Differentiated Instruction Overview What is it? Why do we need it? What does it look like?

What is it? Why do we need it? What does it look like?

Metropolitan Nashville Public Schools Department of Exceptional Education

Differentiated Instruction Overview1WORKSHOP: 8:30-3:30LUNCH: 11:15-12:30A.M. BREAK ~ 9:45-10:00 P.M. BREAK ~ 1:45-2:00

2Supportive TeachingGround rulesPlease silence your cell phones

We have scheduled breaks, but please take one if needed.

Please use the Parking Lot for questions, we will try to get to all of them during the breaks.

Session OverviewWhat is Differentiation?Why Do it?Instructional StrategiesTips For InstructionAssessment Tools

4Our session overview includes the following

Pair and Share 5We are going to take the next 6-8 minutes to discuss with a partner an idea that you have for choice boards. Then together I would like for you to make a choice board.Same or Different Ice BreakerIn your packet there is a Venn DiagramWithin your group figure out how you are same and how you are different.Share Out: 1 same and 1 different with the group.

SameDifferent6Give chart paper to the groups-each group needs markers-have them discuss how they are alike, different Give each group 10 minutes, then share out with the group.

Differentiating Instruction: The Journey

"In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners."

-Carol Ann Tomlinson

7We are so glad that you are here today to go on this journey of DI with us.When a teacher tries to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third wont. Lillian KatzWillis, S (November 1993). Teaching Young Children: Educators Seek Developmental Appropriateness. Curriculum Update, 1-8.Why Do We Need to Differentiate?8Lillian Katz is an internationally known expert on young children's intellectual and academic development.

Think of the students in your classroom right now. If this quote is true, could you put your students into each one of these three categories? What is Differentiated Instruction?A collection of best practices, strategically employed to maximize students learning at every turn, including giving them the tools to handle anything that is undifferentiated. Highly effective teaching.Requires us to do different things for different students, based upon individual student needs. 9People learn differentlywe have various learning styles, learning strengths, abilities, and interests.

We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.Differentiated Instruction is. . . .Whatever works to advance the student when the regular classroom approach doesnt meet students needs. Designed to tap into different student readiness levels, interests, and learning profiles.Teaching different students the content in different ways, based on how students learn.

10Basically, it is whatever works to advance the student. It makes us TAP into students different levels and readiness.Differentiation is a Philosophy

All students have areas of strength.All students have areas of weakness.Every brain is as unique as a fingerprint.Each student brings prior knowledge and experience to a new learning situation.Emotions impact learning.Learning is a lifetime journey.All students can learn!DO YOU BELIEVE?11DO YOU BELIEVE? Did you realize that every brain is as unique as a fingerprint? ALL students have strength and weakness. It is our job to find those qualities and bring it out in our students. Our students today come with some many experiences and prior knowledge. Click on the Do you believe? To watch video clip of DaltonWhy Differentiate?

12We all know that students across the country today represent great diversity. They come from differing cultures, value systems and religions. They have different learning styles. They arrive at our schools with very different levels of developmental maturity. Their interests differ greatly, and at any given time, they reflect differing levels of academic readiness in varying subjects. Teachers must face these diverse classroom settings prepared to meet the needs of these students. We cannot say that teaching has occurred until students have learned.Stress with participants that we will be learning about how to manage instructional strategies, not defining new strategies. Differentiated instruction is simply a management system.

Strategy: Movement

Did you know ...A 5-15% increase in blood and oxygen flow to the brain is created when one stands. This also causes students to become more aroused and alert (Jensen, 1995).Twenty years of research have shown that movement puts learners, whether kindergarteners or college students, in an appropriate state for learning (Thayer, 1996). 13READ Music, Rhythm, Rhyme, and Rap Did you know Music provides a valuable aid to memorization (Sprenger, 1999).Long-term memory and emotion are activated by the signals that music carries (Webb & Webb, 1990).Music connects multiple brain sites by activating and synchronizing neurons firing patterns (Jensen, 2001).14Incorporate throughout. May also want to mention that there is a great website on the internet resources page in there handout.http://www.theteacherscorner.net/lesson-plans/music/index.htmMusic Break

15Everyone will do the cupid shuffle.Wait for the intro beat. Rock to the beat and get ready. When the song says, "Do ya dance?", start the next steps. Step 4 times to the right. Step 4 times to the left. Kick your right leg, then your left leg. Repeat this twice for each leg. Walk it by yourself. Just walk in place, but turn to the left while doing so, so that when you get to the next part, you're facing a different direction. You can also turn and shake your hips to the beat. Repeat dance for each direction you're facing.

Music/Rhythmic Lesson IdeasHistoryMathLanguageScience & HealthGeographyFine ArtsAnalyze different historical periods through their music Learn mathematical operations through songs, jingles, & rhythmic beats Learn Morse Code & practice communicating with it Learn to use music, rhythm, sound, & vibrations to reduce stress Listen to & analyze different kinds of music from different cultures Play Guess the Rhythm/Instrument when listening to various musical pieces Create a series of key dates in history raps Learn addition, subtraction, multiplication, & division through drum beats Use different ldnds of music for different ldnds of writing Listen to the sound & rhythmic patterns of the environment (humanly-created & nature) Play musical & percussion instruments from around the world Turn a nonmusical play into a musical or into an old time radio show Teach learn songs/music that were popular in previous eras (e.g. Gregorian chant, WWII_songs) Break a set of tones and/or rhythmic patterns into various groups to learn division tables Create song/raps to teach grammar, syntax, phonetics semantics, & other language concepts Try various humming patterns to see how they can alter your mood & awareness Learn the key characteristics of music & rhythmic patterns from different cultures Practice impromptu music composition using the stuff in your surroundings Make musical instruments from the past & compose a piece using them Play the Rhythm Game to learn times tables (slap thighs, clap hands, snap fingers) Learn & practice phonetic punctuation (a la Victor Borge Experiment with the effects of vibration on sand in a metal plate Create a sound/tonal-based legend for a map Draw, paint, or sculpt a piece of music as it plays Watch films about the past & focus on the sounds of history Make up sounds for different math operations & processes Illustrate a story/poem with appropriate sounds, music, rhythms, & vibrations Assign sounds to systems you are studying such as the nervous system, circulatory systems, etc. Learn & sing songs from nations/countries being studied Make up a creative/interpretive dance to a piece of music

How to Differentiate a Reading Passage (Coming to our senses: Incorporating Brain Research Findings into Classroom Instruction)Make a GridForm a group of fourNumber off and assign 1, 2, 3, 4Read assigned part and take notesAdd personal commentsReport findings to the groupDiscuss and reflect

*Great DI strategy to use in your classrooms17Show example of paper and how to fold and what you want them to do.Journal Article is in your handouts from the morning starting on page 315 minutesBreak TimeMapping a Route Toward DI Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.

-Carol Ann Tomlinson

19Next, in small groups have participants jigsaw read the article. They will then share their summary of what they read and discuss their insights. Put the next screen up for instructions.

THE DILEMMA!How does a teacher reach the needs of every student?

20DilemmaStudents Learn in a Variety of WaysLearning is based on a persons

Preferred Learning StyleExperiencesInterests21We know that within this group alone we all have different learning styles, but we also have different experiences and interest that we bring to the group as well. It is very important that we KNOW are students and take into account everything that they can bring to our classrooms. Does one size really fit all?Differentiated Instruction

22Does one size really fit all? Watch VideoLearning StylesDo you know your own teaching/learning style? Do you plan learning experiences that address different learning styles?Are a wide variety of activities available for students?MULTIPLE INTELLIGENCESBodily-KinestheticNaturalistVerbal-LinguisticIntrapersonalMusical-RhythmicInterpersonalVisual-SpatialLogical-Mathematical2424

MusicalLinguistic

Naturalist

Spatial

Intrapersonal

Bodily-Kinesthetic

Interpersonal

Logical-Mathematical

Multiple Intelligence Test

Take 10 minutes to complete the learning styles survey.Once you have tallied the results, choose your learning style preference group.Then we will share our learning style and what you think of the inventory.

Multiple Intelligences

Verbal/LinguisticGreat with words, spoken or written; These individuals are typically good with reading, writing, telling stories, and memorizing words along with dates.Logical/MathematicalPeople with this intelligence excel with abstract patterns, reasoning, and numbers.

Visual/SpatialThese individuals have a strong visual memory and excel with mentally manipulating objects. Bodily/Kinesthetic

Involves muscular movement, i.e. getting up and moving around into the learning experience; Good with physical activities such as sports or dance.Musical/RhythmicHave a high level of rhythm and a great sensitivity to sound; Able to sing, play musical instruments, and compose music.InterpersonalInteract well with others; Tend to be extroverts; Can be leaders or followersIntrapersonal

These individuals prefer to work alone. They learn best when they are able to concentrate on the subject by themselves.Naturalist

Individuals with this learning preference learn best when collecting or analyzing things close to nature.26Now after knowing your learning styles. Her are some examples of ways to tap into each learners style by incorporating some of these ideas into your teaching.LinguisticRead a book and then make up addition and subtraction story problems related to the characters in the storyTalk about fact strategiesLogical-Mathematical Create fact strategiesPractice with puzzles, such as magic squares or magic triangles.SpatialConnect quantities to visual images by using dice, dominos, and other everyday objects, such as egg cartonsDecorate fact cardsBodily/KinestheticDramatize story problems and fact strategiesUse counters to model problemsMusicalClap beats to match numbers used in problemsCreate songs about factsInterpersonalPractice with fact buddiesDiscuss fact strategies in groupsIntrapersonalSet personal fact goalsKeep a journal about fact strategiesNaturalistFind examples in doubles in natureCategorize facts that are best solved by particular strategiesMutiple IntelligencesDifferentiated Wait-TimeWait time allows students sufficient time to process and develop a response to a question before the teacher asks a specific student to respond.Every 20 minutes provide a 60 second talk break for students to process informationGive students 3-5 seconds of wait-timeSome students need more than 5 seconds when the question is above their recall levelSome boys may need up to 60 seconds to bring information up on their screenStudents whose primary language is not English will need additional processing timeStudents with expressive language difficulty need more time for the retrieval of words and thoughts

DIFFERENTIATION STRATEGIES: Flexible Grouping

2929Instructional strategies in a classroom using DI should include a mix of . . .

Individual activitiesGroup activitiesWhole class activities30Make sure to include a variety of ways for the students to participate throughout the day. Some will be individual, small groups, and whole class.

Current Student DemographicsLearning Style DifferencesAchievement GoalsExperiencesStudents Learn in a Variety of Ways

InterestLearning is based on a persons31We must take into account the diverse population of students that we are working with today.

32Differentiated InstructionISUsing assessment data (progress monitoring) to plan instruction and group students.Teaching targeted small groups (1:3, 1:5)Using flexible grouping (changing group membership based on student progress, interests, and needs).Matching instructional materials to student ability.Providing students with choices about what and how they learnTailoring instruction to address student needs.

IS NOTActivities that all students will be able to do

Getting it on your own

All assignments are the same for every student except for the number of problemsAllowing the early finishers computer timeAssigning extra work for more advanced students

Cooperative learning groups where the gifted student gets to be the leader

33If the diverse characteristics of Americas children were merged into one classroom of 30 students 18 would be White15 would live in a single parent family at some point in childhood10 would be born to unmarried parents7 would be born poor6 would be Hispanic5 would be African American4 would be born to a teenaged mother 3 would never graduate from high school and live at less than half the poverty level2 would have a disability1 would be Asian American1 would live with neither parent34We know that are classrooms are more diverse that ever. If we were to merge a classroom of 30 students today we would haveREAD.ContentProcessProductAccording to StudentsReadinessInterestLearningProfileTeachers Can DifferentiateAdapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).35Content What is being taught. You can differentiate the actual content being presented to students. Process How the student learns what is being taught. For example, some students need to interact with the material physically, some might prefer to read a book.Product How the student shows what he/she has learned. For example, students can write a paper or they can present information orally.

Readiness Skill level and background knowledge of child. We try to stay away from the word ability because you dont always know the ability level of a child if their readiness level is low.Interest Childs interest or preferences these can be interests within the curricular area (for example, they might be interested specifically in learning about folklore in a unit on volcanoes) or in general (for example, knowing a students favorite cartoon character could allow you to tie that into an example and might motivate the student)Learning Profile This includes learning style (is the student a visual, auditory, tactile, or kinesthetic learner), as well as preferences for environmental (such as level of distraction, exposure to light or noise) or grouping factors (small group, large group, or individual)

We know that students learn better ifTasks are a close match for the skills and understanding of a topic (readiness)Tasks ignite curiosity or passion in a student (interest)The assignment encourages students to work in a preferred manner (learning profile). 36What are you already doing to differentiate instruction in your classroom?

Discussion Question37After hearing about DI and learning more about it. Talk with your group and discuss some things that you are already doing in your classroom. DO this for the next 5 minutes. Each group will share out one thing that they are already doing.You will have 1 hour and 30 minutes for lunch. Please make sure you return on time! See you at 12:30Have a great lunch! Lunch Timedifferentiated mathematics instruction is most successful when teachers:believe that all students have the capacity to succeed at learning mathematics;recognize that multiple perspectives are necessary to build important ideas and that diverse thinking is an essential and valued resource in their classrooms;know and understand mathematics and are confident in their abilities to teach mathematical ideas;develop strong mathematical learning communities in their classrooms;focus assessment on gathering evidence that can inform instruction and provide a variety of ways for students to demonstrate what they know; andsupport each other in their efforts to create and sustain this type of instruction.

Math Solutions Professional Development MATH FOR ALL: Differentiated Instruction Parker, AZ June 1, 2009

40We can do math through more than just pencils and paper. We can talk it out and give visuals. Dont always feel that it has to be one way, pencil/paper.Math TalksMore than one way to do the same thing. Open your eyes and mind to new ways.

Question StrategiesThink of your questioning through Blooms Taxonomy

KnowledgeTo know is to recall information that has been learned. Sample activities include telling, listening, naming and redirecting.ComprehensionTo comprehend is to understand. Sample activities include explaining, summarizing, paraphrasing, retelling and showingApplicationTo apply is to use what has been learned. Sample activities include demonstrating, illustrating, solving, adapting and incorporating.AnalysisTo analyze is to examine an idea critically. Sample activities include comparing, categorizing, and deducing.SynthesisMeans to put together in a new car or different way. Sample activities include creating, inventing, formulating, and producing.EvaluationTo evaluate is to determine the worth or value based on a set of criteria. Sample activities include making judgment, predictions, decisions and estimates.MaterialsTeachers have long recognized that children operate on a variety of levels in terms of their needs for concrete models. Therefore, the types of materials available may make the difference as to whether a problem is accessible.-Linda Dacey and Rebeka Eston SalemiMusical Problem SolvingThis activity allows students to work cooperatively with their classmates to solve math word problems. Students mix around the room while music is being played. When the music stops, they will solve a problem with their partner.

Musical Problem Solving1st=Read the first problem and think about how you would solve it. DO NOT write anything yet.2nd=I will play music and you will mingle around until you find a partner.3rd=Discuss the first problem with your partner, describe how to solve it and each of you write the solution on your paper. You must show your work, which could include drawing, charts, or number sentences. If you finish early you can discuss the next question with your partner, but do not write anything on your paper.4th=Discuss the previous question with your new partner before moving onto the next question.

47Sometimes we may feel this way, but it is probably because Math was taught to us one way. You either get it or you dontMaking sure students understand what the problem is asking.Have students read the task repeatedly, as in a choral reading format.Encourage students to dramatize story problems.Ask students to summarize the task in there own words.Use pictures, models, and gestures to clarify ideas whenever possible; Have students try out there thinking in pairs or small groups, before speaking in front of the whole class.A Perfect Match!The combination of mathematics and literature allows children to discover mathematical concepts in a meaningful context and makes the learning experience more personal.Connecting math to literature can help bridge the gap for students who are not strong in math, but love to read.

Marilyn Burns (2005) Using storybooks to teach math. Instructor, 27-30.50Students who are good in math learn toappreciate literature in a new way.

Marilyn Burns. (2005). Using storybooks to teach math. Instructor, 27-30.51Reasons To Connect Literature to MathChildrens literature:1. provides a meaningful context for mathematics.2. demonstrates that mathematics develops out ofhuman experience.3. celebrates mathematics as a language.4. integrates mathematics into other curriculum areas.5. fosters the development of number sense.6. supports the art of problem posing and solving.7. reinforces the idea that MATH IS EVERYWHEREMarilyn BurnsCriteria for selecting Math relatedBooks for ChildrenAn engaging storylineA sense of wonder about the worldA framework that meets mathematical criteriaOne that presents math concepts accuratelyHas visual and verbal appealHas evidence of real-world connections-One that builds on students prior knowledgeExamples

Suggestions for working with struggling learners

Look for the learners positives.Dont let whats broken extinguish what works.Pay attention to relevance.Go for powerful learning.Teach up.Use many avenues to learning.See with the eyes of love.

Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD5555Instructional Strategies

A little moreHands on approaches

Drawing and Artwork

ResearchDid you know Based on 1999 and 2000 test results, students who took studio art, art appreciation and art design scored 47 points higher in mathematics and 31 points higher on the verbal portion of college entrance exams than did students who were not enrolled in visual arts classes (College Board, 2000).Drawing figures helped improve critical thinking and verbal skills in learning-disabled children (Jing, Yuan, & Liu, 1999).

60Differentiated Instruction is like a sailing adventure becausethe captain must identify each crew members specialty and talents so assignments can be made.

Brainstorm - What is DI?DI is like __________ because __________.Illustrate and label the simile.Define It61Take a minute to brainstorm, write your metaphor, then draw a picture describing your metaphor.Differentiated InstructionIs Like A Sailing Adventure! becauseTeachers set the course for the journey to deciding how each one will travel and what each will learn along the way.

62Think of DI as a metaphor. What would you say about DI? Take a few minutes to write YOUR simileTeachers set the course for the journey to deciding how each one will travel and what each will learn along the way or The captain (teacher) identifies each crew members specialty and talents so assignments can be made

Sample ActivitiesGrade LevelSubjectStandard/ObjectiveActivity Elementary/Middle/High schoolEnglish/ Language ArtsIdentify an implicit main idea in a story or passageStudents design a book jacket or cover that depicts their understanding of the major idea of a book. Elementary/Middle/High school

Cross-CurricularRecall the major details of a unit of studyStudents design a poster that illustrates the major details of a specific unit concept or unit of study. Example: five characteristics of the planet Mars or 3 major landforms in the state of Georgia Elementary/Middle/High school

MathematicsDetermine the necessary operation of a word problemStudents read a word problem and then draw a series of pictures that illustrate their understanding of what is actually happening in the problem. They then use the pictures to assist them in writing the numerical symbols for the word problem.Differentiationmust be an extension of not a replacement for high qualitycurriculum.

Differentiate!

65We do not want our students to feel like this-we want to stretch those mindsAssessment Strategies

66Lets look at some assessment strategiesPre-AssessmentSquaring OffDirt Road

Paved RoadYellow Brick Road

Highway

I know very littleI know someI know a lotI know all about this!I know some67Lets do an example of Squaring Off. Dirt Road=You know very little about the topic, Paved Road=I know some, Yellow Brick Road= I know a lot and the Highway=I know all about this!

Assessment ToolsInformalBeforeDuringAfterSquaring Off

Boxing

Yes/No Card

Graffiti Facts

Thumb It!

Fist of Five

Face the Fact

ABCD CardsTalking Topics

Conversation Circles

Donut

Agree/ Disagree Cards

68Boxing=Draw a box in the center of the paper, then draw a smaller box inside the first box. The outside box=What do I know about this topic? Inside the box = What do I want to learn? What is my goal?

YES/NO= Yes I understand or No I do not understand Ex. Add/subtract, Multiply, Divide, Noun, Verb, Nonfiction, Fiction

Fist of 5=5=I know it so well I can explain it to anyone, 4=I can do it all alone, 3=I need some help, 2=I could use more practice, and 1=I am beginning to understand.Donut=Outside of donut=I am learning and inside the donut=I know

Boxing=Draw a box in the center of the paper, then draw a smaller box inside the first box. The outside box=What do I know about this topic? Inside the box = What do I want to learn? What is my goal?In your handouts on page 7

YES/NO= Yes I understand or No I do not understand Ex. Add/subtract, Multiply, Divide, Noun, Verb, Nonfiction, Fiction

Fist of 5=5=I know it so well I can explain it to anyone, 4=I can do it all alone, 3=I need some help, 2=I could use more practice, and 1=I am beginning to understand.Donut=Outside of donut=I am learning and inside the donut=I know

Assessment Tools FormalBeforeDuring AfterWritten Pre-testKWL JournalingSurveysInventoriesJournalingLearning BoardTeacher-made testsPortfoliosChecklistsRubricEffective QuestionsChartsJournalingPost testsPortfolio Conferences69We have some examples for you in the handouts on page 8

REMEMBER Assessment is ongoing - Before instructionDuring instructionAfter instructionStudents will learn when we find out - What they know to begin withWhat activities engage themWhat point the skill is mastered

The Grading Dilemna71Sometimes with DI teachers are uncertain on how to grade.

Discussions about differentiated gradingDont grade everything. Teach students to assess their own work and to provide and receive peer evaluation, using your criteria for quality workthe primary goal of grading and reporting is to communicate to important audiences, such as students and parents, high-quality feedback to support the learning process and encourage learner successFinal grades reflect not just differentiated activities but also daily work, tests, performance assessments, and assignments required of all students

72Quiz, Test, Performance, Products, Presentation, Demonstration, Log, Journal, Checklist, etc

Some Differentiation StrategiesChoice Boards

Tiered Activities

Learning Contracts73Explain each of these using the following handouts:

For Choice Boards:First show the Diner menu handout. Explain that each student does the appetizer and they have choice on the entrees and an option of the dessert. Explain that you can easily modify this for particular students so that they have more or less choice (for example, perhaps the appetizer is optional for students at a higher readiness level, while the dessert is not optional). Point out that each entre activity lead to the same outcome, but students choose the way in which they get there.Second show the Think-Tac-Toe board. Students pick 3 activities to do, crossing them off the way you would need to in tic-tac-toe. Explain that you can also give students modified choices by telling them that the have to do three diagonally (and therefore must do the one in the middle) or horizontally.

For Tiered Activities:Show the tiered activities lesson plan. Explain that all three lessons address the same outcome, but each lesson is adjusted according to student readiness.

For Learning Contracts:There are two handouts for this. One is a more elementary example and the other is more secondary. Explain how these can be used so that students can explore areas of interest in more depth and take some ownership and planning of their work. These are also good for students to work on when they must do independent work while the teacher works with small groups.

Choice Boards

74Choice Boards are a great way to have the students have choices in there learning.

Sample Activities and Formats

75In your handouts that you picked up this morning-there is a pack of different types of choice boards. Lets look through themDid You Know????Choice boards give students multiple ways of processing information and rehearsing content and skills. Students may work alone and/or with one or more partners.Students may choose three in a row from a tic-tac-toe-style choice board.Choice boards can have multiple choice lines, shapes, formats and options. Structures, Processes and Responses of PlantsTic-Tac-Toe for Student Choice Activities1. Draw some type of visual that differentiates the two types of reproduction in flowering plants2. Write a short essay explaining the structures flowering plants have for defense.3. Search the Internet for information about a plants response to external stimuli. Print out what you find and summarize your information into your own outline.4. Create a lesson plan on the life cycle of a flowering plant and teach this lesson to the class.5. Write a newspaper article highlighting the poisonous plants common to South Carolina (i.e. Mississippi)6. Write a short story about the life cycle of an apple seed.7. Create a Venn Diagram comparing and contrasting vascular and nonvascular plants.8. Design a poster shows the parts of a flowering plant that function for survival.9. Make a collage of various organisms from the five kingdoms. Label and give the characteristics of each kingdom.Name: ________________________ I/We choose activities #____, #____, #____.Todays Date _________________________ Due Date ___________________ASSESSMENT FOR TIC-TAC-TOE1. Drawing/VisualVisual clearly shows both types _____Accuracy of information ___Differences of 2 types evident ____Detailed & informational labels ____Possible Points = ______2. EssayExplanation clear and well organized ____Defense structures identified ____Writing mechanics, spelling and grammar are correct __Possible Points = ______3. Internet Search & OutlineUses at least 3 Internet sites ___Variety of responses ______Accurate summary highlighting important points ____Follows correct outline form ___Possible Points = ______4. Lesson PlanFollows oral presentation criteria card _____Correct Information ____Explains clearly Easy to understand _____Answers questions well ___Suggested extension: Give test or quiz and grade it.Possible Points = ______5. Newspaper ArticleArticle written in an interesting way so the public would like to read it ____Accurate details about poisonous plants of SC ___Knowledge of plant structures shown in the discussion of plants ____Possible Points = ______

6. Short StoryStory has a beginning, middle, and end ____Story reflects knowledge of the life cycle of flowering plants _____Creativity ____Correct, spelling, grammar and mechanics _____Possible Points = ______6. Venn DiagramFollows Venn Diagram criteria card _____Clearly shows similarities and differences _____Accurate Information ____Possible Points = ______

7. PosterFollows poster criteria card _____Flower parts clearly shown _____Description of each flower part included on poster ____Possible Points = ______

8. CollageFollows Critera Card ____Shows 15 Organisms ____Each Kingdom well represented ____Accurate labels ___Possible Points = ______What is your learning target?Primary Consideration:

What must ALL students:KnowUnderstandbe able to Do79Learning Target

Students may have different paths to the target.Fractions Choice BoardLearning Goals: Students willKNOW: Fractions show parts of a whole and can be expressed numerically.UNDERSTAND: Fractions represent equal sized portions or fair shares.Be able to DO: Use different materials to demonstrate what the fraction looks like. Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student InterestInsects Choice BoardLearning Goals: Students willKNOW: The characteristics of insects.UNDERSTAND: Insects have particular characteristics and parts and are different from other kinds of bugs.Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects. Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student InterestPurpose of the Choice BoardsHomeworkAfter Reading or Problem SolvingLearn a vocabulary wordProjects for a certain topic or bookPresentation or DemonstrationIndependent WorkTechnology SampleDemonstrate a SkillWhen I skate, I go where the puck is. Wayne GretskyWhen we teach, we should go where the student is.

86Lets make a Choice Board!Get in groups by grade or interest.As a group decide on a skill or interest that you can make a choice board for (essential literature, math skill, etc) that you could use in your classroom.

TIERED ACTIVITIES

WHAT CAN BE TIERED?ASSIGNMENTSACTIVITIESCENTERS & STATIONSLEARNING CONTRACTSASSESSMENTSMATERIALSEXPERIMENTSWRITING PROMPTSHOMEWORK89With a little thought, almost any classroom activity can be tiered.

Two or three tiers is usually best for implementation. However, a teacher who is experienced and comfortable with the strategy may have more tiers if it facilitates the instruction or better meets the needs of the students. 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.

90No student should look at the task and say to themselves, : I guess Im in the dumb group.The key to developing good tiered activities is to design them so that they are just above the level of the learner. This helps students stretch and build from where they are. Challenging and supporting students at their levels of understanding will help them become successful learners.

Learning Contracts

Learning Contracts Are:Written agreements between teachers and students that outline:what students will learnhow they will learn itthe time period for the learning experiencehow they will be evaluated

CONTRACTS--- help students learn to make decisions about their learning help students learn to manage their time may involve the student in curriculum planning can be used to support students with learning difficulties can be used to facilitate learning for other students

help the teacher manage group work, individual projects or investigations, learning centers or curriculum compacting

Contract Dos & Donts explain the role & function of contracts start small (1 or 2 day) contracts negotiate contracts with students whenever possible help set realistic deadlines renegotiate the contract if it isnt working solicit student feedback on process gradually involve students in contract development

DO:Contract Dos & DontsDont: expect all students to use contracts effectively at the beginning expect all students to like contracts. assume contracts can take the place of regular instruction use contracts without a good management system

Fairness is not everyone getting the same thing. It is everyone getting what they need.

96Read Whats Fair?

Ish by Peter Reynolds97Read letter when they return from break. After letter let them work on there choice boards.These are two of my favorite books. They both have a great message. I would like to share with you todayI have both of them here, so if during a break you would like to read them feel free too!Flexible GroupingT- Total Group

A- Alone

P- Partner

S- Small GroupTAPS98By having flexible groups we allow our students to TAP into different readiness levels, interest, talents, and learning modalities

Flexible Grouping DefinedStudents move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency Students sometimes work in groups defined by interests and/or learning styles Teachers sometimes move between groups to provide instruction99RandiBenefits of Flexible GroupingTeacher becomes more of a facilitator of knowledge and skills

Removes the negatives and stigma of static groups, i.e. Once a buzzard, always a buzzard syndrome

Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

100

Identifying similarities and differences through the use of Venn diagram Differentiated by learner preference (learning styles) to make Venn diagrams in a variety of ways Student reflections on learning styles Team teaching Video ClipExample101Here is a video clip of a teachers classroom, where is does an excellent job of knowing her students. As we watch the video clip, we would like you to review your current usage of Venn Diagrams in your classrooms and how this new information could be incorporated in your future instructional practices. Video is about 7:50

102We do not want our students to feel like this

Where do I Go From Here?Some Tips for Implementing Differentiation in your ClassroomStart slowlyOrganize your classroom space

103Start Slowly begin with one subject and one technique use it for a while then add moreIt will take students, as well as the teacher, time to adjust to a new way of learning.

Organize your classroom space think about how your room is arranged and whether it provides space and materials for students to work in various configurations

Where do I Go From Here?Some Tips for Implementing Differentiation in your ClassroomStart student filesStart student portfoliosUse a clipboardUse of technologyStart class with familiar tasksUse task cards, a tape recorder, or an overhead for directionsHave systems for student questions

104Student Files: Have a set of folders where you can easily place anecdotal notes about students or copies of completed assessments.

Student portfolios: Have students keep work in portfolios or independent work folders that they monitor (see record keeping chart handout kids can use it to monitor their work and it provides you with an easy way to see what theyre doing). Portfolios can also be examples of best work or of a progression of skills. If kids put writing samples in a portfolio every month then the teacher has a basis of assessment and can discuss with the student how his or her work has progressed over the months. This also helps teach students how to set their own goals.

Clipboard: If you always carry a clipboard, kids get used to you writing on it. Carry goal tracking sheets on your clipboard so that you can keep track of what students are working on on a daily basis. You can also put blank index cards on your clipboard and take anecdotal notes throughout the day. Those note cards can then be placed in student files.

Use of technology: Providing students with websites and other technology can allow them to work more independently. There are websites listed on the Resources handout that fall in this category.

Start class with familiar tasks: this allows everyone to have a starting place (a warm-up question, for example) that can be completed while the teacher takes care of administrative tasks or moves students to groups.

Task cards, tape recorder, or overhead for directions: give students ways to hear and review directions so that they do not need to interrupt instruction or a teachers work with a small group. Directions can be written on index cards, tape recorded, and/or posted on an overhead or chart paper in the room.

System for student questions: Decide on steps that students should take before they ask the teacher a question. For example, first they use a set of pre-determined strategies (looking in their journal, skimming the textbook, looking online, etc.), next they ask a peer, finally they can ask the teacher. Then decide how students should ask the teacher questions if the teacher is working with a small group at the time (for example, they could write their question on an index card and place it by the teacher, who could write a response without interrupting much of the small group work.Differentiated Lesson Plan Science, Language Arts, Math, Social Studies

1053 Things you already Know about DI2 Things you Want to know more about DI1 Thing you Learned about DI3-2-1106Explain what they are to doA Day in a D.I. ClassPredictable, not rigid.Procedures are defined and in place- students assume responsibility.Voice and choice: students are using a variety of materials and they are doing what the have decided.Flexible grouping occurs regularly. There is daily reflection on learning."Typical"107You should be able to tell the difference in a DI classroom

108I hope you do not have this teacher in your building. Point out some things from the cartoonStudents in a differentiated classroom do not need to work the system . . . . .because the system works for them!

109READ!I like this class because theres always something different going on all the time. Other classes are like peanut butter for lunch every single day. In this class, its like my teacher really knows how to cook. Its like she runs a really good restaurant with a big menu. ~ 7th graderThink of DI as being out in the middle of a big body of water. What would you need to do?Find exactly where students are before you know how to take them someplace new.Organize your resources.Adjust for varying degrees of depth.Support those who cant keep their heads above water.Modify your strategy as you go.Recognize there are different ways to reach the same destination.RememberA teacher in a differentiated classroom does not classify herself as someone who already differentiates instruction. Rather, that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.Tomlinson, C.A. (2001) How to Differentiate Instruction in Mixed-Ability Classrooms It can be done! Teachers who utilize DI find that:They have fewer discipline issues Student growth is significantly increasedTheir interactions with students are more positive and productiveEven most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them

113After viewing the summary video clip, have the participants complete the 3s Worksheet, share it, and turn it in. Let them know that we will use this in future planning.

Now lets go back to some of the definitions we wrote for differentiated instruction. Has anyone changed what they thought their definition was? Is there anything youd like to add?

Creating a Differentiated ClassroomStart SlowlyBut StartOne subject or one classWhere the need is greatestWhere you feel most comfortableDeliberately plan to differentiate Content, Product, or ProcessBased on your Students Readiness, Interest or Learning PreferenceDont Bother Differentiating Fluff

Differentiation Buddies

115115Final thoughts.Have fun.Start small.Keep it simple.Just do it!116Notes:Please complete a workshop evaluation form. We appreciate your feedback AND we use it to better our future presentations!!!Last but not least...

We hope you enjoyed the presentation and learned something you can take back to your school!Kristi CogginInstructional Facilitators with the Exceptional Education Department

Thanks for your time and attention!118Shanise