ECS - Differentiated Instruction Differentiation Educating Every Student for Success

ECS - Differentiated Instruction

Differentiation

Educating Every Student for Success


Our Agenda Review –

Differentiating Process

Differentiating Product


Our Objectives

Participants will Plan for differentiation of process Learn strategies for differentiating product Plan ways to bring this back to sites


According to Students’

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

Content Process Product

Readiness Interest Learning Profile


Planning for Differentiation

How Kids Will Learn


CLASSROOM CONNECTION

Watch a clip of a teacher differentiating for a classroom assignment.

What preparation did she have to do? Were they respectful tasks for all

students? Why or why not? What were different ways the students

processed the content?


Applying Differentiation Strategies Readiness Spectrum


Differentiating with Data

Use the data provided to determine which students will:

NeedBeyond

NeedScaffolding

AtBenchmark

NeedAcceleration


Differentiating with Data

Use the benchmark data and questions as well as what you know about the students to determine what the first assignment will be.

How will you assure each student will be successful?


Differentiating Process

With your Table Group, discuss your process for determining which students belong in which group.

Unit Map

Go back to your Unit Map – Step 1. What assessment tools do you have to

determine student readiness? Jot down some ideas.


Training Notes

Record how you could use this strategy with career teachers.



Planning to Differentiate Product

What Students Will Do To Show Their Understanding


What is a Product?

Product assignments help students rethink, use, and extend what they have learned over a period of time.

They are the element of the curriculum that students can most directly “own”.

Assess student knowledge, understanding, and skill.


Sample 1: K Neighborhoods and Communities Whole class working as a group to create

and share a model of their town All students interview a community

member Some will make signs for buildings, others

will measure and draw building, others will cut out models and others will assemble them.


Sample 2: Secondary Spanish Class

Students will: Create travel guides Make videos Film documentaries Present dramas Do cross-cultural comparisons Study elements of language


Differentiating ProductAccording to Learning Styles: Kinesthetic

Model Demonstrate Build

Act Out Use tools to…

Dance

Produce Simulate Craft

Transform Show in Lab Make



According to Learning Styles: Oral

Recite Broadcast Speech

Discuss Question Interview

Debate Cook/taste Sing

Argue Converse Perform



According to Learning Styles: Visual

Diagram Overlay Map

Chart Timeline Web

Illustrate Cartoon Model

Graph Video Pop-Up


Differentiating ProductAccording to Learning Styles: Auditory

Radiocast Soundscape Music

Preach Commercial Chant

Persuade Ad/jingle Rhythm

Compose Speech Phone


Steps to Developing High Quality Products Identify the essentials of the unit/study Determine essential components that need

to be included in the product Identify one or more formats or “packing

options” for the product


Steps to Developing High Quality Products Develop a product assignment that

clearly says to the student:You should show you understand and

can do these thingsProceeding through these steps/stages In this formatAt this level of quality


Get together with the group you worked with last session on Fractions, Water Cycle, Civil War or Summarizing.

Create possible product assignments that address the 4 types of learning styles.

Be prepared to share your ideas.



Based on the products you’ve assigned, how will you ensure that students will demonstrate mastery of the essential knowledge and skills you expect?

RUBRIC



Differentiated Products

Rubrics Rubistar -

http://rubistar.4teachers.org/index.php

Training Notes

How will you introduce teachers to differentiated products?



Differentiated Products

Work on your Own Create rubrics for products Plan to bring this back to your school Work with teammates to problem solve

common concerns around differentiation Other?


Shape Wrap-Up Circle: An idea or question that is still rolling

around in my head.

Square: Something that squared with your thinking or an “aha” from the session.

Triangle: Three points you want to remember or three strategies you want to try.


Next Session

Managing Differentiation in a Mixed-Ability Classroom


Differentiating Product - ExamplesThe Good Life – Making Choices About Tobacco

Use

Visual• Story boards for TV “ad” using few/no words to make the point.• Comic book parody with smoking super heroes/heroines.

Oral•Radio-spot (public information with music, timed lead-in)•Brian Williams interview with teen who smokes, tobacco farmer, CEO, person with emphysema.

Written•Brochure for pediatrician’s office with patients 9-16 as target audience – with graphics.•Research and write editorial comparing relative costs and benefits of tobacco to Southern states – submit for publication.

Kinesthetic•Pantomime a struggle of “will” regarding smoking, include a decision and rationale.•Act out printed skit on pressures to smoke and reasons not to smoke.


Differentiating Product - Examples

Reading Response

Visual• Using your notes, create a PowerPoint (4-5 slides), timeline, or concept map that helps us understand the main ideas, crucial decisions, and important people in the chapter.

Auditory•Using your notes, create a 1-3 minute news item that summarizes the essential ideas, crucial decisions, and people. You may tape or videotape this, using your voice and others.

OralUsing your notes, create a set of 5-8 open-ended questions that are designed to be asked of the important people in this chapter. The questions’ responses should reveal the big ideas, crucial moments, and other important people. You will be responder as someone else reads at least two of the interview questions.

KinestheticUsing your notes, create a set of overhead transparencies, 1-3 minute simulation, cardboard puppet theater, or short drama that helps us link the big ideas, crucial moments, and important people in the chapter.



Graphing with a Point and Slope

VisualGiven a point and slope, graph lines on graph paper. Plot the given point in one color, use a second color to show the rise, and a third color to show the run from the point. Plot the resulting point in a fourth color. Repeat the same process to find the third point on the line. Use a fifth color to sketch the line containing all three points.

KinestheticOn a large grid on the floor, one student stands at the original point. A second student walks the rise and run from the original point to the next point on the grid. , counting aloud while doing so. Another student begins where the second student is standing and repeats the process to find a third point. Students repeat process until all represent the points on the line. Then they create the line by holding string between them. They can then apply to a process similar to the visual group.

AuditoryGraph several lines given initial points and slopes. Create a news bulletin that explains the process and implications of this type of graphing.

.



Sewing Project Choices – Consumer Ed Class

VisualCreate a fabric illustration, collage, or pillow that sets a strong, visible mood. Be prepared to justify your choices.

OralCreate a quilt square or small wall hanging that tells a story or responds to a question. For example, When I am joyful, I… Be prepared to justify your choices.

Auditory•Create a fabric collage or pillow using a particular piece of music as inspiration for fabric and color selections. Be prepared to justify your choices.

KinestheticCreate a cloth book or baby blanket made of varying textures of fabric that would allow a child to feel rough, smooth, thick, thin, soft, hard, etc. Be prepared to justify your choices.



Multiplication Facts: 4’s and 8’s

VisualMake two posters – one will diagram all of the 4 multiplication facts and the other diagrams the 8 multiplication facts.

KinestheticPlay multiplication rummy or memory.

Use counters to model the 4 and 8 multiplication facts. List all of the resulting equations and answers.

AuditoryPut together a skit or newscast about multiplying by 4 and 8. Have a lot of examples!

Documents

ECS - Differentiated Instruction Differentiation Educating Every Student for Success