Science Leadership Support Network

June 19, 2009

Supported by PIMSER and Kentucky Department of Education

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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!

Road Map for TodayDifferentiate

What

How

Management

Task Rotation

Learning Targets

• I can develop a working definition of DI.

• I can apply the what to and the how to differentiate to science standards using various strategies.

• I can select sound management strategies to support DI.

Fuel gauge check

Think 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

R.A.F.T

• Select one of the roles from the handout to portray.

• Write to the audience specified, in the format provided, and on the topic in that row.

• Be prepared to share.

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

Mrs. Mutner liked to go over a few of her rules on the first day of class

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

What’s the Point?

Readiness

Growth

Interest

Motivation

LearningProfile

Efficiency

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

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!

• Form groups based on the chapter (11, 12, or 13) that you read.

• Discuss your reading and any questions, concerns, or aha’s that you may have.

But What Might That Look Like in Science?

Let’s look at a 6th grade standard as an example.

WHAT CAN BE TIERED?• ASSIGNMENTS• ACTIVITIES• CENTERS & STATIONS• LEARNING CONTRACTS• ASSESSMENTS• MATERIALS• EXPERIMENTS• WRITING PROMPTS• HOMEWORK

What is Tiered Instruction?

Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:

1) each student comes away with pivotal skills & understandings

2) each student is appropriately challenged.

Creating Multiple Paths For LearningKey Concept

orUnderstanding

StrugglingWith TheConcept

SomeUnderstanding

UnderstandThe

Concept

READINESS LEVELSReaching Back Reaching Ahead

IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE

TO DO?

THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1TASK

GROUP 2TASK

GROUP 3TASK

THE TEACHER’S CHALLENGE

Developing-

“Respectful Activities”

• Interesting

• Engaging

• Challenging

Planning Tiered AssignmentsConcept to be Understood

ORSkill to be Mastered

Below-LevelTask

On-LevelTask

Above-LevelTask

Create on-level task first then adjust up and down.

“Adjusting theTask”

When Tiering:

Adjust--- • Level of Complexity• Amount of Structure• Materials• Time/Pace• Number of Steps• Form of Expression• Level of

Dependence

The “Equalizer”1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Fewer Facets Multi-facets

5. Smaller Leap Greater Leap

6. More Structured More Open

7. Clearly Defined ProblemsFuzzy Problems

8. Less Independence Greater Independence

9. Slower Quicker

Applying your Knowledge to Science

• Now, it’s your turn:– 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?

Time to Reflect

Management

• Take a moment to complete the self-assessment on Classroom Management for Differentiation.

As you are viewing…..

• Use the organizer ‘Ideas for Future Reference’ to record your notes about ideas that might aid with effective management.

• After viewing….– Place a star by the strategies you plan to use

to support differentiated instruction.

10 Strategies for Managing a Differentiated Classroom

1. Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile.

2. Begin differentiating at a pace that is comfortable for you.

3. Time differentiated activities for student success.4. Use an “anchor activity” to free you up to focus your

attention on your students.5. Create and deliver instructions carefully.

10 Strategies for Managing a Differentiated Classroom

6. Have a “home base” for students.7. Be sure students have a plan for getting help when you

are busy with another student or group.8. Give your students as much responsibility for their

learning as possible.9. Engage your students in talking about classroom

procedures and group processes.10. Use flexible grouping.

Time to Reflect

Learning Target

• I can use learning styles to design tasks that assess a specific standard(s).

Your Choice• On the first day of

class, your professor informs you that 50% of your grade will be based on your choice of two of the following four tasks:

• A 150-question, timed multiple choice final exam.

• An essay in which you identify a central thesis of the course and assemble evidence for and against the thesis.

• A project in which you use four major concepts from the course to create an application to your work as a classroom teacher.

• An extended letter in which you explore the personal meaning of the course to you.

Which two tasks would you choose? Which one would you do your best to avoid?

What’s Your Style?• Use the descriptions of each style to help

you consider your motivational profile.

• Complete the self-assessment of your motivational profile.

• What’s your “dominant” style?

What’s Your Style4 Corners• Go to the corner with the

picture representing your “dominant” style.

• Discuss trait characteristics and instructional implications.

• Consider your students. Can you picture each style?

Task Rotation• Designed to address manageability• Based on learning styles• Considers all styles equally important • Can be used in a variety of ways

– Complete all 4 in a specific sequence– Complete a certain number in any sequence– Complete specified task(s) and choose a preferred

task– Choose the tasks they want to complete

Task RotationStandards:Students will use measurements to describe and compare attributes of objects to include length, width, height, perimeter, area, and volume, and compare attributes.Students will identify, describe, and give examples of basic two-dimensional shapes, and will use these shapes to solve real-world and/or mathematical problems.

Identify purposes:1. Know – compute area and perimeter accurately2. Understand - explain the mathematical reasoning behind the

computation process3. Do – create and solve sophisticated perimeter and area problems4. Attitude – use area and perimeter to describe and explain concepts

from your own life

Task RotationMastery Task Interpersonal Task

If a rectangle that is 4 in. x 10 in. is placed next to a rectangle that is 5 in. X 12 in., what is the perimeter of the combined figure? What is the area of the combined figure?

Draw a picture of the floor plan of your home showing the dimensions of each room. Then, compute the perimeter and area for each room and order the rooms from largest to smallest according to their perimeter.

How much time do you spend in each room? Can you find a correlation between area, perimeter, and time spent in each room?

In the figure below, what are the fewest number of sides whose measures you must know to accurately calculate perimeter and area? Explain your answer.

Create a problem in which you must find the perimeter and area of two rectangles, a square, and an equilateral triangle. The problem must be solved using four measurements. Can you create another problem only using 3 measurements? 2?

Understanding Task Self-expressive Task

10”

12”

5”

4”

Task RotationMS – Phases of Water

Mastery TaskDraw a complete cooling curve for water

with properly labeled axes.

Label each phase present. Explain the behavior of the water molecule during all

portions of the curve.

Interpersonal TaskYou are a molecule of water. Write a story describing yourself as you travel along the cooling curve from one end (200°C) to the other (-32°C). Include in your story what you look like and how you feel at each

portion of the curve.

Understanding TaskCompare and contrast the heating and cooling curves of water. Be as detailed

and specific as possible.

Self-expressive TaskImagine if water froze at 50°C and boiled at

87°C. Create a cooing curve using the new data, and draw pictures showing how the water molecules change at each stage

of the curve.

Task Rotation• Scenario and hook to arouse interest and

create meaning:• The PTSA wants to construct a new playground

for the 4th and 5th graders at your school. You are on the student committee to help design the playground and must help decide which plot of land would be best for the playground. How will you decide?

Task Rotation• Criteria that unite all four tasks:• Accurate computation of perimeter and

area• Efficiency in computing perimeter and area• Exploring relationships between perimeter

and area• Considerations for using perimeter and

area measurements

Task Rotation• Work plan:• Students must complete all four tasks, but may

work in any order they like.• Students may refer back to their notes to monitor

their understanding and to make sure they have the information they need to complete each task.

• Students may use calculators to assist with the computation.

Your Turn• Identify the standards you will be assessing.• Examine the different examples of task rotations

in your packet to get ideas.• Use the resources, the template, and the

appendix to help you think of how you might set up your rotation.

• Design a task rotation to assess your students’ understanding of the specific standard(s) you have identified.

Time to Reflect

Fuel gauge check

Think 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

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

Where Do I Begin?Start small – but start!

What strategy do I plan to focus on?

What steps do I need to take?

What resources will I

need?

Other Notes:

___________________

___________________

___________________

___________________

___________________

___________________

___________________

Other in SLSN who are implementing the same strategy?

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!

Road Map for TodayDifferentiate

What

How

Management

Task Rotation