Meeting the Needs of All our Students Differentiated Instruction What does it look like?

Meeting the Needs of All our Students

Differentiated InstructionWhat does it look like?

Goals

• Address learning profile • Understand the extensive ways differentiation

can be addressed in the classroom• Provide tools for differentiating lessons• Apply strategies to own lesson

Differentiation of Instruction

• Is a teacher’s response to learner’s needs

• Guided by general principles of differentiation such as– Respectful tasks– Flexible grouping– Ongoing assessment and adjustment

Reflection on Reading

• Organize into groups of 3 or 4

• Briefly explain metaphor for article read last night.

• Group discusses impact on teaching practice.


• Teachers can differentiate by content

Content

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• Teachers can differentiate by process

Process

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• Teachers can differentiate by product

Product










• According to student’s readiness

Readiness








• According to student’s interests

Interest/Choice









• According to student’s learning profile

Learning Profile



Learning Profile-Modalities

• Auditory

• Visual

• Kinesthetic/Tactile

Learning Profile-Modalities

• Auditory,Visual, Kinesthetic/Tactile

• Assessment Tools

Learning Profile Multiple Intelligences

• Linguistic

• Logical/Mathematical

• Musical

• Spatial

Learning ProfileMultiple Intelligences

• Bodykinesthetic

• Interpersonal

• Intrapersonal

• Naturalist


• Read assigned section from “MI and Teaching Strategies” and highlight noteworthy elements that impact curriculum and instruction.

• Meet with your partner and create a graphic to share with the rest of the group that explains what you have learned about Multiple Intelligences and implications for instruction.

Break

• Return ready to explain your section to the group


• Share Multiple Intelligences through graphic, words and explanation.


• Buddy Quiz on Multiple Intelligence Instructional Strategies

California Standards for the Teaching Profession

Leading to Differentiation

• Using a variety of instructional strategies and resources to respond to students diverse needs

• Developing and sequencing instructional activities and materials for student learning

• Modifying instructional plans to adjust for student needs

• Using the results of assessments to guide instruction

Differentiated Curriculum Flexible Grouping

Based on:

• Readiness • Interests• Learning profile

Differentiation in the Classroom How

•How would it begin?– Content Standards

– Pre-assessment

– Lessons are developed with the following in mind:

• Learning styles• Multiple intelligences• Bloom’s Taxonomy• Teaching strategies• Flexible grouping• Choice • Tiered Assignment

– Assessment and opportunities of student self-assessment

Differentiation in the Classroom What

•What might it look like?

Flexible grouping based on interest/skill

Open-ended questioning

Independent contracts

Analysis, Synthesis, and Evaluation - the higher order thinking skills

Variety of reading levels in texts resources

Rubrics and anchor papers that show exemplary written work and final

products

Differentiation in the Classroom Why

• Why is differentiation essential? –Learning should provide a moderate challenge

When a task is too difficult : learner feels threatened and downshifts into

protective mode

Students who consistently fail lose their motivation to learn

When a task is too simple: learner’s thinking/problem solving coasts

into relaxation mode

Students who succeed too easily lose their motivation to learn

In a Brain Compatible Environment the Teacher...

•appreciate each child as an individual•teaches the whole child•strives for joyful learning•offers high expectations and lots of ladders

•helps students make their own sense of ideas

•shares the teaching with the students

A really good teacher is someone who; knows that a student can teach and a teacher can learn, integrates himself or herself into the learning environment, literally taking a seat among the conglomerate of desks, proving that he or she enjoys associating with the minds made of sponges, ready to absorb, appreciates that what one thinks and says is more important than what one uses to fill in the blanks. Krista, Age 17

Teachers are no longer the Sage on the Stage

Teachers are the Guide on the Side

Teacher adjusts content, process and product in response to students readiness, interest and learning profile

Flexibility is the hallmark of a differentiated classroom

Teacher begins where the students are

A student competes more against himself or herself than others

All students participate in respectful work

Excellence is defined in large measure by individual growth from a starting point

Multi-option assignments are frequently used

Teacher helps students become more self-reliant learners

Focus on multiple forms of intelligence is evident

Students work with the teacher to establish both whole-class and individual learning goals

Students are assessed in multiple ways

Through the Cracks

Carolyn Sollman

Seeing stars, it dreams of eternity. Hearing birds, it makes music.Smelling flowers, it is enraptured. Touching tools, it transforms the earth. But deprived of these sensoryexperiences, the human brain withersand dies.Ronald Kotulak

Inside the Brain

3-2-1 Exit Cards

3 important things I’ve learned are:

2 ideas or insights I would like to share with colleagues at school are:

1 action I will take immediately is:

Break for lunch

Wilma Unlimited

• Process and product strategies/tools modeled through Wilma Unlimited by Kathleen Krull– Q-Matrix– Extension Menu– Cubing– RAFT

On the Page

Off the Page

Between the Lines

Q-Matrix Questioning StemsDeveloped by Dr. C.W. Wiederhold

The Question Matrix Stems connected to Bloom’s Taxonomy.

Recall question prompts are in the upper left hand corner of the Q-Matrix and as one moves out from that corner, the more the prompts encourage comprehension, application, analysis, synthesis and evaluation questions.

Wilma Unlimited

• Model Q-Matrix

Compare it

Associate it

Analyze it

Apply it

Arguefor it

orAgainst

it

Describe it

CUBING

Cubing is a strategy that adds Novelty to yourdifferentiation tool box.

Cubing can be used to differentiate by:ReadinessInterestLearning Profile

C1

Extension Menu

• Strategy for:

– Independent Work Contracts– Inclusion of Choice– Tiered

“ I’m Done! Now What Should I Do?”Developed by Susan Winebrenner

Break

Wilma Unlimited RAFT

Directions:

Select one of the following prompts. “The Role” refers to the character’s perspective that you will assume.The “Audience” refers to whom that character will be addressing his/her opinion; The “Format” refers to the form in which theopinion will be expressed. The “Topic” is just that – your topic!

Circle the Role that you plan to pursue, and clear it with your teacher before you begin working. Use the text to help you.

ROLE AUDIENCE FORMAT TOPIC

Wilma Self Diary Reflection on lifeachievements

Mother Wilma Poem or Song Aiming for the moon andlanding among the stars

Olympic Judge Olympic Participants Speech What makes for a greatathlete?

Brother or Sister Wilma Letter How I feel about you…

Graphic Artist Awards Ceremony Drawing of DreamsSymbolized in Medalawarded foraccomplishments

Dreams, Goals andAccomplishments

Reporter Newpaper Readers Article that answers Who?What? Where? When?Why?

Wilma Rudolph AwardedThree Medals

RAFT

RoleAudienceFormatTopic

RAFT

RAFT

Raft is a strategy that employs writing to learn activities

to enhance understanding of text.

RAFT

Role R = Writer’s role:

• Reporter • Observer• Eyewitness?

RAFT

Audience

A = Who will be reading the writing:

• The teacher• A city planner• Another student?

RAFT

Format

F=What is the best way to present the writing:

• Letter• Poem• Report• Play?

RAFT

Topic

T = Who or what is the subject of the Writing:

• Famous mathematician • Prehistoric cave dweller • Reaction to an event?

RAFT forces students to process information, rather than merely write out the answer to a question.

Get a buddy Align your objectives and start slowly Plan for ongoing and varied opportunities for students to

demonstrate their knowledge Find out what your students know Plan for flexible groups Provide choice Encourage student to take responsibility for their learning Incorporate student-self assessment and goal setting in your

learning environment

Steps to Getting Started

Teacher’s Role

Make connections across the curriculum

Allow students to demonstrate their learning using a variety of assessments

Create environments that encourage students to collaborate in a variety of settings

Teacher’s Role

• Encourage questioning by students

• Actively engage students

• View Students as problem solvers inquiring about the world

3 Minute Pause to Reflect

Think about a Concept you teach and a lesson plan you have developed in the past. Now think about some of the strategies we have explored today and answer the following question.

√ What of today’s work might you apply as a strategy?

APPLY IT!

1. Review differentiation strategiesCubingExtensionRAFT

2. Draft for a lesson you already teach or practice with a provided text

3. Share how you would apply strategy with group at your table

4. Prepare to share with large group

SuccessEvery child, in addition to challenge, needs success. One of the problems with a classroom that is not differentiated is somebody is challenged and has a chance to succeed, but somebody is under-challenged and succeeds without challenge, while someone else is over-challenged and does not have the opportunity for success.

Carol Ann Tomlinson

Tiered Lesson

Skill: Dribbling and Basketball

Dribble from point A to point B in a straight line with one hand.Switch to the other hand and repeat.Use either hand and develop a new floor pattern

Zigzag one hand then the other handIncreased speedChange pattern to simulate going around an opponent

In and out of pylons as fast as possibleDribble with one hand - partner playing defenseIncrease speed and change hands

Tiered Lesson

Creating Tiered Assignments

The Equalizer

Tiered Lesson Examples

Tiered Lesson

Documents

Meeting the Needs of All our Students Differentiated Instruction What does it look like?