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Sanchez
Differentiating
Classroom
Instruction:
Video
Script
Slide
1
This
video
will
give
you
a
brief
introduction
to
differentiated
classroom
instruction
and
the
strategies
I
have
found
to
be
effective
in
integrating
this
pedagogy
in
my
class
Slide
2
I
will
first
talk
about
what
differentiation
looks
like
in
the
classroom.
Secondly,
how
to
follow
a
protocol
for
analysis
of
student
work.
And
lastly,
how
to
make
simple
assignments
designed
for
your
students
needs
and
progress
in
a
given
area.
Slide
3
So
what
exactly
is
differentiated
instruction?
Differentiation
requires
that
teachers
know
their
learners.
What
do
they
excel
in?
What
do
they
struggle
with?
It
also
requires
us
to
assess
the
learner
in
order
to
measure
their
progress.
Differentiation
often
involves
having
to
make
adjustable
assignments
that
target
specific
areas
in
which
a
student
needs
more
practice
or
clarification.
As
educators,
we
need
to
question
our
strategies
for
supporting
students
and
what
we
can
do
to
improve
in
meeting
the
needs
of
our
students.
Lastly,
differentiation
requires
that
we
approach
our
individual
subjects
curriculum
with
the
mindset
that
everyone
learns
differently.
Teaching
only
to
our
average
students
limits
both
our
own
teaching
and
our
students
learning.
Slide
4
For
teachers
and
administrators,
a
useful
definition
of
differentiated
instruction
is
adapting
content,
process,
or
product
according
to
a
specific
students
readiness,
interest,
and
learning
profile.
Slide
5
In
the
book
The
Differentiated
Classroom:
Responding
to
the
Needs
of
All
Learners,
2nd
Edition
written
by
well
known
educator
Carol
Ann
Tomlinson,
she
states
The
goal
of
a
differentiated
classroom
is
maximum
student
growth
and
individual
success.
As
schools
now
exist,
our
goal
is
often
to
bring
everyone
to
grade
level
or
to
ensure
that
everyone
masters
a
prescribed
set
of
skills
in
a
specified
length
of
time.
We
then
measure
everyones
progress
only
against
a
predetermined
standard.
Such
a
goal
is
sometimes
appropriate,
and
understanding
where
a
childs
learning
is
relative
to
a
benchmark
can
be
useful.
However,
when
an
entire
class
moves
forward
to
study
new
skills
and
concepts
without
any
individual
adjustments
in
time
or
support,
some
students
are
doomed
to
fail.
Similarly,
classrooms
typically
contain
some
students
who
can
demonstrate
mastery
of
grade-level
skills
and
material
to
be
understood
before
the
school
year
beginsor
who
could
do
so
in
a
fraction
of
the
time
we
would
spend
teaching
them.
These
learners
often
receive
an
A,
but
that
mark
is
more
an
acknowledgment
of
their
advanced
starting
point
relative
to
grade-level
expectations
than
a
reflection
of
serious
personal
growth.
In
a
differentiated
classroom,
the
teacher
uses
grade-level
benchmarks
as
one
tool
for
charting
a
childs
learning
path.
However,
the
teacher
also
carefully
charts
individual
growth.
Personal
success
is
measured,
at
least
in
part,
on
individual
growth
from
the
learners
starting
pointwhatever
that
might
be.
Slide
6
Now
we
will
move
onto
Part
2.
Analyzing
student
work
is
the
strategy
I
have
found
to
be
the
most
helpful
in
transitioning
into
using
differentiated
instruction.
The
protocol
for
analyzing
student
work
has
several
steps.
First,
collect
a
set
of
already
assessed
student
work
for
a
performance-based
assignment,
for
example,
a
written
essay;
lab
report;
problem-solving
task;
or
homework.
Ideally,
this
assignment
demonstrates
the
fullest
range
of
performances
possible.
Be
sure
to
have
the
assignment
guidelines
and
scoring
rubric
for
this
assignment,
and
consider
how
this
assignment
addresses
your
instructional
goals,
including
relevant
standards.
Slide
7
The
next
step
is
to
separate
the
student
work.
Student
work
can
be
separated
based
on
a
variety
of
rationales
that
correspond
with
what
students
are
currently
working
on.
I
am
a
Spanish
teacher
and
my
students
have
struggled
with
adjective
agreement.
I
separated
my
student
work
based
on
mastery
of
this
skill
and
put
my
students
into
one
of
three
categories;
below
expectation,
at
expectation,
and
exceeding
expectation
which
I
will
also
refer
to
as
Tier
1,
Tier
2
and
Tier
3.
If
students
were
at
expectation,
it
meant
that
they
understood
the
rules
of
adjective
agreement,
but
forgot
to
make
their
adjectives
agree
100%
of
the
time.
They
might
have
forgotten
to
make
an
adjective
feminine
or
needed
to
change
an
adjective
from
singular
to
plural.
If
students
were
below
expectation,
it
meant
that
they
were
more
unfamiliar
with
the
rules
behind
adjective
agreement
and
made
mistakes
more
often
than
they
should
have.
These
students
might
need
more
clarification
and
explicit
instruction
on
this
particular
grammar
concept.
The
last
group
of
students
exceeded
the
expectations
by
completing
the
assignment
with
little
to
no
errors
and
can
be
challenged
by
having
to
produce
more
on
their
own
rather
than
having
all
the
work
laid
out
for
them.
Try
to
take
about
ten
minutes
or
less
on
this
step.
You
can
always
reassign
a
students
work
to
a
different
group
if
need
be.
Slide
8
Now
that
the
work
has
been
divided,
the
third
step
is
to
reflect
on
the
learning
needs
of
the
students
within
the
different
groups.
You
will
use
these
questions
to
help
determine
how
you
will
implement
a
lesson
or
activity
that
is
differentiated.
Slide
9
This
brings
us
to
Step
4
which
is
the
last
part
of
this
video.
Identify
at
least
one
concrete
strategy
for
addressing
the
specific
learning
needs
of
students
in
each
group.
Aim
for
strategies
that
can
be
implemented
immediately
in
an
upcoming
lesson!
Referring
back
to
my
previous
example,
I
decided
to
make
a
worksheet
that
helped
my
students
to
practice
the
rules
of
adjective
agreement
regarding
gender
and
number.
When
creating
any
differentiated
material,
I
always
begin
with
my
students
that
met
the
expectations
or
my
Tier
2
students
because
these
are
your
average
students.
In
this
particular
example,
these
students
understand
adjective
agreement,
but
need
more
practice
simply
to
master
the
concept.
The
objective
of
all
three
worksheets
was
for
students
to
take
one
adjective
and
make
changes
to
it
in
order
to
fit
the
gender
and
number
of
the
subjects
given
and
to
recognize
the
patterns
in
doing
so.
The
Tier
2
assignment
gives
students
support,
but
also
forces
them
to
review
the
concept
and
use
background
knowledge
in
order
to
complete
the
task.
The
Tier
2
students
are
given
4
subjects
with
names
that
represent
the
different
subjects
we
Slide
11
I
now
have
3
tiered
assignments
to
implement
differentiated
instruction!
Slide
12
Now
that
we
have
created
our
materials,
here
are
a
few
things
to
keep
in
mind.
When
implementing
a
differentiated
activity,
one
concern
might
be
that
students
will
notice
they
have
a
different
worksheet
than
someone
else
and
question
why.
To
prevent
this,
I
write
my
students
names
on
the
sheets
ahead
of
time
so
that
I
dont
waste
time
figuring
out
who
gets
which
worksheet.
If
necessary,
have
a
conversation
with
your
students
about
your
efforts
to
meet
their
individual
needs
and
how
this
might
positively
influence
their
experience
in
your
class.
Label
the
worksheets
so
that
only
you
know
which
level
it
corresponds
with.
I
use
asterisks
as
a
simple
way
of
keeping
track
of
which
assignment
belongs
to
a
specific
tier.
You
dont
always
have
to
start
from
scratch!
Simply
take
a
worksheet
or
activity
youve
done
before
and
make
adjustments
accordingly.
Creating
differentiating
material
takes
time;
so
take
advantage
of
what
you
already
have!
Keep
an
ongoing
record
of
the
students
categorized
in
each
tier.
As
time
goes
on,
students
may
need
to
be
moved
up
or
down
a
level
depending
on
their
work.
Feel
free
to
even
ask
for
their
feedback!
Most
importantly,
see
how
your
students
progress.
Are
they
improving?
How
else
can
you
support
them?
We
should
always
be
analyzing
and
evaluating
our
work
within
the
classroom.
Thank
you
for
watching
my
video.
These
strategies
have
been
extremely
helpful
to
me
and
I
hope
youll
find
them
useful.
Feel
free
to
contact
me
with
any
questions
or
concerns.
**References
listed
on
Video