Bringing it all together

Critical considerations

Before introducing strategies for differentiation, it is important to note 3 interrelated considerations for teachers who wish to differentiate instruction.

(Tomlinson & Allan 2000)

What and how to differentiate

Effective differentiation takes place when teachers adjust aspects of content, process and product in direct response to a student’s readiness, interests and learning profile. Teachers may also modify the learning environment in direct response to a student’s learning profile.

‘What’ and ‘how’ teachers differentiate depends on the needs of the students in the class at any one time.

The following diagram illustrates the connections between classroom elements and student characteristics and the multiple opportunities teachers have for differentiation. It shows that teachers can adjust classroom elements - content, process and product - in direct response to a student’s readiness, interests and learning profile. Teachers can also modify the learning environment in direct response to a student’s learning profile.

Tiered instruction

Tiered instruction is when teachers make slight adjustments within the same lesson to meet the needs of students.

All students learn the same fundamental skills and concepts but through varying modes and activities.

The tiers need to challenge students appropriately at their ability levels. The teacher’s challenge is to make sure all tasks, regardless of tier level, are interesting, engaging, and challenging.

Activities and assignments can be adjusted by:

• level of complexity
• amount of structure
• materials provided
• time allowed
• pacing of the assignment
• number of steps required for completion
• form of expression, for example letter, essay, report, research paper, short story, speech
• level of independence required.

The 6 ways to tier a lesson

1. tier by challenge level - Bloom’s Taxonomy
2. tier by complexity - when you tier by complexity, you address the needs of students at introductory levels as well as the needs of students who are ready for more advanced work
3. tier by resources - when you choose materials at various reading levels and complexity of content, you are tiering assignments by resources
4. tier by outcomes - students use the same materials but the end products vary
5. tier by process - the end products are the same but the ways students arrive at those outcomes may vary
6. tier by product - group by multiple intelligences or learning styles followed by assignments that fit those preference.

How to create a 3-level tier

1. Identify key concepts, skills and essential understandings that you want all students to achieve. These elements become the basis for your ‘on-level’ tasks.
2. Identify how you will cluster groups/activities. Although you can create multiple levels of tiers (2-6), keep the number of levels consistent with your group of students. For example, don’t make 3 tiers if there are only 2 groups of students exist in your classroom (those working at the appropriate level and those students who require extra support).
3. Select elements to tier (see ‘Six ways to tier a lesson’ above).
4. Create your ‘on-level’ tier (tier one).
5. Design a similar task for learners who require extra support. The task should make adjustments based on student readiness (tier two).
6. If needed, develop a third, more advanced activity for learners who have already mastered the basic standard or competency being addressed. Make sure the task actually requires higher-level thinking than the ‘on-level’ tasks. The advanced tier shouldn’t just be more of the same thing (tier three).

As you construct the tiers make sure that in order for students to accomplish a higher level, they must also have an understanding of the lower levels.

Compacting

Compacting is the process of eliminating teaching or student practice if students have already mastered a concept or skill. For example, a year 3 class is learning to identify the parts of fractions, and diagnostics indicate that 2 students already know the parts of fractions. These students are excused from completing the identifying activities and are taught to add and subtract fractions.

Steps for compacting

1. identifying the learning objectives or standards that all students must learn
2. offering a pre-test opportunity or planning an alternate path through the content for those students who can learn the required material in less time than their age peers
3. planning and offering meaningful curriculum extensions for students who qualify
4. eliminating all drill, practice, review or preparation for students who have already mastered such things
5. keeping accurate records of students’ compacting activities.

A layered curriculum

The layered curriculum approach features a 3 layer model (like a pyramid) where students start with basic learning and skills (layer C) and move to use higher-level thinking skills (layer B and then layer A) as they work through the layers. Developed by educator and author Kathie Nunley (2006) the approach came as a response to her classroom experiences with high school students.

Menus

A menu offers students a way to make decisions about what they will do in order to meet class requirements. A menu could be for a single lesson, a week-long lesson or even a month-long period of study. Once the teacher has decided on what the essential understandings and/or skills are, they can begin to create a menu.

Steps for creating menus

1. Identify the most important elements of a lesson or unit.
2. Create an imperative or required assignment or project that reflects the minimum understanding you expect all students to achieve.
3. Create negotiables which expand upon the ‘main dish’ or imperative assignment or project. These negotiables often require students to go beyond the basic levels of Bloom’s Taxonomy. For example, they often include activities that require synthesis, analysis or evaluation.
4. Create a final optional section that offers students the opportunity for enrichment. The optional section often reflects activities that students can use for extra credit.

Wormeli (2006) suggests placing the menu options in a restaurant menu style (see below) that could include an ‘appetisers’, a ‘main dish’, ‘side dishes’, and even ‘desserts’. He suggests the following format.

• Appetisers (negotiables)
  • a list of assignments or projects
  • students select one item to complete.
• The Main Dish (imperatives)
  • an assignment or project that everyone must complete.
• Side Dishes (negotiables)
  • a list of assignments or projects
  • students select two items to complete.
• Desserts (options)
  • optional but irresistible assignments or projects
  • options should be high interest and challenging
  • students choose one of these enrichment options
  • level of complexity.

Cubing

Cubing requires students to look at a topic from 6 different angles. Teachers often create a visual cube that serves as a starting point when they want students to analyse or consider various aspects of a topic. Cubes can be used as an after-reading strategy that requires students to think critically about a topic. When students work with cubes they apply information in new ways. Cubes can be differentiated by interest and readiness.

Introducing the strategy to students

One of the best ways to introduce cubing is to apply the activity to a common or familiar object. Select an object appropriate to the age and interests of the students, distribute the object to students and then assign groups to look (or study) the object from several angles.

Students work in assigned pairs or groups. If desired, the groups can be created by readiness levels since the cubing perspectives below begin at the least complex level and become increasingly complex. Using the object as the topic, ask students to:

1. describe it – what does it look like?
2. compare it – compare the object with something else/ what is it similar to or different from?
3. associate it – what do you associate the object with/ what does it make you think about?
4. analyse it – describe the object’s parts/ how is it made?
5. apply it – what can you do with the object/ how can you use the object?
6. argue for or against it – what is an argument for or against the object?

Give students about 10 minutes to build a mini-presentation, then one student in each group presents to the class.

Steps for cubing

Step 1.

Select a topic, for example, World War 1 (WW1). Decide in advance how much time you want to devote to the cubing process. Informal cubing activities can easily be accomplished within a class period. However, activities can be extended if research is required.

Step 2.

Create groups based on readiness or interest.

Step 3.

Assign each group a perspective from which to explore the topic:

1. describe WW1
2. compare the WW1 to another war
3. associate the WW1 with other issues, topics, or concerns
4. analyse the WW1 by discussing the events and decisions that led to the war
5. apply the lessons you’ve learned from studying WW1. How does learning about WW1 help you understand events, issues, topics, and decisions that still exist today?
6. argue for or against WW1. Should the war ever have been fought? Take a stand and list your reasons.

Step 4.

After the designated amount of time, ask representatives from each group to present their perspectives.

Adaptations

Cubing, looking at a topic from 6 different angles, can be adapted. Adaptations can include:

• Design cubes based on interest or learning profiles.
• Use the cubes for independent work. Require students to complete each element on the cube but allow them to pick and choose the order in which they complete the activities.
• Use the cubes as dice which students roll.
• In maths, create problems for students to solve. One problem is printed on each side of the cube.
• Rick Wormeli (2006) suggests incorporating Bloom’s Taxonomy:
  • Knowledge - students recall and cite content
  • Comprehension - students demonstrate their understanding of the content
  • Application - students use their knowledge and skills in a different way or situation
  • Analysis - students break down topics into pieces and analyse them
  • Synthesis - students consider aspects that seem to contradict each other and form something new
  • Evaluation - students use their previous learning to judge the value or success of something guided by specific criteria.

Tic-Tac-Toe choice boards

Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned in class or to demonstrate and extend their understanding of concepts. From the board students either choose or are assigned 3 adjacent or diagonal tasks to complete.

Choice boards address student readiness, interest or learning preferences - and are easily adapted to a subject area.

Steps for tic-tac-toe

1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning styles, or interests.
3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students and place it in the centre of the board.
6. Students complete three tasks, one of which must be the task in the middle square.

The 3 tasks should complete a Tic-Tac-Toe row.

Adaptations

Tic-Tac-Toe choice boards can be adapted. Adaptations include:

• Allow students to complete any three tasks - even if the completed tasks don’t make a Tic-Tac-Toe.
• Assign students tasks based on readiness.
• Create different choice boards based on readiness (struggling students work with the options on one choice board while more advanced students have different options).
• Create choice board options based on learning styles or learning preferences. for example, a choice board could include 3 kinaesthetic tasks, 3 auditory tasks and 3 visual tasks.

Sternberg’s intelligence preference

You can assess students according to Sternberg's intelligences:

• Analytical - linear – schoolhouse smart - sequential
• Practical - street-smart – contextual – focus on use
• Creative - innovator – outside the box – what if

An idea to assess students in this way is possible through the following scenario:

'Imagine you are driving with your parents and they are listening to the radio. An interesting discussion starts about something you do not know. As you listen, you get more and more interested - and what do you most want to know?

• Do you want to know all the little details that go into it?
• Do you want to know how it is being used?
• Do you want to know only enough information to think of other things to do?'

Students who choose the first question fall into the analytic intelligence, the second corresponds to the practical and those who choose the final question are the creative learners.