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Science Leadership Support Network
June 17, 2009
Supported by PIMSER and Kentucky Department of Education
Welcome!
Group Norms
• Stay on schedule; be on time
• Put cell phones on silent• Be respectful of all
comments• Participate actively• Exercise the rule of “two
feet”• Come prepared for the
meeting• It’s OK to have FUN!
Super Sleuths• Using the questions on the
organizer, find a talking
partner to discuss 1 question with.
• When time is called, have your partner sign the question box and move on to a new partner.
• You should have 5 different signatures when finished.
• You will have 2 minutes with each person.
Roadmap for Today
Concept Definition of DI
Anchor Activities
Differentiate
What
How
Don’t forget breakouts!
Begin Slowly – Just Begin!
Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions
High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.
Howard Gardner
Learning Targets
• I can develop a working definition of DI.
• I can identify what to and how to differentiate as a component of HQI.
• I can determine why to and how to use Anchor Activities.
• I can apply the what to and the how to differentiate to science standards.
Differentiated Instruction
Defined
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson
What Differentiated Instruction…
IS• Differentiated instruction is
more QUALITATIVE than quantitative.
• Differentiated instruction provides MULTIPLE approaches to content, process, and product.
• Differentiated instruction is STUDENT CENTERED.
• Differentiated instruction is a BLEND of whole class, group, and individual instruction.
• Differentiated instruction is "ORGANIC".
IS NOT• Individual instruction • Chaotic or new• Just another way to
provide homogenous instruction (You DO use flexible grouping instead)
• Just modifying grading systems and reducing work loads
• More work for the "good" students and less and different for the "poor" students
Affirmation
Contribution
Power
Purpose
Challenge
Invitation
Opportunity
Investment
Persistence
Reflection
Important
Focused
Engaging
Demanding
Scaffolded
The Student Seeks
The Teacher Responds
Curriculum and
Instruction are
the Vehicle
Carol Tomlinson, 2002
“Differentiation is not so much the ‘stuff’ as the ‘how.’ If the ‘stuff’ is ill conceived, the ‘how’ is
doomed.”
Carol Ann Tomlinson
Fuel gauge checkThink about your comfort level with
differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
PIMSER P-12 Math and Science Outreach at the University of Kentucky
What it is…A Time Management Tool
An Academically Meaningful Task
An Independent Task
What it is not…Just Filler
Just Fluff
Just for Fun
Provide Two Types of LearnerManagement Experiences:
A main activity for all students from which the teacher pulls students for mini-lessons
A “Sponge” activity that soaks up down time and replaces it with a meaningful task.
PIMSER P-12 Math and Science Outreach at the University of Kentucky
Train students what to do when the teacher is not available (e.g., a 10 Things to Do Before Asking the Teacher poster)
Make sure students understand the task at hand.
Have multiple components. Design the anchor activity to include several steps that involve different cognitive and physical skills.
PIMSER P-12 Math and Science Outreach at the University of Kentucky
Journal Entries
Reading Time
Portfolio Management
Practice
Independent Study
Extensions with Choices
Reflections
Self-Assessments
Record Keeping or Self-MonitoringPIMSER P-12 Math and Science Outreach at the University of Kentucky
You have three components to complete
before you leave tomorrow:Self-Assessment Survey
Extension Activity
Differentiation Plan
Refer to the handout for specific
instructions.
PIMSER P-12 Math and Science Outreach at the University of Kentucky
An Excerpt from The Freedom Writers’ Diary: How a Teacher and150 Teens Used Writing to Change Themselves and the World Around Them
6:00 AM I am waiting for the bus. Flashbacks of this summer pass through my mind like a song repeating itself over and over again. I try to tell myself it could have been worse. Nothing like this has ever happened to me. I started to think the situation was my fault, because I always asked for the top video games every Christmas and birthday. I should have asked for something less, something we could afford.
6:45 AM I’ve ridden one bus to catch another bus that will take me directly to school. School…why bother going to school? When friends ask how my summer was, what am I going to say? We were evicted from our apartment? I don’t think so. I’m not going to tell a soul what happened. I knew everyone would be wearing new clothes, new shoes and have new haircuts. Me? With outfits from last year, same old shoes, and no new haircut. I feel like it’s hopeless to try to feel good and make grades. There’s no point in it.
7:10 AM The bus stops in front of the school. My stomach feels like it’s tightening into a tiny ball. I feel like throwing up. I keep thinking I’ll get laughed at the minute I step off the bus. Instead, I’m greeted by a couple of my friends who were in my English class last year. At that point, it hits me. Mrs. Gruwell, my crazy English teacher from last year, is really the only person that made me think of hope for my future. Talking with my friends about our English class and the adventures we had the year before, I begin to feel better.
7:45 AM I receive my class schedule and the first teacher on the list is Mrs. Gruwell in Room 203. I walk into the room, I see Mrs. Gruwell’s face, and I feel as though all the problems in my life are not important anymore. I am home.
Class Profile•Create a profile for a student •Tell his/her story•Record data about his/her academic performance•Describe his/her interests•Identify his/her learning profile
How do we choose to see the kids in front of us?
Incapable DefiantDisruptive Turned OffDisrespectful DeviantDiscouraged Destructive
How does that lead us to feel about them?
Angry DistressedResentful AlienatedRepulsed PessimisticInconvenienced Distant
How does that shape how we act toward them?
Disown PunishAvoid BlameCoerce OverlookNeglect Excuse
Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Teachers Can Differentiate Through:
Content Process Product Environment
According to Students’
Readiness Interest Learning Profile
Through a range of strategies such as:
Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS
Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning Centers
RESPECTFUL TASKS
• Respectful tasks recognize student learning differences. The teacher continually tries to understand what individual students need to learn most effectively. A respectful task honors both the commonalities and differences of students, but not by treating them all alike.
• A respectful task offers all students the opportunity to explore essential understandings and skills at degrees of difficulty that escalate consistently as they develop their understanding and skill.
Flexible Grouping
• Teacher uses many different group configurations over time, and students experience many different working groups and arrangements.
• “Fluid” describes the assignment of students to groups.
• Plan for flexible grouping at the outset of a unit.– When should the class work as a whole?– When should I use small groups? How should students be
grouped?– When should students work individually?
Should be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K-U-D)
Implementation: purposefully plan using information collected – interest surveys, learning
profile inventories, exit cards, quick writes, observations, etc. list groups on an overhead; place in folders or mailboxes “on the fly” as invitational groups
Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and assuming roles within the
group
Continual Assessment
• You must know your students – their interests, their strengths and weaknesses, their learning profile.
• The goal is to design instructional experiences in ways that help each student make the most of his/her potential and talents.
• Throughout the unit, a teacher assesses students’ developing readiness, interests, and modes of learning, in a variety of ways.
Assessment in a Differentiated
Classroom• Assessment drives instruction. (Assessment information helps the
teacher map next steps for varied learners and the class as a whole.)• Assessment occurs consistently as the unit begins, throughout the unit
and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.)
• Teachers assess student readiness, interest and learning profile.• Assessments are part of “teaching for success”.• Assessment information helps students chart and contribute to their
own growth.• Assessment MAY be differentiated.• Assessment information is more useful to the teacher than grades.• Assessment is more focused on personal growth than on peer
competition.
KNOW (facts, vocabulary, dates, rules, people, etc.)ecosystemelements of culture (housing/shelter, customs, values,
geography)
UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts. Culture
shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs)
Write a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data
KNOW (facts, vocabulary, dates, rules, people, etc.)ecosystemelements of culture (housing/shelter, customs, values,
geography)
UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts. Culture
shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs)
Write a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data
Tomlinson * 02
to Differentiate Content
• Concept-based teaching
• Curriculum compacting
• Varied texts and resources
• Learning contracts• Minilessons
• Varied Support Systems• Reading Partners / Reading
Buddies• Choral Reading/Antiphonal
Reading• Flip Books• Split Journals (Double Entry –
Triple Entry)• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Note-taking Organizers• Varied Supplementary Materials• Highlighted Texts• Think-Pair-Share/Preview-
Midview-Postview
Differentiate through Process
• Process means sense making.• Any effective activity is essentially a sense-making
process, designed to help a student progress from a current point of understanding to a more complex level of understanding.
• Processing activities should:– Be interesting to students– Cause them to think at higher levels– Cause them to use a key skill(s) to understand the key
idea(s)
to Differentiate Product
• Choices based on readiness, interest, and learning profile
• Clear expectations• Timelines• Agreements• Product Guides• Rubrics• Evaluation
MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour
LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement
Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection
Trial
Machine
Book
Mural
Award
Recipe
Test
PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention
Differentiate Environment
• Involves both the operation and the tone of the environment
• Rules, furniture arrangement, guidelines, procedures – how this classroom operates
• Everyone a contributing member
• The weather or the mood of the classroom
• Seriousness and celebrations
A Few Routes to READINESS DIFFERENTIATION
Varied texts by reading levelVaried supplementary materialsVaried scaffolding• reading• writing• research• technologyTiered tasks and procedures Flexible time useSmall group instructionHomework optionsTiered or scaffolded assessmentCompactingMentorshipsNegotiated criteria for qualityVaried graphic organizers
-CHOICE-The Great Motivator!
• Requires children to be aware of their own readiness, interests, and learning profiles.
• Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!)
• Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
• However we conceive it, every lesson plan should be, at its heart, a motivational plan. Young learners are motivated by a variety of conditions. Among those are:– Novelty
– Cultural significance
– Personal relevance or passion
– Emotional connection
– Product focus
– Choice
– The potential to make a contribution or link with something greater than self.
• Tomlinson, 2003, Fulfilling the Promise of Differentiation
Characteristics of Classes That Engage Students
• Each student has learning experiences at intermediate difficulty for that student.
• Expectations for the student are high but achievable for that student.
• Students make decisions about their learning that lead them to be autonomous learners.
• Students believe their teachers care about them.
• Students’ perspectives are valued.
• There is both a sense of community and individuality.
• Instruction is tied to student interests (and is culturally relevant).
• The environment is safe.
Engaged students are motivated to learn. They make a psychological investment in learning. They learn because learning is satisfying rather than for “approval.” They persist even when learning is difficult.
Learning Profile Factors
Group Orientation
independent/self orientationgroup/peer orientation
adult orientationcombination
Learning Environment
quiet/noisewarm/coolstill/mobile
flexible/fixed“busy”/”spare”
Cognitive Style
Creative/conformingEssence/facts
Expressive/controlledNonlinear/linear
Inductive/deductivePeople-oriented/task or Object oriented
Concrete/abstractCollaboration/competitionInterpersonal/introspective
Easily distracted/long Attention spanGroup achievement/personal achievement
Oral/visual/kinestheticReflective/action-oriented
Intelligence Preference
analyticpracticalcreative
verbal/linguisticlogical/mathematical
spatial/visualbodily/kinestheticmusical/rhythmic
interpersonalintrapersonal
naturalistexistential
Gender &Culture
1. Teacher-kid connections
2. An environment that is a catalyst for learning
3. A sense of community in the classroom
4. Curriculum focused on student understanding for all students
5. Persistent assessment to inform teaching & learning
6. Respectful tasks for each student
7. Flexible grouping
8. Attention to student readiness, interest, & learning profile
9. Modification of content, process, product, affect & learning environment
10. Teaching up!
Ten Non-negotiables
Of Defensible DI
What Does This Look Like?
• Jot down examples of DI as you watch the video clip of Rick Wormeli’s classroom.
• Record any ideas, aha’s, or questions that arise as you view the clip.
Teachers Who Live What They Say• “In my class, no one gets to be invisible.”• “I think I was up to eight ways…”• “If you don’t get it the way I teach it, I’ll teach it the
way you get it!”• “They may not smile at us. They may not do
homework. They may not even smell very good. But inside each kid is a being of value, waiting to go to a place called achievement. And they are dependent on us to get them there.”
• “Every day I tell myself I want to be the teacher I want my child to have.”
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By
Readiness
To Differentiate Instruction By
Interest
To Differentiate Instruction by
Learning Profile
,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience
encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies
create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.
useful instructional strategies:
- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment
useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors
useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT
CA Tomlinson, UVa ‘97
How to Differentiate Instruction in Mixed-Ability Classrooms
• Let’s deepen our understanding of DI!
• Working in groups of 9:– 3 will read Ch. 11
– 3 will read Ch. 12
– 3 will read Ch. 13
Deepening Understanding
• Of the 3 who are reading the same chapter:– One will read in light of readiness, Ch. 8– One will read in light of interest, Ch. 9– One will read in light of learning profile, Ch. 10
Use the reading organizer to help collect your thoughts, ideas, concerns, and/or questions
But What Might That Look Like in Science?
• Let’s look at a 6th grade standard together.
• Now, it’s your turn:– Everyone that read Ch. 11 form a group and likewise for Ch. 12
and 13– Once in your new group, discuss your reading– Using the 7th grade standard provided, decide how DI might look
in a classroom– The group can choose to use readiness, interest, or learning profile– Create an example using the template and be prepared to share out
on the Avervision with the whole group
To Sum it All Up….
• What informs the decision to differentiate?
• What do we need to think about?
• Why might I not want to differentiate?
Fuel gauge checkThink about your comfort level with
differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
-CHOICE-The Great Motivator!
• Requires children to be aware of their own readiness, interests, and learning profiles.
• Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!)
• Use choice across the science curriculum: writing topics, content writing prompts, self-selected reading, contract menus, product and assessment options, seating, group arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
Differentiation Non-Negotiables
• Supportive learning environment
• Continuous assessment
• High-quality curriculum
• Respectful tasks
• Flexible grouping
Students in a differentiated classroom do not need to work the
system . . . . .because the system works
for them!
Remember to think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies.
How will you use what you learned about today?
Take Home Messages
• We must consider when and why we would differentiate.
• Differentiation does not have to be all or nothing; we can work with different parts—content, process, product.
• We can differentiate different ways: interest, readiness, and learning profile.
• Differentiation is in the best interest of the student!
Don’t Forget to Sign Up!
• Make sure you mark your #1, 2 and 3 choice for break outs tomorrow.
• Leave your sheet on your table box