Differentiating Instruction

PreassessmentKuDosChoice Boards

DIFFERENTIATION

Curriculum: Content/Process/ProductStudent: Readiness/Interest/Learning Style

A Working Definition of DifferentiationA Working Definition of Differentiation

Differentiation has come to mean Differentiation has come to mean “consistently using a variety of “consistently using a variety of

instructional approaches to modify instructional approaches to modify content, process, and/or products in content, process, and/or products in response to learning readiness and response to learning readiness and

interest of academically diverse interest of academically diverse students.” students.”

Tomlinson, Carol Ann.Tomlinson, Carol Ann. The Differentiated Classroom The Differentiated Classroom

When Differentiating Instruction, The Three When Differentiating Instruction, The Three Most Important Questions to Continually Ask Most Important Questions to Continually Ask

Yourself...Yourself...

What do I want may students to

know, understand,

and be able to do?

What will I do instructionally

to get my students to learn this?

How will my students show

what they know?

KuDosKNOWFacts, vocabulary, dates, rules, people, places. Written as a list of things most often memorized

UNDERSTANDConcept, principles, generalizations. Written as a sentence describing the BIG IDEAS

BE ABLE TO DOBasic skills, creative and critical thinking, life skills. Describe independent action, application of learning. Written beginning with a verb (usually Blooms verb)

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STANDARDSContent Knowledge

THE RELATI ONSHI P BETWEEN ASSESSMENT AND CURRI CULUM

PREASSESSMENTresults in modifications, if warranted, based

upon critical differences among students

TEACHI NG AND LEARNI NG ACTI VI TI ES

ON- GOI NG & POST ASSESSMENTBurns and Purcell, 2002

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Preassessment Tool: JournalsAs it relates to a curriculum objective, ask students to:

•describe processes•give examples•provide reflections

Take theopportunity fora one-to-oneinterchangewith the student

Tell me whatyou know

aboutfractions.

What is thepurpose of a

hero in astory?

Burns and Purcell, 2002

Burns and Purcell, 2002

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Preassessment Tool:Parent Letter

• Informs parents about unit skills,concepts, and types of unit activities

• Enlists parents’ help with resources,artifacts, community connections, etc.

• Asks for parents’ insights into theirchild’s interests, strengths, andexperiences

• Informs parents that you will be givingdifferentiated homework assignments

Burns and Purcell, 2002

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Preassessment Tool:Lists and Surveys

• “Tell me all the wordsthat come to mind when Isay “oceanography;”

• List the attributes ofFrench Impressionisticpaintings;

• Name several types ofland masses;

• Give examples of foodsthat contain high fats andsugars.

Burns and Purcell, 2002

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Burns and Purcell, 2002

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Preassessment Tool: Products

• Create a bar graph using data from thesports section of the newspaper

• Make a landscape drawing with ahorizon

• Show me your latest science lab report

Burns and Purcell, 2002

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Preassessment Tool:Performances or Conferences

• Explain how you found this answer• Import a graphic for the newspaper• Create a magic square• Use a calculator to solve an

equation• Read to me

Burns and Purcell, 2002

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Preassessment Tool:Concept Map

Word BankSun

Hot gasSpaceHeatNight

ConstellationDay

Star space

heat

hot gas

day

sun

nightconstellation

is in

see in

is a

has

makesmakes a

see at

-Used when teaching concepts and principles-Graphic representation of students’ understandings-Uses a word bank, web, and links

Burns and Purcell, 2002

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Selecting a Preassessment Tool

• Nature of the content?

• Nature of the feedback: individual vs smallgroup vs whole group

• Time/Efficiency?

Burns and Purcell, 2002

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Average 22%Class Average 85%Class Average 63%

30%75%45%Russell

5%80%75%Matt

40%85%45%Kevin

20%90%70%Tim

40%95%55%Paul

30%90%60%Zach

25%90%65%Dakota

15%55%40%Travis

20%90%70%Jessica

15%90%75%Jessica

40%85%45%Brittany

0%85%85%Grace

5%80%75%Tyler

20%90%70%Alaina

10%85%75%Paige

30%70%40%Katherine

10%85%75%Matt

20%90%70%Christine

30%80%50%Nick

25%95%70%Allyson

25%90%65%Ashley

% IncreasePost-AssessmentPre-AssessmentStudent Names

1½–2 wks. Burns and Purcell, 2002

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Preassessment: Communicatingwith Students and Parents

Talking with Students• What is preassessment?• When will we do

preassessment?• What will a preassessment

look like?• What will it tell me?• Will my score “count?”• Should I tell my Mom and Dad?• What am I supposed to know?

Talking with Parents• What is preassessment?• When is preassessment used?• What does it reveal?• Who sees preassessment data?• How will students’ information

be used?• What will happen as a result of

preassessment?

Burns and Purcell, 2002

Choice Activities

CHOICE BOARDS Students choose from a menu of

options Tasks vary by process and interest Some anchor activities can be

required of all students Can be used for homework,

projects, and assessment

Build Your OwnChoice Board

1.Choose a content topic and language structure.2.Create a choice board of activities, projects, or performances with your diverse student learners in mind.

Reading ContractChoose an activity from each shape group. Cut out your three choices and glue them

Below. You are responsible for finishing these activities by _________. Have fun!

This contract belongs to _____________________________________

Make a poster advertisingyourself as a good

friend. Use words andpictures to help make

people want to be yourfriend. Make sure yourname is an important

part of the poster

Get with afriend and makea puppet show

about a problem andthe solution in your book

Draw a picture of a problemin the story. Then use wordsto tell about the problem and

how the characters solvedtheir problem

Make a two sidedcircle-rama. Use it to tell

people what makes you a good friend. Use pictures

and words and makesure your name is animportant part of the

display

Get with afriend and act outa problem and itssolution from your

book

Write a letter to one of thecharacters in your book. Tell

them about a problem you have.Then have them write back with

a solution to your problem.

Make a mobile thatshows what makes you

a good friend. Use pictures and words

to hang on your mobile.Write your name on the

top of the mobile inbeautiful letters.

Meet with me and tell me about a

problem and its solutionfrom the story. Then tell

me about a problem you havehad and how you solved it

Think about anotherproblem one of the

characters in your bookmight have. Write a new

story for the book about theproblem and tell how it

was solved.