Thursday, January 14, 2016

Differentiating by student (versus group)

I had my follow-up meeting post-observation today, and my supervisor and I were working through the Danielson rubric.


Domain 1c is an area that I really want to focus on for the rest of the year. Here is the specific area of struggle:
All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student
learning, and permit viable methods of assessment.
Outcomes reflect several different types of learning and, where appropriate, represent both coordination
and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

How do I differentiate OUTCOMES, rather than instruction? I have an objective that I want my students to meet, and every student essentially has the same objectives (as dictated by my district's library curriculum). So what do different outcomes look like?

I found an interesting article about differentiation, but I'm particularly interested in the part about differentiating products. I think I like the word "product" better than "outcome", as it makes more sense to me. 

David Chung's literature circle activities are an interesting visual representation of differentiating products. 

Even more specifically, I found the following slides:


So in the context of my learning support lesson that I was evaluated on this week, it might look something like this:

"All must access CultureGrams and locate the country they selected."
"Most should answer the top row of questions on the bingo card without assistance."
"Some should stretch to use the additional features of CultureGrams to listen to interviews and answer the bottom two rows of the bingo card."

Thoughts? How do you differentiate your outcomes?

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