Seven Keys (7)

7 Keys to Differentiation Framework.ppt

About 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:

  1. Pretesting and ongoing assessment

  1. Adjusting the depth or degree of difficulty of a task to provide an appropriate level of challenge

  1. Adjusting the pace of instruction

  2. Adjusting the concreteness or abstractness of a task

  1. Adjusting the level of dependence and independence

  1. Adjusting the resources based on reading level (www. lexile.com or google read and write)

  1. Using manipulatives or models

  1. Presence or absence of models for a task

  1. Scaffolding (teacher and/or peer coaching) to provide support for the student

  1. Making the task more or less familiar based on the proficiency of the learner's experiences or skills for the task

  1. 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:

  1. Using adults or peers with expertise to serve as mentors

  1. Providing a variety of avenues for student exploration of a topic or expression of learning. (See Multiple Intelligences)

  1. Providing access to a variety of resources.

  1. 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:


  1. Instruction and grouping based on learning styles such as North, South, East and West, the Temperament Sorter by Dr. Keirsey online (www.keirsey.com)

  1. Instruction and exploration using auditory, visual, and kinesthetic modes

  1. Creating a learning environment with flexible spaces and learning options

  1. Allowing students to work alone, in pairs, or in collaborative groups

  1. Flexible grouping using a choice of competitive, cooperative, and independent learning experiences

  1. Authentic learning opportunities in the Multiple Intelligence areas/SMARTS or Product Pouches

  2. Encouraging investigation or application of key concepts and principles in student’s interest areas.

Teachers may differentiate the --

CONTENT: What and how students learn


  1. Memory games, “I Have, You Have”, “Footloose”

  2. Recorded material or google read and write

  3. Reading buddies

  4. Multiple texts

  5. Multiple supplementary materials

  6. Small group direct instruction

  7. Varied graphic organizers to support reading comprehension

  8. Interest-based mini lessons

  9. Most difficult first

  10. Compacting

  11. 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

  1. Anchor activities

  2. Double, Triple and Quadruple Entry Journals

  3. Varied journal prompts

  4. Exit cards

  5. RAFT

  6. Tic Tac Toe Menus

  7. Tiered assignments

  8. Similar readiness groups

  9. Mixed readiness groups with targeted roles for students

  10. Contracts

  11. Multilevel learning centers

  12. Independent studies

  13. 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)

  1. Word Smart Verbal Linguistic

  2. Number Smart Mathematical Logical

  3. Art Smart Visual Spatial

  4. Body Smart Bodily Kinesthetic

  5. Music Smart Musical Rhythmic

  6. Nature Smart Naturalist

  7. Wondering Smart Existential

  8. People Smart Interpersonal

  9. 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