Differentiation in the Early Childhood Classroom Erica Simpson

Differentiation in the
Early Childhood
Classroom
Erica Simpson
EDU 610
Final Project
What is Differentiation?
* “shaking up what goes on in the classroom so that
students have multiple options for taking in
information, making sense of ideas, and expressing
what they learn” (Tomlinson, 2001, p. 1).
* Celebrating differences
* Allowing students to show learning in different ways
and how they are most comfortable
* Information is presented in a variety of ways, using a
variety of materials
* Focus on quality not quantity
What is Differentiation?, Cont.
* Proactive-being prepared for a variety of learner
needs and then modifying as needed
* “In a differentiated classroom, teaching is
evolutionary” (Tomlinson, 2001, p. 5)
* Variety of assessments fuel instruction (preassessments, mid-unit evaluations, authentic postassessments)
* “student centered” (Tomlinson, 2001, p. 5)
* Teacher utilizes various group approaches (whole
group, small group, partners, independent work)
What Differentiation is NOT
* Giving every student a different task and
assessment
* Activities are modified for groups of students
* Out of control or “chaotic” (Tomlinson, 2001. p. 3)
* Teachers are still in control and showing leadership
* Giving some students more work and others less
* There is little benefit to giving high-achieving
students more practice with mastered material
What Differentiation is NOT,
Cont.
* Grading harder or easier based on ability
* Struggling learners do not gain more by having the
teacher ‘take it easy’ on them
* For one particular group of students
* Differentiation is beneficial for all students
* “a strategy or something to do when there’s extra
time” (Tomlinson, 2001, p. 5-7)
* Differentiation is a way of teaching, not something
to implement
Benefits for Students
* Builds self-efficacy (students believe in self as a
result of setting and reaching goals they set)
* Weaker learning styles become stronger
* Able to take responsibility for own learning
* Feel connected to learning
* Tasks encourage critical thinking
* Builds a sense of community
Benefits for Teachers
* Learn to evaluate in many ways
* Gain better grasp on time management
* Learn to read students in order to understand learning
profiles and preferences
* Realize the importance of ignoring stereotypes
* Able to identify the most important pieces of
curriculum
Assessment in a Differentiated
Classroom
* “Think of assessment as a road map for your thinking
and planning” (Tomlinson, 2001, p. 19)
* Viewed as a positive activity to showcase strengths and
an opportunity to improve on weaknesses
* Students are able to show and apply learning in ways
they are most comfortable
* Emphasis is taken off of results and placed on showing
how much has been learned
* Can be formal or informal, at any point during the day
Assessment in a Differentiated
Classroom, Cont.
* Students must understand and be familiar with
assessment strategies and tools
* “…a way to extend rather than merely measure
learning” (Tomlinson, 2001, p. 20)
* Utilize surveys to identify student interests,
preferences, and skills throughout the year, as
students change
* Give short, clear directions right before task (have
students repeat if necessary)
* Important to teach students self-assess/self-regulate
Assessment in a Differentiated
Classroom, Cont.
* Teachers can differentiate standardized assessments
as long as guidelines are followed
* Allow students to choose own seating
* Differentiate the times assessments are given
* Include movement breaks
* Provide tools to support student success
* Need to assess 3 areas: content, process, product
* Content-specifically what learned
* Process-student’s thinking process
* Product-student developed, showing application of learning
The Differentiated Classroom
Environment
* All feel like they belong and help others feel the same
* Positive acknowledgement by peers and teachers
* Respect for all, from all
* Some noise is okay but should not be distracting
* “When a positive climate is evident in a classroom, each
person knows he or she belongs to a learning
community” (Chapman, & King, 2005, p. 13)
The Differentiated Classroom
Environment, Cont.
* Student work is showcased
* Specific place for students to put finished work
* Variety of seating options
* Allow students to evaluate the space to identify areas
that are working well and those that need improvement
* Materials are organized and easily accessible for all
students
Differentiation and Gardner’s
Multiple Intelligences
* “Students perform best when they use their strongest
intelligences” (Chapman, & King, 2005, p. 29)
* Four ways to address the multiple intelligences
* 1. Toys and Playthings-certain toys are linked to the
intelligences (ex. Puzzles—logical, puppets—interpersonal)
* 2. Lesson Plans-certain activities are linked to the
intelligences (ex. Finger plays—musical, sports—bodily)
* 3. Centers-can be organized to meet the intelligences (ex.
Body Parts theme: using a mirror to identify body parts—
intrapersonal)
* 4. Career Education-showing students that certain
careers are linked to personal strengths and interests
(ex. Florist—naturalist, lawyer—linguistic)
Differentiation and Gardner’s
Multiple Intelligences, Cont.
* Important for students to be aware of how they learn
best
* “Putting an instructional focus on the multiple
intelligences may also help in a very practical way in
early childhood classrooms-to reduce behavior
problems” (Rettig, 2005, p. 256)
* Specific assessment tools using the intelligences are
beneficial for all (ex. Linguistic Learner—speeches,
Logical Learner—graphic organizers, Spatial Learners—
sculptures)
Simple Ways to Differentiate
* Vary the amount of support given
* Provide manipulatives for those who need them
* “Learning Logs” where students record daily
activities/work done (Chapman, & King, 2005, P. 122)
* Provide space and materials for students to correct
their own work
* Give different writing prompts based on ability
* Utilize response cards to assess (some students use
pictures, others use words/phrases)
Simple Ways to Differentiate,
Cont.
* Texts on the same topic, differing levels
* Computer programs
* Student tutoring
* Small groups organized by ability, interest, talent
* Choices—books, homework, materials, etc.
* Utilize graphic organizers
* Reading buddies
Ideas to Keep in Mind When
Planning
* Before starting a lesson, identify what you want
students to be able to do (focus on specific skills to be
gained)
* “Differentiation doesn’t suggest that a teacher can be
all things to all individuals all the time” (Tomlinson,
2001, p. 17)
* Determine what materials will be available
* Decide which assessments students will be able to
choose from and how they will be presented
Ideas to Keep in Mind When
Planning, Cont.
* Pre-assessments provide the starting point for
instruction
* “There is no recipe for differentiation” (Tomlinson,
2001, p. 27)
* Think about support needed, who will need a lot, who a
little, who none at all
* “Not beginning is a guaranteed way to avoid progress”
(Tomlinson, 2001, p. 33)
Differentiated Lesson On
Butterflies: Metamorphosis
* Objectives: Students will be able to correctly sequence
the butterfly life cycle, Students will be able to
correctly name the four parts of the butterfly life
cycle
* Pre-assessment to organize students into groups (1.
no background, 2. some background, 3. know it all)
* Ask students about life cycle—what does it mean?,
what are the stages?
* Students can write, draw, explain, act out answer
* Students are placed into group 1, 2, or 3 based on prior
knowledge
Differentiated Lesson, Cont.
* Each group is assigned different tasks, all based
around butterflies and metamorphosis
* Group 1 No Background—Learn what a butterfly is,
what it does, basic concept of a life cycle, specifics of
butterfly life cycle
* Group 2 Some Background—Review fundamentals, learn
specifics of butterfly life cycle, explore different
butterfly species to compare/contrast
* Group 3 Know it All—Review butterfly life cycle
specifics, research other living things that go through
metamorphosis, compare/contrast with butterfly
Differentiated Lesson, Cont.
* Assessment—Students will pick one or more tasks off
a choice board to show what was learned
* Choices might include drawing, creating a sculpture,
acting it out, writing, verbalizing
* Materials provided could include paper, pencils,
markers, crayons, glue, tape, clay, computer, pipe
cleaners, pom-poms, glitter, puppets, chart paper,
string, graphic organizers, leveled nonfiction books
Differentiation Resources
* http://www.kuglin.com
* http://school.discovery.com/schrockguide/
* http://www2.scholastic.com/browse/article.jsp?id=375
0750
* http://www2.scholastic.com/browse/collection.jsp?id=7
8
* http://www.davidsongifted.org/db/Articles_id_10331.
aspx
* http://www.primary-educationoasis.com/differentiation-in-the-classroom.html
* http://www.internet4classrooms.com/di.htm
References
* Chapman, C. & King, R. (2005). Differentiated
assessment strategies: one tool doesn’t fit all.
Thousand Oaks, CA: Corwin Press, Inc.
* Rettig, M. (2005). Using the multiple intelligences to
enhance instruction for young children and young
children with disabilities. Early childhood education
journal, 32(4), 255-259. DOI: 10.1007/s10643-0040865-2
* Tomlinson, C. (2001). How to differentiate instruction
in mixed-ability classrooms. Alexandria, VA: ASCD.