveys, performance tasks.
§ Flexible Grouping. Use all elements of TAPS (Total group, Alone, Partner, Small Group). Teaching others results in the highest (90%) of retention compared to other learning activities.
§ Choice. Choice with accountability brings forth active involvement in learning.
§ Constant Reflection.
Tomlinson raises these questions for teachers to ponder:
v Which Ss seemed to be engaged in learning? Which were not? Do you know why in either case?
v In what ways did the activity or lesson begin as you wished? Did it go off track? How? What worked and what didn’t as students began to work?
v As the activity or lesson progressed, how well did students remain focused? If there was a point where focus was ragged, can you figure out why?
v Were there any students who do not work well in groups, or do not work well alone?
v How did you interact with individuals and groups as they worked? What useful information did you gather as you moved among groups?
Recommended Strategies
§ Stations: (different spots in the CR where Ss work on various tasks simultaneously
§ Agendas: (personalized list of tasks)
§ Centers: (distinct CR areas each containing a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept)
§ Tiered activities: (activities that engage Ss with different learning needs to work with the same essential ideas and use the same key skills but at different levels of complexity and abstractness)
§ Learning contracts: (a negotiated agreement between teacher and student)
§ Compacting: (providing alternative activities for the student who has already mastered curriculum content)
§ Independent study: (a tailor-made opportunity to help students become independent learners developing talent and interest area)
§ Portfolios: (collections of student work that emphasize student choice and provide ongoing assessment)
Tiered Performance Tasks
Activities adjusted so that all Ss focus on key concepts and skills but at different levels of complexity, abstractness, and open-endedness. A performance task requires students to accomplish approximations of real-life authentic tasks, usually using the productive skills of speaking or writing, but also using reading or listening or a combination of these skills.
What Can be Tiered?
§ Assignments
§ Activities
§ Centers & Stations
§ Learning Contracts
§ Assessments
§ Materials
§ Experiments
§ Writing Prompts
§ Homework
The teacher’s Challege:
Developing “Respectful Activities” that are interesting, engaging, and challenging
When tiering, adjust:
§ Level of Complexity
§ Amount of Structure
§ Materials
§ Time/Pace
§ Number of Steps
§ Form of Expression
§ Level of Dependence