2. FOGARTY
12 POINTS OF DIFFERENTIATION
1. learning is enhanced by challenge, inhibited by threat
2. emotions are critical to patterning
3. learning involves focused attention and peripheral perception
4. the brain has a spatial memory system and a set of systems for rote
learning
5. the brain processes parts and whole simultaneously
6. learning engages the entire physiology
7. the brain is a parallel processor
8. learning is embedded in natural and social settings
3. 12 POINTS OF DIFFERENTIATION
CONTINUED...
9. each brain is unique
10. the search for meaning is innate
11. the search for meaning occurs through patterning
12. learning always involves conscious and un conscious processes
4. DIFFERENTIATION...
is a systematic approach to planning curriculum and
instruction for academically diverse learners.
Effective teachers do whatever it takes to hook the
whole range of kids to learning.
5. DIFFERENTIATION
What It Is...
• Qualitative
• Student Centered
• Assessment Driven
• Whole, Small Group, Individual
• A multimodal approach
• Organic
What It Is Not...
• Homogeneously grouping
• Individualized
• Chaos
• Louder and slower
6. WHEN IT COMES TO
INSTRUCTION...
One size does not fit
all!
7. 3 ELEMENTS OF DIFFERENTIATED
LEARNING
Change
• Content- changing the complexity
of the lesson, resources used in the
lesson or learning environment
• Process- offer alternative ways for
students to learn
• Product- give students options in
how they demonstrate their
learning and the quality of that
learning.
• Make learning more accessible to
all learners.
Challenge
• Emotions
• Attention
• Memory
• Make sure the challenge is
appropriate for their learning.
• Challenge all learners at their level
of understanding.
Choice
• Freedom within the structure
• Give students the opportunities to
select the how and the what of
the learning situation.
• Students learn more when they
feel they have a choice.
8. PUTTING DIFFERENTIATION IN
PLACE AT SCHOOL
Begin Slowly
• Choice of Materials
• Reading Buddies
• Flexible Seating
• Bloom's Levels of Questions
Move Along
• Learning Centers
• Interest Groups
• Rotation Centers
• Choice Boards
9. TOMLINSON
DIFFERENTIATED INSTRUCTION
"Differentiation is making sure that the right students
get the right learning tasks at the right time. Once you
have a sense of what each student holds as 'given' or
'known' and what he or she needs in order to learn,
differentiation is no longer an option. It is an obvious
response."
10. 6 BELIEFS
Every student is worthy of
dignity and respect.
• Does not just see a list of names.
• Considers teaching to be a
stewardship of young lives.
• Teaching is about building lives.
Questions:
• How can I gain understanding of
particular talents, strengths and
needs of students?
• How can I help students see and
recognize and extend their
strengths?
• How can I guide development of
a sense of classroom community
characterized by respect?
Diversity is both inevitable
and positive.
• Each student has a unique
characteristic about them.
• Differences should enrich us if we
are open to them.
Questions:
• How do I help students learn to
seek and value multiple
perspectives on issues and topics?
• How do I create group work that
draws on the particular strengths
of the group's members?
• How do I ensure that every
student has a significant
intellectual contribution to make
to the work of the class?
The classroom should mirror the kind
of society in which we want our
students to live and lead.
• Understands that if "different"
means that you have to be
somewhere else, then different
wasn't a good thing.
• Differences are part of who we
are, not a reason to suspect or
reject one another.
Questions:
• How do my students and I create
an inclusive learning environment
in which they learn well together,
not just occupy the same space?
• How do students come to
encourage one another's growth?
11. 6 BELIEFS CONTINUED...
Most students can learn most things
that are essential to a given area of
study.
• Minimal motivation to work hard.
• Two main categories: fixed mind- set
and growth mind- set.
• Fixed mind- set- people are born
smart or they are not.
• Growth mind-set- people work their
way to success.
Questions:
• How do I understand the mind-set of
each student in order to ensure that
they understand their capacity to
impact their own success?
• How do I ensure competition against
oneself instead of against one
another?
Each student should have equity of
access to excellent learning
opportunities.
• All students are capable and
have the capacity to learn the
essential knowledge and skills in a
topic or unit of study.
• Every student should have equal
access to learning experiences
about the topic being studied.
Questions:
• To what degree does the
curriculum seem relevant to
engage each student in my class?
• Am I confident that I am "teaching
up" to all of my students, rather
than "watering down" to some of
them?
A central goal of teaching is to
maximize the capacity of each
learner.
• Look at students as individuals not
as a group.
Questions:
• What is the student's next step in
learning essential content today?
• How can I tap into the student's
motivation to strive for quality?
• What tasks will push this student a
bit beyond his or her comfort
zone?
12. MASLOW'S HIERARCHY OF NEEDS
• Physiological needs- food, water, clothing, shelter, sleep
• Safety needs- physically safe from bullying, teasing, and hopelessness
• Belonging needs- the need to feel a part of a community, nee to encourage
teamwork
• Esteem needs- want to feel like a valued contributor, achievement brings
self-efficacy
• Self-actualization needs- becoming all you can be
• Self-transcendence needs- learning to live at a higher level of insight
13. 5 MESSAGES
Our philosophy of teaching is based on a will to teach each learner.
Teacher should convey 5 messages:
1. Invitation: make your class inviting and a valuable place of learning
2. Investment: let students know how important they are to the class and that
you will help them as much as you can
3. Persistence: let them know it is okay for them to make mistakes and that
you will not give up on them
4. Opportunity: help them see the possibilities that they have ahead of them
5. Reflection: make a promise to reflect on yourself to make sure that you are
doing everything to benefit the student and they should reflect as well to
make sure they are doing everything as a student to succeed
14. ALL STUDENTS MATTER
Your most important job as a teacher is to make sure that all students feel like
they matter. Treat them as individuals but as part of a team in which each one
is a contributing member. Value their input and teach them how to reflect on
what they have learned. Treat differences as what makes us unique and
special, not as what divides us!
16. REFERENCES
Fogarty, R., Pete, B. (2011). Supporting differentiated instruction a professional
learning communities approach. Bloomington: Solution Tree Press.
Imbeau, M., Tomlinson, C. (2010). Leading and managing a differentiated
classroom. Alexandria: ASCD.
