1. A toolkit for using differentiated instruction to reach every student
Differentiate or Die!
A toolkit for using differentiated instruction to reach every student

2. What is DI?
To differentiate instruction is to recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process.
Start out by using a manageable DI tool
Keep trying small steps & work toward reaching all learners
Di is giving choices, doing different things to meet different needs of learners, learning by doing, gearing to knowledge base of learners, reaching all students…

3. Implementing DI Start small. Don’t give up.
Keep trying small steps like dangling your toes in the bathtub!
At the end of today you will have a toolkit of DI strategies ready to use.
Refer to your toolkit for survival.

4. What is Flexible Grouping?
Flexible Grouping is students consistently working in:
a variety of groups…
based on different elements of their learning…
and both homogeneous
and heterogeneous.

5. General Principles of Flexible Grouping
Vary groups frequently enough that there is no stigma
attached to one particular formation
Group size under 4 is ideal to ensure that all students in
the group participate
Be conscious of conferring status to all students
Assign roles within the group to facilitate the
management of the group
Debrief with students (collectively, individually) about the
group dynamics, process
Set management procedures in place to ensure smooth
working of teams

6. VOCABULARY STRATEGIES ACTIVITY SHOW, DON'T TELL Random Grouping
Find three people around you and get together
Look at the words on the screen
Select one word for your group to use
Pick someone to get a card with the definition
Develop a symbol, a motion, and a picture to define the word
Share with the large group
Share how you will use this in your classroom

7. SHOW, DON'T TELL Word List
Astound: To fill with wonder
Confine: To keep within limits
Elusive: Hard to describe or understand
Extinguish: To put out, do away with
Longevity: A long duration
Persistent: Refusing to give up
Remote: Far off in place or time
Spectacular: Impressive
Taunt: To insult or ridicule
Vital: Having to do or necessary

8. Toolkit Handout Distribute
We will use a toolkit handout for you to fill out as we progress through the day
Be sure to fill out this handout as the day progresses.
This will be the basis of your toolkit!

9. SUMMARIZING ACTIVITY I Have, Who Has?
Distribute cards to 14 volunteers
One side of card is an answer, the other side has a question
First person will begin by asking “Who has…”
The person with the answer will say “I have…” and then ask their question – play continues until all questions have been answered.
Think-pair-share about how can this be used in your classrooms and record ideas on your toolkit handout.
Review activity

10. When to DI
DI when some students have already mastered the learning goal/concept standard and others have not.
When some students need more time on a learning goal/concept standard and others are ready to move on. This could mean that a group of students will need more modeling, more examples, more practice, more independence, or more depth and/or complexity.
DI addresses those needing to “get the basics” while letting the others who already have it proceed deeper into the content.
DI when the need arises - not everyday, just periodically.

11. ACTIVITY - Teaching Vocabulary in Context Meaningful Sentences DIRECTIONS
Display words and put students in groups for this activity
Each group has one person take on the role of teacher to create oral sentences from one of the words on the master list to help the “students” develop their definition of the word.
Example: With the word cooperative, a possible sentence might be “Billy and I have to play all day so my mother says we have to be cooperative and share our toys all day.” Pose question: What do you think cooperative means? The teacher will continue to give oral sentences with the term in context until a satisfactory definition is created.
The entire “class” will create a definition for each word using this strategy.
Then each person creates a sentence for each word incorporating the definition in each sentence.
Put a box around the word & underline the definition.
Example: To be a cooperative group, you must work together to meet a common goal.
Share sentences in your group.
Complete your toolkit handout.
Heterogeneous group by subject area (ELA, SS, Science, etc.) – groups of 3 or 4
RLA add parts of speech, teacher reads sentences, definitions will vary from kids as you record their responses, not yours… if it needs clarification keep giving sentences.. Post their work.. They only need to know five per week. Each day you review all of these words but star the ones required for testing.

12. Meaningful Sentences Word List
Flexible
Assessment
Process
Product
Content
Knowledge

13. Meaningful Sentence Thoughts
Teacher can give parts of speech.
In this activity the teacher reads sentences.
Definitions will vary as you record student responses, not teacher jargon.
If more clarification is needed the teacher keeps giving sentences with vocab in context.
Students only need to know five per week.
Review daily all of the words, but star the ones that will be tested.

14. For Success in Meaningful Sentences
Learning occurs when vocabulary is reinforced.
Definitions are student generated so they “own” them.
Encourage students to connect definitions to prior experiences.

15. Strategies for Differentiation
Menus
Contracts

16. Learning Menus and Contracts
Menus empower students through CHOICE while ensuring adherence to important LEARNING GOALS.
Learning menus outline a variety of instructional options targeted toward important learning goals.
Students are able to select the choices which most appeal to them.
The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.

17. Differentiation Strategy
A learning menu offers a main course which all students are required to complete completely. The learning menu offers side dishes which students have to complete a certain number of options. Desserts are optional or enrichment opportunities for students. The learning menu can be a short duration or a long duration.

18. Types of Learning Menus
CONTRACT: A “package” of tasks & activities,
as well as meeting times with teacher and
other organizational measures, to ensure
student success and grasp of learning goals.
MENU: Main Dishes, Side Dishes, and Desserts (for
younger learners).
AGENDA: Imperatives, Negotiables, and Options (for
older learners).
THINK TAC TOE: Complete a row, column or
diagonal line of activities.

19. Example IMPERATIVES (You must do ALL of these…)
Select a chemical problem in the environment and
define and describe the difficulties it presents
Be sure to discuss why, where, and to whom/what
Your choices are:
Global warming/Greenhouse effect/Ozone depletion/Acid Rain/ Pollution/Water Pollution (including thermal pollution and land/ground pollution)
Develop a multimedia presentation that includes an annotated map showing where the problem exists, what/who is affected by it, and the degree of impact
on the present and future

20. Example NEGOTIABLES (You must do at least one of these…)
Determine the approximate costs of the problem
of one badly affected region and develop a
graphic that shows total costs and what makes
the costs (for example: Health costs, clean-up
costs, lost revenues from land, etc.)
Develop a timeline of the evolution of the
problem over the last 100 years, including
significant dates, and factors that contributed to
the change. Take the timeline into the future
based on your current understanding of trends
associated with the problem.

21. Example OPTIONS (You may do one or more of these…)
Create a Gary Larson-type cartoon or an editorial
cartoon that makes a commentary on the problem.
Prepare a fictionalized account, but based on
scientific fact, of a person who lives in a badly
affected area. Your goal is to put a human face on
the problem.
Develop a 60-second YouTube public service
announcement to raise audience awareness of the
problem and introduce positive actions citizens
might take to improve the prognosis for the future.

22. Rationale & Application
Think-Pair-Share about how learning contracts and menus could be used in your classroom.
Record ideas in your toolkit.
Report out to larger group.

23. ThinkDots
In small groups you will take turns rolling a die to determine which of the 6 questions you’ll answer for your group.
Groups take notes for each question and reports out to entire group.
Debrief afterwards!

24. How Might you Use ThinkDots?
• To build community
• For review
• For large tasks
• To get students used to working in groups in an interdependent fashion
• Accountability pieces are VITAL

25. Rationale & Application
Think-Pair-Share about how ThinkDots could be used in your classroom.
Record ideas in your toolkit.
Report out to larger group.

26. Activity Question Answer Relationship Questioning Strategy
Read the following poem and the questions that follow
Discuss your thoughts with your partners
Following the sharing of responses write your ideas, feelings, and reactions.

27. This Is Just To Say by William Carlos Williams
I have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
and so cold

28. Questions Why is the speaker seeking forgiveness?
In your mental movie whom do you imagine the speaker is? And to whom is he writing the poem?
Do you think the speaker is actually sorry? What words make you believe or disbelieve the apology?
Why do you think the author goes into so much detail about how delicious, cold, and sweet the plums are?

29. Why is the speaker seeking forgiveness?
This Is Just To Say   by William Carlos Williams
I have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
and so cold
Why is the speaker seeking forgiveness?
In your mental movie whom do you imagine the speaker is? And to whom is he writing the poem?
Do you think the speaker is actually sorry? What words make you believe or disbelieve the apology?
Why do you think the author goes into so much detail about how delicious, cold, and sweet the plums are?

30. QAR Question Answer Relationship
Right There: The answer is located in one place in the text
Think and Search: The answer is located in several places within the text
Author and You: The answer is not located in the text, but the reader must use the author's information in combination with personal knowledge to answer the question
On My Own: The answer is not located in the text, but the reader must use personal experiences to answer the question.
We need to move from asking questions that are “right there” to questions that require higher-order thinking.

32. Rationale & Application
Think-pair-share
How could you use QAR in your classroom? Complete your toolkit.
Share with the whole group

33. DI Rationale Rationale met the different learning styles
had the emotional connection
involved movement
had repetition
allowed for collaboration
can be adapted to any learner
As you develop lesson activities, make sure that your strategy….

34. Double Entry Journal Note-taking Strategy
AS YOU READ…write
• Key phrases
• Important words (Provided)
• Main ideas (Provided)
• Puzzling passages
• Summaries
• Powerful passages
• Key parts
• Important graphics
• Etc.
AFTER YOU READ…write
• Meaning of key words,
passages
• Why an idea is important
• How to use an idea
• Questions
• Predictions
• Reactions
• Comments on style
• Interpretation of graphics
Example of a differentiating tool

35. Give One - Get One
This strategy provides a great review and enables students to gather information from each other.
Tell students to gather all of their notes and make a list of facts or ideas learned.
Have students begin with a partner assigned by you.
Instruct them to collect one new and different fact or idea from their partner.
Then they are to give one new and different fact or idea.
If neither has a new and different idea, tell them to brainstorm the topic and try to create one (preferably a correct one).
Go from person to person until you generate about 15 ideas on the subject.
Compile a group list of ideas generated.

36. Activity Give one Get one Higher-Order Questioning
Write down your ideas on how to create an effective lesson.
Circulate around the room. Share your idea with someone and collect an idea from him or her.
Go to a different person and repeat the process. Give an idea and get an idea.
You may not collect more than one idea from any one person.
If you find a person who has the same idea that you have, come up with at least one new idea together.
You have 90 seconds to collect 6 new ideas.
Have fun. Be creative. Be respectful of others’ ideas.

37. Rationale and Application
This is often used to introduce new concepts transitioning into new material.
Application
This is used as a “hook” to get learners thinking about the content and linking to prior knowledge.
Complete your toolkit and discuss.

38. Think-Tac-Toe Adapted from Fulfilling the Promise of the Differentiated Classroom, Carol Ann Tomlinson, ASCD 2003
Think-Tac-Toe plays off the familiar childhood game. It is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills.
Typically, the Think-Tac-Toe grid has nine cells in it like a Tic-Tac-Toe game. The number of rows and cells can, of course, be adjusted.
Another higher order thinking strategy…

39. Comprehension or Evaluation Application or Evaluation
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Comprehension or Evaluation
Application or Evaluation
Knowledge or Analysis
Boxes are organized based on Bloom’s levels of taxonomy

40. Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.
A Planet “Show & Tell” (Each student must pick one square from each horizontal row and use the two together)
Use the computer to make a drawing that shows how the rotation and revolution of the Earth works to create day and night and seasons.
Paint a picture that shows how the rotation and revolution of the Earth works to create day and night and seasons.
Construct a model that shows how the rotation and revolution of the Earth works to create day and night and seasons.
Create a book or puppet show that shows how the rotation and revolution of the Earth works.
Make labels for the sun, Earth, day, night, orbit to attach to or use with your creation. Be ready to explain orally.
Write sentences* that identity and explain each part of your drawing or model and how each part works.
Write a story that explains the Earth’s rotation, revolution, day and night, and seasons.
Write a poem that explains the Earth’s rotation, revolution, day and night and seasons.
Create One
Pick a Way to Explain
Don’t forget toolkit!
This differentiated review/synthesis task is based on Va. SOLS for science:
1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of heat & light *night & day are caused by the rotation of the Earth The student will investigate and understand the relationship of seasonal change (light and temperature) to the activities & life processes of plants and animals.
Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.

41. G.R.A.S.P.S. Goal: state the task – can be a goal or a challenge
Role: what role do you want the students to assume?
Audience: the target audience for the scenario
Situation: the context of the scenario
Product: what will the students create and why
Standard: specific standards for success (rubric); use your KUDs to frame the expected standards
Higher-order thinking

42. If we could rename these….
LINGO WHAT IT MEANS
KNOW FACTS VOCAB
UNDERSTAND BIG IDEAS
DO SKILLS

43. Example GRASPS
Goal: Your goal is to tell the basketball coach who the starting 5
players should be for the championship game.
Role: You are the basketball team manager/ statistician
Audience: The basketball coach
Situation: You have been keeping team stats all season. You have
a list of the players, the number of points they have scored, the
numbers of foul shots attempted, and the number of foul shots
made.
Product: You need to determine which five team members have
the best foul shooting percentage. Present your info to the coach
in chart form with your recommendation for the starting 5.
Standards: Demonstrate proficiency in:
1. Comparison of Fractions, Decimals, and Percentages
2. Converting between number representations

44. RAFT Writing Strategy
RAFT is a writing strategy that can be used in all content areas and offers students a choice in their writing assignment. 
R stands for Role - the person or thing that students will become. 
A is for Audience - the person who will be reading the product. 
F is for Format - the way in which the writing will be done. 
Examples-letter, brochure, memo, speech, or advertisement. 
T stands for Topic - what the writing will discuss. 
Students can demonstrate their mastery of content knowledge by using a RAFT.
A RAFT allows for differentiated instruction because students get a choice in their assignment based on their interest. 
Another higher-order strategy

45. R A F T Role – of the writer = lawyer, reporter, scientist, etc.
• Audience – the reader = parent, teacher, the public, the sun, etc.
• Format – how the writing will be presented =
a letter, an article, a report, a poem
• Topic – the subject of the writing =
get creative!

46. RAFT Examples ROLE AUDIENCE FORMAT TOPIC Huck Finn Jim Letter
What I learned on the trip
Lungs
Brain
Persuasive Speech
Why I quit smoking
Guard at an internment camp
Writing in Personal Diary
Diary entry of at least 8 sentences
Describe daily life in an internment camp

47. Draw a Mile a Minute • Identify a partner sitting near you.
• The person with the most teaching experience is
partner A.
• Partner A faces screen; Partner B faces Partner A,
with their back towards the screen.
• Partner A will sketch words on the list; no verbal clues
will be given.
• Partner B tries to guess the words based on the images drawn.

48. Talk a Mile a Minute • Identify a partner sitting near you.
• The person wearing the most buttons is partner A.
• Partner A faces screen; Partner B faces Partner A,
with their back towards the screen.
• Partner A will give verbal clues to describe each of
the words on the list; no writing is allowed.
• Partner B tries to guess words based on their
partner’s descriptions.
Toolkit

49. Cubing Higher Order Thinking Strategy
Six-sided cubes have different question/activity on each side
Spend only 5 or 10 minutes on each side of the cube.
Often uses levels of Bloom’s Taxonomy
Can be differentiated by readiness/interest/learning profile; Each group could have different levels of questions pertaining to the same topic
Students can work alone, in pairs, or in small groups with the given cube.
Each student takes a turn rolling the cube and doing the activity/answering the question that comes up.
Students can have the choice to roll again once if they don’t like the activity that turns up.
Students each roll the cube 2-4 times, depending on the magnitude of the assignments.
Cubing gives students who like to use their hands and move around a chance to feel like they are “playing” while learning.
It gives students a chance to look at a concept from a series of different perspectives.
Cubing allows the teacher to differentiate for readiness in a very un-obvious way. Since all students are working with cubes, students are not aware that their neighbors might be doing something a little different.
Need to make cubes purposeful and meaningful—not just a glorified worksheet.

50. Cubing Examples of What can be Included
Describe it: What does it look like?
Compare it: What is it similar to or different from?
Associate it: What does it make you think of?
Analyze it: How is it made or what is it composed of?
Apply it: What can you do with it? How is it used?
Argue for or against it: Take a stand and list reasons for supporting it.
Cubing

51. MEAN, MEDIAN AND MODE (Below Level)
Describe mean,
median and
mode.
Explain how to find
the mean, median
and mode of the
numbers 4, 3, 5.
Would the mode
change if the
number 76 was
added to the
following data set?
64, 76, 46, 88, 88,
43, 99, 50, 55
Give an example
that demonstrates
why it is important
to know how to find
or mode of a set
of data.
Show how to find the
middle value of this
set of data.
4, 2, 8, 9, 4, 10, 5
What is this correct
term for this value?
Create a set of data
showing how many
hours a week five
students read. Show
how to find the
mean.
MEAN,
MEDIAN AND
MODE
(Below Level)
Underlined question on each slide shows increasing complexity of the same topic
Adapted from: Claudia Schrader, Mannington Middle School 51

52. MEAN, MEDIAN AND MODE (On Level)
Describe the mean,
median and mode
of a data set.
Explain how to find
the mean, median
and mode of this data
set.
5, 7, 13, 9, 9, 11
Will a set of data
always have a mode?
Explain your
answer.
Describe one
situation where you
could use the
median.
Construct a data
set of five numbers
that has a mean of
2, a median of 1
and a mode of 1.
MEAN,
MEDIAN AND
MODE
(On Level)
Create a list of data
to collect from
students. Predict
the mean, median
and mode for each
Item on the list.
Adapted from: Claudia Schrader, Mannington Middle School 52

53. MEAN, MEDIAN AND MODE (Above Level)
Explain how to find
the mean, median
and mode for this
data set:
99, 98, 90, 79, 60,
40, 90, 80
Give examples of why
it is important to be
able to find the mean,
median, mode and
range of a data set.
Can a set of values
have more than one
mode? No mode?
Explain.
Discuss how the
mode, median, and
mean change when
the numbers 14 and
32 are added to this
data:
14, 20, 58, 14, 22, 7,
18, 46, 28, 3
What is the greatest
number in a set of
data that consists of
only three numbers
that have a mean of
12 and a median of
12 and whose least
number is 5?
Design a data set
that has five
numbers with a
range of 10, a
mode of 6 and a
median of 12.
What is the mean?
MEAN,
MEDIAN AND
MODE
(Above Level)
Adapted from: Claudia Schrader, Mannington Middle School 53

56. K-U-D Know Understand Do
All lesson planning should include
answers to this question…
What do you want students to Know
Understand and Be Able to Do
as a result of your lesson, activity,
and/or unit?
Tool for effective lesson planning…

57. K-U-D Example using DI for the topic
KNOW -
key components of a DI classroom
implementation strategies
UNDERSTAND THAT:
In a DI classroom, students and teachers collaborate to build
and maintain a learning community, which fosters success.
Flexible use of time, materials and grouping are hallmarks of a DI
classroom that allows each learner to maximize growth.
Differentiation becomes a “way of being” in the classroom in order
to best meet the needs of all students.
BE ABLE TO DO:
Use and/or adapt the strategies presented.
Involve students in creating a DI classroom.
Set goals to implement DI at your own pace.
KUD – using a DI Lesson

58. Summarizing in DI Teach-Summarize-Adjust-Teach-Summarize-REPEAT!
Summarizing is a formative assessment tool used to adjust instruction.
Formative – ongoing check up
Summative –autopsy
Summarizing is ongoing. It should be used regularly at lesson launch, during instruction, and at the end of class.
Teach-Summarize-Adjust-Teach-Summarize-REPEAT!

59. ENTRANCE PASS Here’s what I already know about today’s topic:
___________________________________________________________________________________
Here’s what I want to learn about today’s topic:
Here’s what I want you to know about how I learn:

60. “Ticket to Leave” • The muddiest point for me today was . . .
• Today’s session moved . . .
1) At the right pace
2) Too slow
3) Too Fast
• Identify something I can do to help you learn better:
– three things you learned today
– two things you want to try
– one question you still have

61. ASSESSMENT Keys to Assessment Success
The teacher uses pre-assessments to discover students' learning profiles, interests, and readiness levels.
The teacher uses a variety of assessments.
The teacher uses assessment results to make instructional decisions.
Students are aware of how they will be assessed.
Students receive timely and specific feedback in relation to the learning goals.
The teacher encourages students when providing feedback.
Students set personal learning goals when appropriate.
Students are involved in self-assessment when appropriate.
Student progress toward learning goals is recognized and celebrated.

62. Activity 3-2-1 Summarizer
List three different types of DI activities we did today.
List two things you can use from today in your classroom next week.
List one thing you could help another teacher with to use DI in their classroom.
Your exit slip…