1. DIFFERENTIATION STRATEGIES WELCOME Differentiation Strategies: How to Meet the Instructional Needs of Each Student in Your Classroom DOE# IS 180408 Brandman University# EDCU 9095 Wifi:110JM$gu3$t

2. DIFFERENTIATION STRATEGIES Today is a review day. We will be going over the Portfolio page by page to make sure you are clear on what is expected for each question.

3. DIFFERENTIATION STRATEGIES This is the time for you to ask any questions on things you may not be clear about in the Portfolio. Once we are done with our review, you will have time to work on your Portfolio. You can do that here, or take it home and work on it there.

4. DIFFERENTIATION STRATEGIES Turn to page #2 in your Portfolios.

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6. You were to assess students, A, B & C on 3 of the 10 criteria we covered in class. You were to also provide student evidence for each assessment that supported your evaluation.

7. DIFFERENTIATION STRATEGIES You were to pick the 3 criteria that you believed are having the greatest impact on that individual’s success in your classroom. Those 3 could be different for each student.

8. DIFFERENTIATION STRATEGIES Those 10 criteria were.

9. DIFFERENTIATION STRATEGIES Those 10 were… 1.Values 2.Abilities 3.Maturity 4.Knowledge 5.Skills

10. DIFFERENTIATION STRATEGIES 6. Experiences 7. Work/learning preferences 8. Interests 9. Motivators 10. Goals

11. DIFFERENTIATION STRATEGIES If you need a refresher about the criteria, please take a look at the February Powerpoint that is on Joe’s website. JoeLoVerde.com

12. DIFFERENTIATION STRATEGIES Here are some examples of what you could write for question #1, A: The 3 criteria…

13. DIFFERENTIATION STRATEGIES 1. Criteria: Values – Student A comes from a family of 4. He has a younger sister within the school and it shows that they both have the same mindset as far as values are concerned. Student A will do things that will benefit him in the immediate present but will not consider the consequences of how those actions will affect others. Student A also thinks that he will not get caught telling fibs or that no one will address the holes in his story. School is not a priority for him so he doesn’t care about the test scores that he gets and rarely, if ever, does his homework. Student A’s mother comes in or emails me giving reasons why he wasn’t able to complete his homework or that she will work with him to catch up but it has yet to happen. Student A knows that mom will support him no matter what so he continues with what he has done.

14. DIFFERENTIATION STRATEGIES 2. Criteria: Interests – Student A’s interests lie in the area of play and nothing else. He is the first one to be done with all his work, always trying to sneak out to recess at the first chance that he gets, and will need an almost immediate reward to do something. Student A’s work is always rushed; answers are not complete or miscalculated. He likes to sit and do nothing; he also likes to chew pencil chips. Other teachers have noticed his negativity as well, he always seeing the bad sides of things. He seems to want to be involved with activities but loses interest in it as soon as it requires more than what he thought the effort would be or it does not provide immediate gratification.

15. DIFFERENTIATION STRATEGIES 3. Criteria: Motivators – Student A is not easily motivated. He is used to being able to do whatever he wants at home so there are really no long lasting motivators that can be provided in a school setting. He is interested in video games, random play, and pretty much anything else that is related to play. Student A could be considered very high maintenance, in that you always need to be on him in order for him to do things. The motivation for him is to have the teacher off his back so he can go and do what he wants to do. Student A is a challenge because the things that motivate him always change.

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17. You also need in question #1 to provide student evidence to support your assessment related to the 3 criteria you choose. That evidence could be…

18. DIFFERENTIATION STRATEGIES -Papers they have written -Projects -Homework -Discipline records -Attendance -In class assignments -Video they created -Presentations

19. DIFFERENTIATION STRATEGIES Next is an example of the evidence one teacher provided. It is difficult to read on the slide, but is fine in the picture they included in the Portfolio.

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21. You also needed to complete a caption. Next is the Caption they completed for the previous student evidence.

22. DIFFERENTIATION STRATEGIES Caption: What is this document? This document is an argumentative essay, which assesses Student B on his current knowledge of a particular standard in Writing. Why is this evidence? This writing piece shows he is not proficient in CCSS.6.W.1: Write arguments to support claims with clear reasons and relevant evidence. What is this evidence of? Student B achieved at Developing Proficiency in regards to CCSS.6.W.1. Student B was provided with a claim and introductory paragraph. He understood that his claim was “for” electronic tablet devices in the classroom and at home. However, he did not organize his reasons and evidence clearly.

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24. We talked about the 3 ways you can differentiate instruction. 1.The material you teach (content). 2.The delivery of the material (your instruction or process). 3.Product (what the student produces to show they know and can apply the material.

25. DIFFERENTIATION STRATEGIES MATERIAL/CONTENT 1. Differentiating the material (content) does not mean teaching different material to different students. It’s about the adjusting the level of complexity the student can process related to the material.

26. DIFFERENTIATION STRATEGIES DELIVERY/PROCESS Differentiating the delivery/process is about the strategies we can use to get the material/information to the student.

27. DIFFERENTIATION STRATEGIES PRODUCT What you have the student produce to demonstrate they know the material and /or have the skills from your lesson.

28. DIFFERENTIATION STRATEGIES Turn to page #8 in your Portfolios or Practicums.

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30. We asked you to identify 2 differentiation strategies each for students A, B and C that will help them become more successful in your classroom. And how those aligned with the student’s needs.

31. DIFFERENTIATION STRATEGIES Strategies…This is the “What” you will do: You must indicate which of the three parts of differentiation your strategy relates to: Material/content Delivery/process Product

32. DIFFERENTIATION STRATEGIES You must also identify which of the 10 criteria you are addressing in the strategy. Is it to address Value, Experience, Knowledge, Abilities, etc.

33. DIFFERENTIATION STRATEGIES The second part is the Rationale…This is the “Why” you are doing it: In explaining why you believe this is a strategy that will work, you must refer to the student evidence you collected in question #1 to support your evaluation.

34. DIFFERENTIATION STRATEGIES Examples…

35. DIFFERENTIATION STRATEGIES Strategy #1: Student A is an effective communicator (Work/Learning Preference); therefore, she will benefit from reciprocal teaching (Delivery/Process). Incorporating this strategy will also help me understand her strengths and weaknesses (Knowledge). Rationale: When Student A talks about the process or the steps involved in solving for mathematical and real-world problems involving area, I find that she has a better grasp of the concept. She can verbalize what she understands to her peers and to me. Since she is a visual/kinesthetic learner, she enjoys reciprocal teaching. Her peers demonstrate step-by- step, in writing, how to solve for area and tend to use kid-friendly language. In return, she does the same. This strategy will help me identify where she is lacking.

36. DIFFERENTIATION STRATEGIES Strategy #1: Student B is very social and wants so badly to be acknowledged and accepted by his peers (Values); therefore, I will pair him up with another student in the class that values his education. Together, they will be assigned to read an informational text and write a summary of the main idea and supporting details (Product). Incorporating this strategy will help me identify his strengths and weaknesses (Knowledge). Rationale: Student B does not value his education, but he does value his peers. When paired with others, he tends to demonstrate his true ability to read, write, and speak. This is usually done with proficiency. He is motivated by his peers who tend to do well in school. Student B understands that his effort in the group tasks affects his partner(s); therefore, he is motivated to complete the task with proficiency.

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38. So now look at Strategy #1 for Student “A” in your Portfolio. Does it include: -That it relates to material, process or product -Which of the 10 criteria it relates to -The rationale for the taking this action

39. DIFFERENTIATION STRATEGIES You must have 2 actions/strategies for students A, B and C. You do not collect any student evidence for this question in the Portfolio.

40. DIFFERENTIATION STRATEGIES Turn to page #11 in your Portfolio/Practicum.

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42. We asked you to detail two differentiation actions that you are going to implement with student “A.” In the previous question, #2, we asked you to identify two strategies for student “A.” We would encourage you to use those strategies.

43. DIFFERENTIATION STRATEGIES So, your answer for question #3, b, is basically using you the same answer you used for the Strategies on page 8, but providing more detail.

44. DIFFERENTIATION STRATEGIES You could provide more detail about the action by including… -Groupings...name the other students (first name only) and their knowledge or skill level for example. -Examples of tiered questions, assignments, etc., provide examples of the questions, assignments, etc.

45. DIFFERENTIATION STRATEGIES -Reading assignments…list specific books and their reading level. -Tasks...how they might relate to Bloom’s Taxonomy. -Describe work stations or quiet areas in your classroom in detail. One-on-one help, number of times per day or week, length of help, material covered

46. DIFFERENTIATION STRATEGIES Make sure to include.. -That it relates to material, process or product -Which of the 10 criteria it relates to -Describes the action you are going to take As well as which of the 10 criteria it addresses.

47. DIFFERENTIATION STRATEGIES Next, we wanted you to identify at least two criteria by which you will evaluate the impact your actions are having on the student’s success in your class. Examples.. -Test scores -Quality of written work

48. DIFFERENTIATION STRATEGIES -Ability to do more advanced math problems. -Quality of products they produced -Turning in more homework -Participation in discussions -Asking for help -Attendance -Behavior problems

49. DIFFERENTIATION STRATEGIES -Quiz scores -Their interaction with their peers -Their interaction with you (value).

50. DIFFERENTIATION STRATEGIES Examples…

51. DIFFERENTIATION STRATEGIES Action #1: I have spoken with her parents after finding out that she had erased a test announcement in her planner. So the plan is for me to initial every item that is written in her planner so her parents will know that there is something there that she needs to do or that they need to know. Her parents on the other hand, will initial every item that has been completed. This has kept everyone on the same page.

52. DIFFERENTIATION STRATEGIES Criteria to evaluate actions: Work with mom and dad to determine if she has her planner signed each night. Also, if she completes all assignments on time. Test grades and homework check off will be use to evaluate if this action is working.

53. DIFFERENTIATION STRATEGIES Action #1: Student C will sit with me during class time to review a variety of problems involving area and volume. Together, we will review the formulas for area and volume. We will read, and analyze word problems to decide on the correct operation(s) to use when solving. Student C will identify the correct dimensions of figures, paying particular attention to the dimensions of irregular figures. He will apply appropriate formulas when solving, and check his calculations to ensure accuracy of answers provided. I will gradually allow him to solve independently using the strategies that we applied together. We will practice the problems that he continues to struggle with and find ways to alleviate his struggle(s).

54. DIFFERENTIATION STRATEGIES Criteria to evaluate actions: Results from the weekly quiz to determine how much independent work they can do and still be successful in the class.

55. DIFFERENTIATION STRATEGIES Turn to page #14 in your Portfolios.

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57. This is where we want you to evaluate the action you implemented. Make sure you reference the “Criteria to evaluate actions” you listed on page 11 and the student evidence you collected after implementing the action.

58. DIFFERENTIATION STRATEGIES Take some time with this and make sure you provide a clear and complete evaluation.

59. DIFFERENTIATION STRATEGIES Examples…

60. DIFFERENTIATION STRATEGIES Action #1: By applying this strategy, Student A was able to identify the main idea of “Diets need balance, nutritionist says.” She learned from others by watching, sharing, and practicing several reading strategies. Student A read the title of the text and predicted that a nutritionist might suggest that diets need balance. She numbered the paragraphs within the text and annotated next to the paragraphs after deciding on the importance of the information provided. She used a two-column notes format on a separate piece of paper to note the main idea, supporting details, and questions she generated and answered. After identifying all the needed information, she completed a written summary of the article with accuracy. Throughout the entire process, she stopped to share the information gathered with her group. This helped her clarify unclear, difficult, or unfamiliar aspects of a text.

61. DIFFERENTIATION STRATEGIES Action #1: Student B definitely benefitted from the differentiation strategy of having a creative and challenging assignment for demonstrating mastery of the theory of Continental Drift. Her writing a letter to another scientist while being Alfred Wegener motivated her to complete an excellent assignment that went far beyond her normal reluctance to regurgitate the facts and evidences of the theory which would be much easier. Student B describes multiple types of evidences for the theory and describes the theory itself. She goes beyond the requirements by discussing the weakness of the theory and what Wegener could not explain at the time. She also produces a well composed letter. Student B exceeds the standards with this assignment. This is in contrast to a minimal effort that approaches the standards or not turning in the assignment at all which is what she used to do. Clearly the strategy of giving her a challenging and creative assignment succeeded in motivating her to demonstrate her mastery of the standard. This was a successful strategy to employ with student B and needs to be used with her in the future.

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63. Turn to page #15 in your Portfolios.

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65. We wanted you to collect one piece of student evidence for each of the two actions you take for student “A” and fill out a caption for each piece of evidence. So caption #1 will relate to action #1 on pages 11 and 14 for student “A.” Caption #2 will relate to action #2 on pages 11 and 14 for student “A.”

66. DIFFERENTIATION STRATEGIES You will need to have 6 pieces of student evidence for this section of the Portfolio. 2 for student “A” 2 for student “B” 2 for student “C” This is evidence you collected after implementing your actions for each student.

67. DIFFERENTIATION STRATEGIES Example…

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69. Caption #1: What is this document? This document is a summary of the main idea and supporting details from an article titled, “Diets need balance, nutritionist says.” Why is this evidence? This document is evidence because it addresses CCSS.6.RL.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. What is this evidence of? This document provides evidence to show that Student A meets proficiency in CCSS 6.RL.2 and can determine a central idea of a text and how it is conveyed through particular details. In addition, she can provide a summary of the text distinct from personal opinions or judgments.

70. DIFFERENTIATION STRATEGIES Turn to page #20 in your Portfolios.

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72. What we want here is for you to write about the actions you took for each of the students, A, B and C. What worked, sort of worked or didn’t work at all. Knowing what you know now, what will you do for student “A” in the future.

73. DIFFERENTIATION STRATEGIES Understand that not all actions will be successful and that’s okay. Educating an individual is quite complicated with many variables at work all at the same time.

74. DIFFERENTIATION STRATEGIES You might have the perfect action to take based upon the student’s needs and implement it just as the student’s parents are going through an ugly divorce with the student in the middle of it. You can’t control all the variables.

75. DIFFERENTIATION STRATEGIES Examples…

76. DIFFERENTIATION STRATEGIES Student B has changed considerably since employing the differentiation strategies planned above. She is more animated during class and seems to be paying attention more to the lessons. She also has communicated with me more during non- class times. All of these are very positive and her grades have also improved. I will definitely keep both strategies and even augment the ideas employed..

77. DIFFERENTIATION STRATEGIES The first strategy was to create a challenging and creative assignment for a standard lesson assignment. In this case it was to write a letter as if you were the scientist who created the Continental Drift theory. The letter would detail the theory. She enjoyed this assignment and exceeded proficiency on the assignment. Thus, I will continue this differentiation strategy with her but it may be impractical to come up with creative challenging ideas on every assignment. Instead I will offer her the opportunity to come up with the ideas herself. On the larger concepts I will be able to come up with the creative challenging assignment. However, on a quick answer the questions assignment I will offer her the opportunity to come up with ideas if she can and I will welcome those assignments. I am hoping she can do so or she will be able to accept some boring mundane assignments interspersed with creative challenging ones.

78. DIFFERENTIATION STRATEGIES The second strategy was for Student B to turn in her entire Plate Tectonic project digitally. I thought this assignment would be challenging and interesting for Student B as it seemed she was interested in working with computers. It definitely was a success and she thoroughly enjoyed it even though she had to learn some new skills in order for her to do it. I will definitely continue this strategy as it was successful and I will augment it by allowing her to turn in any and all assignments digitally if she so chooses. I have since implemented Google Classroom and she is a student in the class. Therefore, if she chooses to turn in her assignment digitally I just need to list it in Classroom and she can. This may be enough for her to enjoy mundane answer the questions assignments.

79. DIFFERENTIATION STRATEGIES Turn to page #23 in your Portfolios.

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81. On pages 23 and 24 are 4 Reflection Questions. Take some time with these and provide some thoughtful insights about what you learned about differentiated instruction and your students.

82. DIFFERENTIATION STRATEGIES There are obviously no right or wrong responses to these 4 questions. What the reviewer is simply looking for is that you spent some time and effort in reflecting upon your answers.

83. DIFFERENTIATION STRATEGIES Your Portfolios are due June 16 th. Your electronic Portfolios can be emailed to: loverdeportfolios@gmail.com loverdeportfolios@gmail.com any time before that date.

84. DIFFERENTIATION STRATEGIES If you are turning a hard copy, you have two options. 1.Bring it to the Cultural Center at Pearl City High School on June 13, 14 or 15 th while we are teaching our first summer class. Please bring it between 9:00-12:00. 2.Bring it to Dave’s room at Jarrett (D-2) on June 16 th from 9:00-12:00.

85. DIFFERENTIATION STRATEGIES A couple of important things to know. 1.10% of the Portfolios will be selected for review by the PDE3 office. When those are okayed by the PDE3 office, they will post credit for everyone in the class. 2.The reviewers for the PDE3 office are very thorough.

86. DIFFERENTIATION STRATEGIES They will look to make sure you answer each question and provide all the student evidence that is required. They are not looking at whether or not they agree with your answers, but rather that you gave clear and complete answers to each question.

87. DIFFERENTIATION STRATEGIES One word or short answers will be rejected and the Portfolio sent back to you to be corrected before they will give you credit. You will have 60 days to make the corrections and send the Portfolio back to the PDE3 office.

88. DIFFERENTIATION STRATEGIES Also, we have had teachers work together on their Portfolio. While we encourage this, each teacher must turn in a separate and unique Portfolio.

89. DIFFERENTIATION STRATEGIES This means that if you work together using the same action for instance in your classroom, you must each turn in different student evidence and write up different answers and captions.

90. DIFFERENTIATION STRATEGIES 3. If you answer each question we have in a clear and complete fashion and provide the required student evidence, your Portfolio will be approved. 4. We have to turn in all the grades at the same time, so if you are late in turning in your Portfolio, you holding up the credit for everyone in the class.

91. DIFFERENTIATION STRATEGIES 5. We strongly encourage you to turn your Portfolio in electronically. -People seem to put more thought into answers when typing them up. -It is much easier to make any changes you might need to make.

92. DIFFERENTIATION STRATEGIES -They never can get lost. -It also works better when you send it from a personal email account versus your lotus notes. For whatever reason, some of the Portfolios won’t open when sent through your school email. If you send it through Google Drive, make sure you “share” it with Joe so he can open it up.

93. DIFFERENTIATION STRATEGIES If you have questions about the Portfolio requirements, contact Joe. JoeLoVerde@me.com

94. DIFFERENTIATION STRATEGIES When you submit your Portfolio electronically, Joe will send you an email within 24 hours confirming he received it. If you don’t get an email back from him, assume he didn’t receive it and send him an email to his personal account, JoeLoVerde@me.com

95. DIFFERENTIATION STRATEGIES We hope to see many of you at our summer classes. We have two new classes. One starting June 13 th and the other June 20 th. Both will be taught at the Cultural Center of Pearl City High School.

96. DIFFERENTIATION STRATEGIES Title: Reaching the Reluctant Learner Course#: IS 180836 EDDU 9005 Dates: June 13, 14 & 15, 2016 8:00-4:00 October 1, 20168:00-4:00 November 15, 20164:30-8:30 Credit:3 “PD” credits Cost:$185 DOE $300 Brandman Location: Pearl City High School Cultural Center

97. DIFFERENTIATION STRATEGIES Title: Effective Questioning: A Proven Strategy for Promoting Complex Thinking and Student Achievement. Course#:IS 180852 EDDU 9006 Dates: June 20, 21 & 22, 2016 8:00-4:00 pm October 8, 2016 8:00-4:00 pm November 17, 2106 4:30-8:30 pm Credit:3 “PD” credits Cost:$185 DOE $300 Brandman Location:Pearl City High School Cultural Center

98. DIFFERENTIATION STRATEGIES Mahalo for your commitment to professional development and we hope our classes provide a benefit for you and your students. If you have any questions, contact Joe at: JoeLoVerde@me.com