Differentiating InstructionDifferentiating Instruction

Getting everyone on the “learning” Bus.Getting everyone on the “learning” Bus.

R-HHS Vision StatementR-HHS Vision Statement

The vision of Randolph-Henry High School is The vision of Randolph-Henry High School is to provide an education that nurtures and to provide an education that nurtures and challenges all students to maximize their challenges all students to maximize their individual potential to become responsible, individual potential to become responsible, productive, and enthusiastic lifelong learners productive, and enthusiastic lifelong learners in the global society of the 21in the global society of the 21stst century. century.

R-HHS Mission StatementR-HHS Mission Statement

Our mission is to prepare Randolph-Henry Our mission is to prepare Randolph-Henry students to be responsible, knowledgeable, and students to be responsible, knowledgeable, and productive members of families, communities, and productive members of families, communities, and society as a whole. We will work together with the society as a whole. We will work together with the community to offer a wide range of academic and community to offer a wide range of academic and vocational courses. In addition, we will provide vocational courses. In addition, we will provide activities that are designed to foster social and activities that are designed to foster social and democratic values, develop personal dignity, and democratic values, develop personal dignity, and promote life-long learning. promote life-long learning.

Law of the Garbage TruckLaw of the Garbage Truck

One day I hopped in a taxi and we took off for the airport. We weredriving in the right lane when suddenly a black car jumped out of aparking space right in front of us. My taxi driver slammed on hisbrakes, skidded, and missed the other car by just inches! The driver ofthe other car whipped his head around and started yelling at us.   My taxi driver just smiled and waved at the guy. And I mean, he was reallyfriendly. So I asked, 'Why did you just do that? This guy almost ruinedyour car and sent us to the hospital!' This is when my taxi drivertaught me what I now call, 'The Law of the Garbage Truck.'

He explained that many people are like garbage trucks. They run aroundfull of garbage, full of frustration, full of anger, and full of disappointment. As their garbage piles up, they need a place to dump it and sometimes they'll dump it on you. Don't take it personally.

Just smile, wave, wish them well, and move on. Don't take garbageand spread it to other their people at work, at home, or on the streets. The bottom line is that successful people do not let garbage trucks takeover their day.   Life's too short to wake up in the morning with regrets,so...Love the people who treat you right. Pray for the ones who don't. Life is ten percent what you make it and ninety percent how you take it! 

R-HHS Belief StatementsR-HHS Belief Statements

We believe that Randolph-Henry High School has the We believe that Randolph-Henry High School has the distinct responsibility of providing learning experiences distinct responsibility of providing learning experiences that enable students to develop into responsible young that enable students to develop into responsible young people.people.

We believe that in all endeavors, students, parents, We believe that in all endeavors, students, parents, teachers and administrators must actively strive to teachers and administrators must actively strive to create a caring, cooperative and respectful community. create a caring, cooperative and respectful community.

We believe all students are capable of learning and We believe all students are capable of learning and should be held to high expectations.should be held to high expectations.

Beliefs cont.:Beliefs cont.:

We believe all students should be academically We believe all students should be academically challenged with a rigorous curriculum.challenged with a rigorous curriculum.

We believe that family involvement is critical to a We believe that family involvement is critical to a student’s successful educational experience. student’s successful educational experience.

We believe that learning is a lifelong process.We believe that learning is a lifelong process.

We believe that we all can “Make a Difference.”We believe that we all can “Make a Difference.”

Our Expectations for Students Our Expectations for Students Should Be:Should Be:

You can learn this.You can learn this.

I expect you to succeed.I expect you to succeed.

I will not give up on you.I will not give up on you.

““A student is not an interruption of A student is not an interruption of our work . . .the student is the our work . . .the student is the purpose of it. We are not doing a purpose of it. We are not doing a favor by serving the student…the favor by serving the student…the student is doing us a favor by student is doing us a favor by giving us the opportunity to do so.”giving us the opportunity to do so.”

William Purkey, from L. L. Bean posterWilliam Purkey, from L. L. Bean poster

““A person can succeed at almost A person can succeed at almost anything for which he has anything for which he has

unlimited enthusiasm.”unlimited enthusiasm.”

Charles A. Schwab, PresidentCharles A. Schwab, PresidentU. S. Steel CorporationU. S. Steel Corporation

Learning Styles:Learning Styles:

So….How do you prefer to learn? So….How do you prefer to learn?

Park it in the lot.Park it in the lot.

Do you teach to that personal chosen Do you teach to that personal chosen learning style?learning style?

Park it in the lot.Park it in the lot.

““If I had been a kid in my If I had been a kid in my class today, would I want class today, would I want to come back tomorrow.” to come back tomorrow.” (Murphy, 1979)(Murphy, 1979)

Differentiating Instruction: Differentiating Instruction: An IntroductionAn Introduction

What do adolescents crave?What do adolescents crave?

Positive social interactions with adults and peersPositive social interactions with adults and peers Structure and clear limitsStructure and clear limits Physical activityPhysical activity Creative expressionCreative expression Competence and achievementCompetence and achievement Meaningful participation in families, school, and Meaningful participation in families, school, and

communitiescommunities Opportunities for self-definitionOpportunities for self-definition

(from, (from, Turning Points, 2000)Turning Points, 2000)

Tiered Activities: Tiered Activities: What is it?What is it?

When students with different needs work When students with different needs work with the same essential ideaswith the same essential ideas

Use so all focus on essential understanding Use so all focus on essential understanding and skills, but at different levels of and skills, but at different levels of complexity, abstractedness, and open-complexity, abstractedness, and open-endednessendedness

Tiered Activities Tiered Activities can be varied by:can be varied by:

Challenge levelChallenge level ComplexityComplexity ResourcesResources OutcomesOutcomes ProcessProcess ProductsProducts

Handout: Tiered lesson example on “Civil War” based on 4 Handout: Tiered lesson example on “Civil War” based on 4 learning styles across the 4 core subjects. learning styles across the 4 core subjects.

Expanded Instructional Expanded Instructional StrategiesStrategies

Learning ContractsLearning Contracts– Teacher specifies goal and students take responsibilityTeacher specifies goal and students take responsibility

Independent StudiesIndependent Studies– Tailor-made to develop talent and interest areasTailor-made to develop talent and interest areas

Spin-offs (challenges)Spin-offs (challenges) Choice BoardsChoice Boards

– Pockets to direct flow of trafficPockets to direct flow of traffic Group InvestigationsGroup Investigations

– Students must plan, carry out, present, and evaluateStudents must plan, carry out, present, and evaluate Problem-Based LearningProblem-Based Learning

– Teacher presents problem and students seek information, locate Teacher presents problem and students seek information, locate resources, pose solutions, and assessresources, pose solutions, and assess

““If you always do what you have If you always do what you have always done, you will always get always done, you will always get

what you have always gotten”what you have always gotten”Dr. Roger JonesDr. Roger Jones

(Professor at Lynchburg College, Board Member of VASSP, and Former (Professor at Lynchburg College, Board Member of VASSP, and Former Asst. Superintendent with Lynchburg City)Asst. Superintendent with Lynchburg City)

After you’ve determined students’ levels and After you’ve determined students’ levels and have identified student’s interests, ask have identified student’s interests, ask yourself:yourself:– What do you want students to come away with?What do you want students to come away with?– Then, work from there!Then, work from there!

Examine Handout: “Learning Problems that impact students in Math”. Examine Handout: “Learning Problems that impact students in Math”. Question: Question: – 1. Can this be applied to all classes? 1. Can this be applied to all classes? – 2. Can this be helpful with all students not just those students with a disability?2. Can this be helpful with all students not just those students with a disability?

Perception:Perception:Beauty is in the eye…..????Beauty is in the eye…..????

PerceptionsPerceptions How do you see your students?How do you see your students? Do you see them as individuals who can Do you see them as individuals who can

succeed, -OR-succeed, -OR- Do you see them as not doing the best they Do you see them as not doing the best they

can, not possessing the ability to succeed, or can, not possessing the ability to succeed, or the desire to get better?the desire to get better?

If you don’t believe your students can If you don’t believe your students can succeed then they probably won’t. succeed then they probably won’t.

What do you believe?What do you believe?

So why differentiate?So why differentiate?

Makes students Makes students confident because they confident because they experience successexperience success

Encourages students Encourages students to be positive risk-to be positive risk-takers who eventually takers who eventually are not afraid to be are not afraid to be wrongwrong

What if we don’t differentiate What if we don’t differentiate instruction?instruction?

Holes may be created in the knowledge Holes may be created in the knowledge base of studentsbase of students

Creates rigidness and a fear of failureCreates rigidness and a fear of failure Creates the mindset that there is only one Creates the mindset that there is only one

answer or one wayanswer or one way

So what is differentiated So what is differentiated instruction?instruction?

DI is a collection of best practices that DI is a collection of best practices that allow every student to maximize his/her allow every student to maximize his/her learning.learning.

--Rick Wormeli--Rick Wormeli

““DI is a broad term that refers to a variety of DI is a broad term that refers to a variety of classroom practices that accommodate classroom practices that accommodate differences in students’ learning styles, interests, differences in students’ learning styles, interests, prior knowledge, socialization needs, and prior knowledge, socialization needs, and comfort zones. comfort zones.

The standards tell us what students need to The standards tell us what students need to know and to be able to do (foundation). know and to be able to do (foundation).

DI practices help to get students there, while at DI practices help to get students there, while at the same time teaching them the same time teaching them howhow to learn in a to learn in a meaningful way.”meaningful way.”

--Amy Benjamin

Defining the DI conceptDefining the DI concept Carol Tomlinson provides the following example: “Some Carol Tomlinson provides the following example: “Some

students [get] more work to do, and others less. For students [get] more work to do, and others less. For example, a teacher might assign two book reports to example, a teacher might assign two book reports to advanced readers and only one to struggling readers. Or a advanced readers and only one to struggling readers. Or a struggling math student might have to do only the struggling math student might have to do only the computation problems while advanced math students do computation problems while advanced math students do the word problems.”the word problems.”

Teachers have more control in the classroom when Teachers have more control in the classroom when differentiating instruction is used.differentiating instruction is used.

A teacher uses many different group structures over time.A teacher uses many different group structures over time.

ExamplesExamples

See slides on:See slides on:– Pathways to meet the StandardsPathways to meet the Standards

Elements of DI ExperiencesElements of DI Experiences DI Matrix example handoutDI Matrix example handout

– Bloom’s Taxonomy Matrix*Bloom’s Taxonomy Matrix*– Variety of Diagrams*Variety of Diagrams*

(* Handouts upon request)(* Handouts upon request)

Differentiation v. StandardsDifferentiation v. Standards

Standards of Learning

Ex. “Virginia”

JohnNaturalist: Choose any method

Focusing on the affects of people on the States’ environment.

SarahMusical: Design a commercial jingle

to advertise the State.

Jimmy

AbbyLogical: Design a chart and graphs to show data about the environment of the State.

Kevin

Spatial: Draw maps or create a model to show geography of the state.

JackieLinguistic: Make a flyer advertising the State.

Bloom’s TaxonomyBloom’s Taxonomy

Knowledge

Comprehension

Creative Thinking

Application

Analysis

Synthesis

Evaluation

Ques. & Answers Work books Worksheets Games and puzzles Programmed Instruction Information search Reading assignments Drill and practice Defining vocab.

Debate Dramatization Peer teaching Show & tell Small group Projects Estimate or predictions Giving Examples Paraphrasing

Brainstorming Problem Solving Open-ended ques. Paradoxes or contradictions Story completion or picture completion Idea checklist Morphological analysis Forced associations Using analogies Seeing possible causes, consequences, implications

Simulation Activities Role playing Model building Interviewing Class or Group presentation Conducting experiments Developing classifications

Generating criteria for evaluation Attribute listing Problem identification Outlining written material Making deductions Comparing and contrasting

Procuring an original plan Define the problem, identify goals and objectives Organization and conducting an original product Showing how an idea or product might be changed Finding new combinations

Making evaluations of peer projects and presentations Evaluating data, given criteria to apply Evaluating one’s own products and ideas

Visual Examples:Visual Examples:FISHBONE

Mind Map

CYCLE GRAPH

Event

Event

Event

TOPIC

VENN DIAGRAM

Different Alike Different

GradingGrading

Grade based on rigor, not the amount of Grade based on rigor, not the amount of time a task takes or the amount of work that time a task takes or the amount of work that is done. is done.

Create a Task/Lesson Rubric for studentsCreate a Task/Lesson Rubric for students– Give students choices:Give students choices:

For a grade of C =For a grade of C = For a grade of B = For a grade of B = For a grade of A =For a grade of A =

Do you feel that you teach at least 1 lesson Do you feel that you teach at least 1 lesson or topic great?or topic great?

Why?Why?What makes that lesson or topic special or What makes that lesson or topic special or

great? great?

Park it in the lot.Park it in the lot.

Differentiating your instruction can Differentiating your instruction can make all of your lessons great!make all of your lessons great!

As we begin the journey, are you As we begin the journey, are you going to be on the bus…going to be on the bus…

……or are you going to be left standing or are you going to be left standing on the side of the road?on the side of the road?

Daily List of Job EncouragementsDaily List of Job Encouragements1.1. Make everyday a measurable experience for Make everyday a measurable experience for

every student.every student.2.2. The best form of classroom management is good The best form of classroom management is good

classroom instruction.classroom instruction.3.3. Success is a journey, not a destination.Success is a journey, not a destination.4.4. Our students are our most valuable natural Our students are our most valuable natural

resource.resource.5.5. Everyday is a new beginning. Be open to Everyday is a new beginning. Be open to

change and try new avenues which lead to the change and try new avenues which lead to the same conclusion….LEARNINGsame conclusion….LEARNING!!

HomeworkHomework 1. 1. Read “Pretty Good” by Charles Osgood and fill Read “Pretty Good” by Charles Osgood and fill

out the “I believe is GREAT” sheet on back. out the “I believe is GREAT” sheet on back.

2. Reflect on your “Great” lesson, how can the 2. Reflect on your “Great” lesson, how can the items that make it great be applied to make all of items that make it great be applied to make all of your lessons great for all students? Focusing on a your lessons great for all students? Focusing on a variety of level of Bloom’s and learning styles. Be variety of level of Bloom’s and learning styles. Be prepared to discuss.prepared to discuss.

We will discuss these on Tuesday.We will discuss these on Tuesday.