By G. FAITH LITTLE
The sunlight is still Summer while the breeze feels like Fall. Teachers stream in, eager to find their names at check-in and chat with colleagues on their way to hear the keynote speaker frame the day, “It’s not that differentiation is part of the work. Differentiation is the work itself. We all can make progress and we can all grow. Each student deserves a goal that they can work hard to achieve!" This excerpt from a previous post about bringing a series of in-person professional development workshops to life evoked memories that seemed to stand in stark contrast against our current teaching and learning situation.
Adapting our plans
We began our Spring 2020 workshops series on a cold day in February. At the end of the day-long sessions, facilitators reviewed feedback from participants, noted adjustments they would make to their plans, and tucked away sign-in sheets in folders, ready for their next session — a month away. A few weeks later we found ourselves siloed, setting up spaces at home where we could work, on screens, day and night. It felt as if we were living in a snow globe that someone picked up, shook, and set back down, leaving our environment sloshing around us, debris floating through the air, settling at our feet. We moved quickly, collaborating from our siloed spaces, pushing one another to reframe our thinking:
Through connection and communication, we were able to find ways to support teachers who were going through the same process themselves: expanding their classroom from inside the walls of a school building out in the city, across the state, and around the world. The phrase we're in this together became a mantra not only when it came to wearing masks, washing our hands, and social distancing, but also when it came to our own teaching and learning. Stay-at-home restrictions created an environment in which we needed to open our minds to as many options to meet as many students in need as possible. As teachers — from early childhood education to graduate school — revised and remodeled their plans, many began to ask, “Why didn’t I think of this before? I could have a distance learning component for each of my lessons.” At CPET, we realized that we could not only offer each of our workshops in an online space, but we could make all of our offerings available at no additional charge to our participants. The limitation of being in a specific session at a specific time was gone, and what was left was the opportunity for teachers to experience as many of the asynchronous offerings as they cared to.
Our Spring 2020 asynchronous offerings; view upcoming opportunities here
Utilizing practical strategies
Of course, after plans are adapted into a new space, the work again becomes customizing to our students. What do our first graders need to connect during distance learning? What about our sixth graders? Our seniors? As our snow globe settles and our vision clears, we see that trusted strategies are a foundation we can still hold on to. We can identify practical and adaptable tips we’ve used in the classroom and integrate them into our remote teaching and learning.
So, we end where we began: differentiation is not simply part of the work — it is the work.
Each student deserves the opportunity to grow, demonstrate progress, and work hard toward an achievable goal. Each teacher deserves the same. TAGS: DIFFERENTIATION, G. FAITH LITTLE, INITIATIVES, REMOTE LEARNING, RESOURCES
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By ROBERTA LENGER KANG
Differentiation can happen in many ways, with varying levels of complexity. Our Differentiating Like a STAR resource, designed to help educators consider entry points to differentiation, offers strategies in four categories: data, task, text, and grouping. Within each category, we outline three levels of instruction — the more stars included, the stronger the differentiation. By identifying pathways to expand differentiation, you can add depth and complexity to your lessons. When teaching in person, we differentiate tasks by dividing content material, offering multiple processes to fit students’ learning styles, or varying the product to ensure interest and engagement. Differentiating at a distance may change our communication methods, but it doesn’t need to change our commitment to student choice. In fact, it can enhance it! 
Pathways for differentiation
One classic way to differentiate instruction is to create different paths for students to demonstrate their learning. There are three ways that educators can differentiate based on the assigned task: content, process, or product. Content As you develop your curriculum, you may identify a series of content strands that students should be familiar with, and that are representative of a larger concept or theme within your instruction. When we differentiate content, we can identify some concepts and examples that are necessary for all students to know deeply, and other concepts that students should be familiar with, but may not be required to know in-depth. Differentiating this content allows educators to present a wide range of examples or scenarios as a means to teaching towards a larger concept. When differentiating content, every group takes the same steps to complete the same final product — but they begin with different content information. For example:
Product Sometimes, it is in students’ best interests to focus on the exact same content, particularly when content strands are essential to students’ understanding of a discipline, or are represented on mandated assessments. In these cases, we can keep the content the same, but invite students to represent their learning in different ways. By giving students choice in how they demonstrate their learning, we help them to tap into their natural creativity, curiosity, and intrinsic motivation. When differentiating products, it’s important to develop a scoring guide that focuses on the key content concepts that need to be represented, and to align each product outcome with those expectations. For example, you might present your students with three project options: a three-page essay, a PowerPoint presentation consisting of 10 slides, or a three-minute video. Each project can be evaluated based on the same content information and should demonstrate the same application, analysis, synthesis, evaluation, or collaboration skills. Process When preparing students for rigorous, high-stakes assessments, you may not have the freedom to pick and choose the content or the final product. In these cases, you can look at opportunities for differentiating students’ processes. Consider differentiating through process by providing various supports for students. Perhaps some students receive a glossary of key terms & definitions, while others receive a word bank, and others receive no vocabulary assistance at all (because they don’t need this additional support to make sense of the content). You can also use student notes to support process differentiation — consider inviting some students to make use of outlines, while offering two-column note taking, webs, and bullet points to others. Whether they’re working individually or in small groups, giving students a choice of how to engage in their learning process can feel highly personalized, which will enable them to walk with their best foot forward. 
Making the most of online learning
When working in the world of remote teaching or blended learning, our typical teaching strategies may seem difficult to translate, which leads to defaulting to whole-class instruction that does not leverage student choice or differentiate based on student needs. But the online space offers just as many — if not more — opportunities to differentiate the task. High-Tech Many educators working in communities with on-demand access to technology are able to differentiate a task through content, process, or product using their online platform. Whether you’re using Google Classroom, Canvas, Blackboard, Moodle, or your own website, you can offer options at key points along the learning journey. In fact, it’s even easier to provide task options through distance learning, since there are no printing requirements! Within each lesson, we can create opportunities that maximize student choice. In high-tech spaces, we can post multiple assignments, graphic organizers, or focus topics and invite students to choose which they’d prefer to work with. Students can even work across class periods and be grouped with students who have shared interests, levels, or thinking processes. Students can also meet virtually through video conferencing, create small group videos, or share their process notes through pictures, video reflections, and digital artifacts. Low-Tech Some students have access to technology, but experience limitations due to time on their device, internet access, or support with using advanced features of applications. In these situations, the differentiation of content, process, or product should be made clear to students in their assignment. They may benefit from having their assignment personalized for them, and they may need flexibility if they are able to mix online and offline work. This can mean posting the task so it can be downloaded for later use (rather than just existing on a website), and creating materials that students can complete using their computer, but that don’t require internet access. No-Tech Students in the “no-tech” access category likely have less than one hour per day to access the internet, and may be logging on from a phone or tablet that isn’t connected to a printer or scanner for managing hard copy printouts. Teachers can offer entry points for these students by creating custom materials using picture models or short videos that explain what and how to complete a task with the materials they have on hand. Keep in mind that no-tech assignments can ask students to write out their responses by hand and submit assignments using photos. These assignments might also include packets of strategies or resources that can be picked up at school (and for convenience, can be picked up/dropped off during the same hours as food distribution), phone calls or text messages to students, or the option to send/receive materials by mail.
Differentiating tasks is one way we can increase student interest. Students are drawn to tasks that are personally relevant and challenging — creating multiple pathways for students to approach their learning (process), demonstrate their learning (product), or customize their learning (content), will allow them to deepen their understanding and increase their personal and academic engagement.
TAGS: DIFFERENTIATION, REMOTE LEARNING, RESOURCES, ROBERTA LENGER KANG 
By ROBERTA LENGER KANG
Differentiation can happen in many ways, with varying levels of complexity. Our Differentiating Like a STAR resource, designed to help educators consider entry points to differentiation, offers strategies in four categories: data, task, text, and grouping. Within each category, we outline three levels of instruction — the more stars included, the stronger the differentiation. By identifying pathways to expand differentiation, you can add depth and complexity to your lessons. Differentiating instruction through text selection and literacy support is essential during a time of remote or blended learning. While learning remotely, students increasingly rely on learning through reading, rather than in-person lectures or teacher presentations. As students are exploring new content through texts, we can design multiple entry points to support engagement, content knowledge, and skill development. We use texts to inform our instruction at three critical levels: 
When teaching in person, we often differentiate for students based on their reading levels. We may be used to differentiating a text by using a common reading support like a vocabulary word bank, or guiding questions to build comprehension. More advanced forms of text differentiation include providing multiple texts on the same topic and allowing students to make a selection. This ensures that students will have access to the main content information at the reading level that is the best fit for them. When we’re providing the highest level of differentiation for students, we’re matching specific students with an “on-level” and a “stretch level” text to support their understanding of the content and stretch their reading level.
Whether we’re teaching in-person or remotely, our biggest challenge is finding meaningful texts at different levels. You may be interested in exploring websites like Scholastic, Newsela, or Readworks — each of which offer access to texts organized by subject, topic, and grade level. A strong practice would be to identify the following:
If students are struggling with the lowest leveled text, consider adding additional scaffoldings (like the word bank or anticipatory summaries).
High-tech differentiation
We define "high-tech" as unlimited, individual access to an internet-connected device. Provide vocabulary support: Consider linking to sites like vocabulary.com, where you can create class lists, group students, and customize vocabulary lists (or select from pre-made options). You can also use this option to create quizzes and other vocabulary-building games, which will provide a complement to any reading assignment. Build student choice and autonomy by offering students a central text — for everyone to read — and then inviting students to contribute to a classroom library by finding two additional texts on the same topic. Going forward, students can select the texts they want to read based on those that have been identified for the class’ digital library. Use a formative reading assessment to identify targeted texts that can be incorporated into instructional tasks. We can use a resource like Google Forms to develop a differentiated task for students, and embed a select passage from the text into the form itself, while asking questions related to comprehension. If students answer the questions incorrectly, they can be routed to a text that’s targeted for a lower grade level. If students submit a mix of correct and incorrect responses, they can be routed to a text that matches their grade level. If students answer all questions correctly, they can be routed to a higher level text. Whether providing access to vocabulary instruction that’s parallel to the reading, or helping students discover texts at their own levels, differentiating by text level is a great way to ensure all students have a way to access the lesson.
Low-tech differentiation
We define "low-tech" as at least one hour of individual time on an internet-connected device. Add hyperlinks to potentially difficult words embedded in a shared text. This type of vocabulary support makes it easy for students to view the definition of a word, without leaving the document they’re reading. If you’re preparing an assignment in Google Docs or Word, simply highlight the word you want to define and add a hyperlink to an online dictionary. Help students utilize this support by asking them to summarize key parts of the text or define some of the vocabulary terms in their own words. This option does not require that students spend more time online, and will allow them to complete the assignment on paper rather than on the computer if that’s a better fit, given their access to technology. Offer student choice when posting an assignment to your online learning platform. Consider providing 2-3 texts as options and giving students a choice of which they’d like to read, or plan to strategically assign texts to students based on their reading levels. You can also invite students to read two out of the three texts, and offer additional points for reading multiple selections. Each interaction will help students absorb the content information, build their vocabulary, and challenge them to stretch to the next reading level. Teachers are sometimes cautious when doing this in person, as it can stigmatize students and highlight their level of academic performance. But in a remote learning setting, each task can become personalized, and this strategy can be implemented without these same concerns.
No-tech differentiation
We define "no-tech" as less than one hour on an internet-connected device. Add-on resources can accompany your lesson, and create scaffolds and supports for students as they read. For example, if a task includes a reading passage, comprehension questions, and a short response, you can create an add-on resource for vocabulary, which will provide definitions of words included in the passage. At a minimum, this word bank can help students make sense of the passage. For additional credit, we can ask students to create visual definitions of the vocabulary words, or define them in their own terms. Their work can be created using pen & paper, and then submitted by taking a simple photo. Ask students to synthesize content in their own words: Similar to the low-tech option, this begins with offering multiple texts as part of your assignment, and inviting students to choose the text that’s the best fit for them. From there, we can ask students to share what they’ve learned by writing about the topic as if they’re passing on their knowledge to students who are at a lower grade level. For example, if I’m teaching middle schools students who are learning about the three branches of government, I can extend my students’ reading task by asking them to write an explanation of this topic for third graders. The translation of the information from an on-level text to students at a lower grade level will help students think critically about what they understand.
Whether we’re teaching in-person or online, differentiating texts for students’ reading levels is complicated. We want to use everything we know about our students to match them to the right text at the right time, and provide the best scaffolds that will help them to stretch without slipping.
TAGS: DIFFERENTIATION, LITERACY, REMOTE LEARNING, RESOURCES, ROBERTA LENGER KANG 
By LAURA RIGOLOSI and JACQUI STOLZER
What happens when your class is full of 30+ students who have different strengths, different learning styles, and different comfort levels with the English language? We’ve been tackling this question alongside K-12 educators through PD series like Educating ELLs and Including All Learners, where we address the promises and challenges of teaching in heterogeneous classrooms by exploring the principles of differentiation and related research for classroom applications. When our most recent set of Including All Learners sessions began in January, we set out to support a new group of educators as they worked toward their differentiation goals. We didn't yet know that we would soon experience social distancing, that toilet paper would become the most coveted household item, or that both teaching and learning would rapidly transition from in-person to online. During this time of online schooling, we are particularly concerned about students who either do not have online access, or do not have a quiet nook in their homes to learn. A few years ago, one of our students commented that he slept with the English novels from our class under his pillow — it was the safest place in his home, where he didn’t have a workspace of his own. As we write this from our individual homes and reflect on the recent shift to virtual education, we are focusing on the principles of our Including All Learners series that remain true in any kind of teaching and learning environment. Below, we will outline a few concepts from our workshops and share how they carry over to our online learning experiences. Disrupt the single story We begin our sessions with Chimamanda Ngozi Adichie’s TED Talk, The Danger of a Single Story. She explains to her audience how all of us, including Adichie herself, have told a singular version of someone’s life story, and have also been victim to a single story about ourselves. She shares how damaging and incorrect these single versions can be. This concept serves as a reminder that we must disrupt the single stories that are often assigned to our students, particularly those who are ENLs or are students with disabilities. This can be more challenging than it sounds, particularly when students have to be described in IEPs, which do not allow for a more complex telling of their life stories. In our workshops, we challenge ourselves and participating teachers to share other versions of our students’ stories — something you can continue to do in online communication with other adults in your community.
What helps some students can help all
One of the principles of Universal Design for Learning (UDL) is that what helps some learners can help all learners. This concept can be illustrated by the design of public spaces — for example, people of all ages and abilities benefit from public bathrooms that are wheelchair accessible; they are wider, are often designed without entry doors, and are therefore easier to navigate and offer fewer opportunities for spreading germs. One way we try to illustrate this concept in our workshops is by providing all participants with tools that support their learning. For example, while we view the Adichie TED Talk, we offer our participants a simple graphic organizer (like a double entry journal) that allows everyone to listen fully, while also allowing them to recall specific compelling moments in the talk. Our double entry journal includes two components: a column on the left, partially filled out with quotes from the text (in this case, the TED Talk), and a column on the right, which is open for viewers to share their thoughts. Returning to the ideas presented in UDL, a double entry journal that includes specific lines from the text is useful for students who have central executive challenges, but in reality, everyone can benefit from the text references. The principles of UDL feel particularly important at a time when it is more difficult to ask students where and how they need support. Just as we provided a partially completed double entry journal for all of our participants, consider making your scaffolds accessible to all students on your online platforms. This might look like providing possible sentence starters to all students for written explanations, or providing a series of clues for students solving a math problem.
Show the messiness of thinking
Metacognition expert Dr. Saundra McGuire defines metacognition as simply thinking about your thinking. Being able to think about how you’re making meaning of a piece of writing — as well what you can easily understand and what you can’t — is an important aspect of engaging with complex texts. One tool we offer educators is a model of a think aloud, where we simply model the messiness of the thinking that goes into making sense of our reading, writing, and problem-solving. The goal is to dispel the idea that a text suddenly and magically makes sense without struggle and hard work, and to show them that everyone relies on thinking moves that help them chip away at difficult texts. Consider doing this type of think aloud with your students online — either in real time or as a short recorded video. Rather than simply creating a video where you explain the major steps needed for answering a question or solving a problem, try to capture yourself actually doing the work, making even your smallest thinking moves visible — the questioning, rereading, reasoning, and revising that often happens while engaging in higher-order tasks, but that we often do without even realizing. You might also share things like how you knew to begin your answer in a certain way, or what bit of information caused you to stop and double-check your computations. Sharing these micro thinking steps will help students see that there is not a singular way to answer a question or to solve a problem, which may help them become more aware of their own thinking. As you continue transposing your classes to online learning, we hope you will utilize the tools and concepts we have outlined here, to ensure you are reaching all learners. While our in-person sessions are on hold, you can continue to participate in professional development on this topic by joining us online. TAGS: DIFFERENTIATION, JACQUI STOLZER, LAURA RIGOLOSI, REMOTE LEARNING 
By ROBERTA LENGER KANG
Differentiating instruction is inherently difficult, and now that we’re doing it at a distance, it can appear even more overwhelming than before. But appearances can be deceiving. Differentiating during this period of distance learning — using some high tech, low tech, and no tech options — can be easy, efficient, and effective! Differentiation can happen in many ways, with varying levels of complexity. Our Differentiating Like a STAR resource, designed to help educators consider entry points to differentiation, offers strategies in four categories: data, task, text, and grouping. Within each category, we outline three levels of instruction — the more stars included, the stronger the differentiation. By identifying pathways to expand differentiation, you can add depth and complexity to your lessons. When teaching at a distance, we aren’t able to rely on our typical informal observation skills to gather data about our students, including our ability to overhear conversations, see students’ confusion, or listen to their in-the-moment questions. We can, however, find alternative methods for collecting and using data to inform the next steps of our instruction. We use data to inform our instruction at three critical levels: 
High-tech: Google Forms
Using the features built into Google Forms, educators can build custom assessments, surveys, pre-, during, and post-reading guides, and much more. When students answer questions within the form, you can be updated instantly. Create a clear connection to the data by turning the form into a quiz. This allows students to receive feedback about their performance, and can allow you to provide instructions for the student’s next task, based on their answers. Students who do well may be ready to move on to a more challenging activity; students who struggle may be directed to re-read or engage in continued practice. When they’re ready, students can return to the quiz to re-test their knowledge and demonstrate their learning. How can you redirect students based on their answers? Use the “go to section based on answer” feature. This feature allows teachers to create hinge-point questions within an online learning experience. Within any multiple choice question, we can establish different follow-up tasks based on a student’s response. If our answer choices are strategic (e.g. 1 correct answer, 1 close answer, 1 opposite answer, and 1 nonsense answer), students can be routed to different follow-up tasks after each question they respond to:
Using these Google Forms features is a great way for educators to create original curricular materials that blend instruction and assessment into a seamless experience for students.
Low-tech: there's an app for that!
Not everyone is up for building a differentiated task from nothing, and that’s okay — there are plenty of existing apps we can use that already have some of the basics set up for us:
These apps and others like them allow teachers to use existing platforms as a way to gather critical data about student performance.
No-tech: phone & paper
Distance learning without immediate and on-demand access to technology is extremely challenging in any circumstance, but especially amid a global health crisis. Students and families who don’t have access to technology are also those most likely to be vulnerable to housing, food, or health insecurity, and it’s in times like these that an equitable education is most at issue. While it might be less fancy, using data to inform your instruction is not less possible when working without on-demand access to technology. Here are a few no-tech solutions that can get us through these difficult times without sacrificing the importance of data-informed instruction:
Whether or not we’re with our students in person, it’s still within our reach to provide targeted instruction. When our lessons are thoughtfully designed and informed by student data, we can offer differentiated instruction at every level of technology access.
TAGS: DIFFERENTIATION, REMOTE LEARNING, RESOURCES, ROBERTA LENGER KANG |
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The Center for the Professional Education of Teachers (CPET) at Teachers College, Columbia University is devoted to advancing global capacities in teacher education, research, and whole school reform. CPET advocates for excellence and equity in education through direct service to youth and educators, innovative school projects, international research that examines and advocates the highest quality instructional and assessment practices today, and sustainable school partnerships that leverage current policy and mandates to raise literacy levels and embed collaborative communities of learning. Uniting theory and practice, CPET promotes rigorous and relevant scholarship and is committed to making excellent education accessible worldwide.
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