Final Project

Kaylee Doyle

University of New England

EDU 610: Differentiation Theory & Strategies

17 August, 2018

Good morning Mr. Clark, are you looking Absolutely! Though, I do have some questions

forward to your first year of teaching and concerns regarding how to differentiate

young learners? my classroom. Do you have any

resources?

Yes, I have compiled both a parent and That sounds wonderful.

teacher info packet on my laptop regarding needs of Thank you so much!

young learners and differentiation tools! Here,

take a looK!

areas of development in young learners

these should be considered when differentiating your instruction and environment

gross motor skills: use of large muscles

fine motor skills: grasping utensils/writing materials, use of small muscles (hands, fingers)

speech and language: ability to understand and use

language

sensory threshold

social and emotional: peer interaction, self regulation

cognition: problem solving

http://www.howkidsdevelop.com/developSkills.html

why is differentiating important for your young learners?

“just because there is a predictable pattern to growth, and a predictable season for blooming, doesn’t mean that every flower on the plant will bloom on the same day. Each flower opens at its own rate within the growing season. For a flower, the season for blooming may be a matter of weeks or months. In child development, some seasons may even last a few years.” – Amanda Morgan Not Just Cute

https://www.notimeforflashcards.com/2018/01/what-is-differentiation.html

know your learner: engage in play, talk with and listen Here are some

don't be afraid to play: play is a conduit for learning extra tips & tricks!

use flexible materials: vary materials to accommodate advanced

learners and support all students. DO not be afraid to use

technology!

use informal assessments: always have a part of your mind

observing your students

https://www.notimeforflashcards.com/2018/01/what-is-differentiation.html

the why's and how's of differentiation

"what matters is that we start, not where we start"-Carol Tomlinson

Envision what you would like your classroom to look like, why you would like it to look that way. taking it one step at a time is vital to differentiation.

(Tomlinson, C., 2001).

move away from the traditional classroom: a more unitary, rigid structure that does not differentiate to tailor to students varying needs (Tomlinson, c., 2001).

Develop environments that invite kids to learn and have engaging lesson plans that are interactive. Assume that kids can do good things and scaffold to help them accomplish them which happens by knowing your learner (Tomlinson, C., 2001).

the whys and hows of differentiation

"micro-differentiation" and "tailoring" to students needs are not enough to appropriately accommodate all of the varying levels and types of learners (tomlinson, c., 2001).

being "harder" or "easier" on students who are advanced or may need more support does not help them succeed and move forward from their starting points (tomlinson, c., 2001).

differentiation is quantitative: differentiating does not just mean giving "more" or "less" work to your varied learners. It means being "proactive" and planning for diverse learners by offering different approaches to the appropriate content knowledge being taught whether it is learning their colors or learning about the rainforest.

(tomlinson, c., 2001)

the role of parents in successful differentiation

be open to conversations with your child's teacher: parents have a better look into social/emotional skills over time whereas a teacher focuses on developmental accomplishments. both views combined make a clearer picture of the child as a whole.

sharing child's background: having an understanding of the child's home culture, knowing what the child shares about school and parent input on successful intervention tools is vital to teachers making connections and appropriately differentiating their school environment (tomlinson, C., 2001).

provide consistency between environments: using similar language and redirection in both school and home environments is useful.

You mention here different I sure do! Come, I will

types of learners. Do you have any show you the handy dandy handout

tips on identifying them? I have created to lay it out!

Logical/Mathematical

Strengths: Useful Tools & Activities:

-Numbers -Thinking Games

-Technology -Patterns

-Problem Solving - Process Explanations

-Literal/Logical Thinking -Timelines

-Categorizing Activities

GARDNER'S MULTIPLE INTELLIGENCES

Visual/Spatial

Strengths: Useful Tools/Activities:

-Art Media -Color, Lines, Shapes

-Visualizations -Pictures and Posters

-Spatial Relationships -Imagination

-Sculptures

(Chapman, C., King, R.,(2012)

Verbal/Linguistic

Strengths: Useful Tools/Activities:

-Listening -Audio Recordings

-Speaking -Journals

-Reading -Posters

-Writing -Jokes

-Linking Ideas together -Writing or telling

Musical/Rhythmic

Strengths: Useful Tools/Activities:

-Tonal Patterns -Songs and Poetry

-Musical Talents -Musical Patterns

-Identification of Sounds -Rhythmic Patterns

-Recordings

(Chapman, C., King, R., 2012)

Bodily/Kinesthetic

Strengths: Useful Tools/Activities:

-Fine motor skills -Manipulatives

-Gross motor skills -Hands-on activies

-Sport Participation -Exercises/Sports

-Performance -Demonstrations (Dramatic)

Naturalistic

Strengths: Useful Tools/Activities:

-Science -Nature collections

-Environmental Issues -Creating environmental scenes

-Saving the planet -Real-life situations

-All areas of nature -Survival Skills

(Chapman, C., King, R., 2012)