1. Great Minds do NOT think Alike…
A closer look at differentiating in your classroom!
Presented by : GT Department

2. A Few Thoughts for Today…
The district is taking steps to increase the rigor in the middle school honors program.
Teachers will be asked to incorporate the State Department Honors Framework as well as begin using various instructional strategies aimed at differentiating learning for the honors student.
Today is all about giving you the foundation and the information you would need to begin implementing these changes.

3. Vacation Time… Which spot appeals to you? Bergen, Norway
Phuket, Thailand
Bergen, Norway
Explain that just as individuals have different preferences about which spot appeals to them, standards and objectives can also be changed to meet the needs and interests of your students.
Rocky Mountains, Colorado
Paris, France

4. “THE BIGGEST MISTAKE…IN TEACHING HAS BEEN TO TREAT ALL CHILDREN AS IF THEY ARE VARIANTS OF THE SAME INDIVIDUAL AND THUS TO FEEL JUSTIFIED IN TEACHING THEM ALL THE SAME SUBJECTS IN THE SAME WAY.”
HOWARD GARDNER

5. Now, all you round pegs get back into your square holes!”
So we all have these pegs that don’t really fit in the square holes. Differentiation is a way to shape the holes to fit the pegs.
“Summer’s over kids!
Now, all you round pegs get back into your square holes!”

6. Objectives for today…. I can define differentiation.
I can use tiered assignments, choice
boards, and project based learning to
add rigor and depth to the curriculum
for Honors students.
I can label the types of differentiation
and TEAM components within a given
lesson plan.

7. I can define differentiation.

8. Test Your DI Knowledge….
Sorting Activity
Refer to DI knowledge as Differentiating Instruction –
Sorting activity
Each table will sort phrases into two categories…Differentiation is…and Differentiation is NOT.
Encourage all members to participate and to justify their thinking
5-7 minutes to sort…afterwards let groups share 2-3 phrases about what Diff. Is and Is NOT

9. Differentiation is NOT….
Doing only the harder problems
Doing MORE of the same
Grouping where all students complete the same activities
Designed for students with the highest achievement/grades
Teaching standards as separate, individual learning components
Another way to provide homogeneous grouping
Chaotic
Expecting less of struggling learners
A substitute for specialized services
Have groups check their answers to see how they correspond to this slide and the next

10. Differentiation IS…
Different styles and multiple approaches of content, process, product, environment and assessment
Qualitative… Provides rigor and relevance, as well as respectful tasks
Blended instructional techniques (some whole group, small groups, and individual)
Choice
Maximizing learning for ALL students
On-going assessment and using pre-assessments to group students
Flexible grouping
Student centered
Relate to TEAM rubric:
Planning Rubric under Instructional Plans – “evidence that plan is appropriate for the age, knowledge, and interests of all learners; and evidence that the plan provides regular opportunities to accommodate individual student needs.
Instructional Rubric under Lesson Structure and Pacing – “Pacing is brisk and provides many opportunities for individual students who progress at different learning rates.”
Teacher Knowledge of Students – “Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.”

11. So…how does differentiation work?

12. We will show 3 ways to extend learning in your classroom
We will show 3 ways to extend learning in your classroom. Even in an Honors class, you have different degrees of advanced students.
Differentiation is NOT a replacement for high quality curriculum, but is instead an extension of it. Effective teachers focus on BOTH students and content.

13. Content, Process, and Product
Options for EXPLORING the information to varying degrees
What in the world do you want them to understand? (at a deeper level)
PROCESS
Options for ACCESSING information
How do you want them to organize their “stuff”?
PRODUCT
Options for EXPRESSING what they know
How do you want them to prove to you they know their “stuff”?
Begin by stating the 3 ways to differentiate (content, process, and product)
Then discuss each one in more detail using the notes on the slide
Content –
Exploring- How are you going to change the standards/objectives for these students
Process -
Accessing- How students are going to GET the information (teacher, research, textbook, etc.)
Organizing – How are they going to keep track of their work (folders, portfolios, online, task lists, etc)
Product-
Expressing – Powerpoint, posters, brochures, presentations, Voki, etc.

14. Content, process and product can be differentiated by interests, learning styles, readiness levels or mixture of all three.

15. What do you need in order to differentiate?
Accommodations for multiple learning styles and needs within regular units
Safe classrooms in which students feel valued
No “fuzzy” curriculum or busy work
Multiple forms of assessment
Flexible groupings
Rigor ~ something students do WITH effort – there needs to be a certain amount of struggle for ALL students
Strategies are ALIGNED with instructional objectives. This is how you separate creative thinking from “fluff”.
Accommodations Learning Styles – get to know your students’ learning styles so that you can best differentiate their curriculum
Assessment – rubrics, task lists, self evaluations, learning journals, anecdotal records, etc.
Flexible Grouping –
By interest, ability, gender, learning styles, cultural, etc.

16. Pre-Assessment is the key!
What should come first?
“Have some students already achieved some of my learning goals?” “How and when might I differentiate the curriculum for these students so they remain challenged and engaged?”
Pre-Assessment is the key!
Pre-assessments help you know who needs differentiation.
Pre-assessments can be both formal and informal.
Informal sweeps of your class, Ticket in/out the Door
Formal tests, DE
Pre-assessment will help you determine WHO needs differentiation and how many students might need to work together. It is the key to differentiation. Pre-assessment also allows the groups to be flexible bc those who might demonstrate mastery in one area/skill/subject might not demonstrate mastery in other areas. Allows for FLUID groups.
Start somewhere. It doesn’t matter where you start…just start. Start small…using one strategy in one area of your curriculum and add other areas slowly. Take baby steps.
Choose an area of the curriculum that you are comfortable with. It’s easier to differentiate activities for areas you are familiar and comfortable with.
Plan with other teachers that teach Honors. Share in the planning….it also helps to bounce ideas around with your colleagues.

17. Multiple ways to skin a cat!

18. Take A 15 Minute Break!

19. “HOW IS MY HONORS CLASS DIFFERENT THAN MY FRIEND’S NON-HONORS CLASS?”

20. THE DIFFERENCE IS NOT WHAT WE TEACH BUT HOW WE TEACH.
Knox County Mathematics...Going Beyond the Standards

21. What is Rigor?
“Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”
Strong, Silver, and Perini
Teaching What Matters Most: Standards and Strategies for Raising Student Achievement
Rigor is high engagement, cognitive dissonance, probing questions, depth not coverage, student choice, reflection, flexible grouping, scaffolding, purposeful, critical thinking instruction…..
Knox County Mathematics...Going Beyond the Standards

22. HONORS LEVEL EXPECTATIONS-TDOE (Tennessee Dept. of Education)
“Substantially exceed the content standards, learning expectations and performance indicators….”
Teachers- “model instructional approaches that facilitate maximum interchange of ideas among students: independent study, self-directed research and learning, and appropriate use of technology.”
Multiple assessments (e.g. constructed-response prompts, performance-based tasks, and higher order responses)
tasks, open-ended questions, essays, original or creative interpretations,
authentic products, portfolios, and analytical writing). Additionally, an honors
course shall include a minimum of five of the following components:
(i) Extended reading assignments that connect with the specified curriculum.
(ii) Research-based writing assignments that address and extend the course
curriculum.
(iii) Projects that apply course curriculum to relevant or real-world situations.
These may include oral presentations, power point, or other modes of
sharing findings. Connection of the project to the community is
encouraged.
(iv) Open-ended investigations in which the student selects the questions and
designs the research.
(v) Writing assignments that demonstrate a variety of modes, purposes, and
styles.
(I) Examples of mode include narrative, descriptive, persuasive,
expository, and expressive.
(II) Examples of purpose include to inform, entertain, and persuade.
MINIMUM REQUIREMENTS FOR THE APPROVAL OF PUBLIC SCHOOLS CHAPTER
(Rule , continued)
August, 2009 (Revised) 13
(III) Examples of style include formal, informal, literary, analytical, and
technical.
(vi) Integration of appropriate technology into the course of study.
(vii) Deeper exploration of the culture, values, and history of the discipline.
(viii) Extensive opportunities for problem solving experiences through
imagination, critical analysis, and application.
(ix) Job shadowing experiences with presentations which connect class study
to the world of work.
All course types which meet the above framework will be classified as honors,
eligible for additional percentage point weighting.
Technical courses that offer a National Industry Certification through a nationally
recognized examination may be weighted by adding 3 points to all grades used
to calculate the semester average.
If honors courses and courses that offer National Industry Certification are
offered, the local education agency shall annually approve the list of such
courses. This list of National Industry Certification courses and of approved
honors courses with a complete syllabus for each course shall be approved by
the local education agency and made readily available to the public.
Each local education agency shall adopt policies for honors courses and
technical courses that offer national industry certification that may allow for the
addition of 3 points to all grades used to calculate the semester average.
Knox County Mathematics...Going Beyond the Standards

23. an honors course shall include a minimum of five of the following components:

24. (i) Extended reading assignments that connect with the specified curriculum.

25. (ii) Research-based writing assignments that address and extend the course curriculum.

26. (iii) Projects that apply course curriculum to relevant or real-world situations. These may include oral presentations, power point, or other modes of sharing findings. Connection of the project to the community is encouraged.

27. (iv) Open-ended investigations in which the student selects the questions and designs the research.

28. (v) Writing assignments that demonstrate a variety of modes, purposes, and styles. (a) Examples of mode include narrative, descriptive, persuasive, expository, and expressive. (b) Examples of purpose include to inform, entertain, and persuade. (c) Examples of style include formal, informal, literary, analytical, and technical.

29. (vi) Integration of appropriate technology into the course of study.

30. (vii) Deeper exploration of the culture, values, and history of the discipline.

31. (viii) Extensive opportunities for problem solving experiences through imagination, critical analysis, and application.

32. (ix) Job shadowing experiences with presentations which connect class study to the world of work.

33. Now It’s your Turn… Find 2 – 3 people from your grade level
Using your content area curriculum and Honors Framework choose a standard or objective for which you would like to implement a component of the Honors Framework.
Work with your group to create possible ways to implement the Honors Framework within the first 9 weeks.

34. Time for lunch!!
See you back here at 12:30. Enjoy!

35. How many times have you felt like this?
We do not want you to imitate Calvin’s monologue.

36. Project-Based Learning

37. I can use project-based learning to differentiate the Honors curriculum.

38. What Is Project-Based Learning?
Project-Based Learning is a dynamic approach to teaching in which students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.
With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying.
Projects may revolve around a real-world problem or question, but may also be centered around a topic of student interest that correlates to the curriculum.

39. Project-Based Learning
Two Perspectives:
Teacher Facilitated – student emphasis
Students involved in complex, real-world projects through which they develop and apply skills and knowledge
Significant learning taps into students' inherent drive to learn, ability to do important work, and the need to be taken seriously
Curricular outcomes are identified up-front, but keep in mind that all
outcomes may not be fully predetermined
Experiences are provided through which students learn to manage and allocate resources such as time and materials
Students are required to draw from many information sources and disciplines in order to complete their project
Teacher facilitated – transforms teaching from “teacher telling” to “students doing”
Complex, real-world projects – skills/standards/objectives are taught through the project

40. Project-Based Learning
Two Perspectives:
2. Teacher Guided – accountability is placed on the teacher
Pick the different skills and content you will teach
Identify the essential knowledge you want all students to learn (key objectives)
Craft a question that will focus the project and engage your students (essential question)
Decide how students will demonstrate what they have learned (products/performances)
Choose or create assessment tools to clarify expectations and evaluate student work (rubrics)

41. Keys to Implementing Project-Based Learning
Begin with the end in mind
Focus on standards, but not too many
Start small when you’re new to the process
Test-drive a final product BEFORE starting
Hooks – Even project-based learning needs a hook
Topics should be relevant to student interest as well as academics

42. Keys to Implementing Project-Based Learning
Set clear guidelines and deadlines – expectations should be clear
Have an assessment plan – rubrics, etc.
End with a BANG!
Allow student choice when possible
Conference with students/groups at certain points
This is not ADDED work…it should be their classwork ~ This is HOW you teach the curriculum

43. Project-Based Learning Sample

44. Project-Based Learning Samples
Reading Projects ~ Number the Stars
Project-Based Learning Lesson Plans
Lesson Plans: These are great websites with many free lessons, however, some do require becoming a member and pay a fee.
oject-based-learning-lesson-plans.html
u.cfm?tsele1=4&tsele2=0

45. Differentiated Strategies…Contract for Project

46. Ok….Your Turn! Break into groups based upon geographic areas
Use your content curriculum and Honors Framework to choose a topic
Brainstorm ideas for Project-Based Learning that could be used for the first 9 weeks
Write your ideas on your blank Project-Based Learning Planning Sheet

47. Take A 15 Minute Break!

48. Choice Boards

49. I can use choice boards to differentiate the Honors curriculum.

50. What Are Choice Boards?
Choice boards are organizers with a collection of curricular problems, questions, assignments, activities, or projects from which students are allowed to choose their tasks. Students may choose one or more of the activities and/or may be required to complete a teacher specified task in addition to choosing tasks to complete the assignment. Choice boards are only differentiated if they are designed with learning differences in mind.
Teachers may adapt choice boards and the number of activities required for completion based upon classroom/student needs

51. Keys To A Good Choice Board
Identify outcomes and instructional focus of the topic/unit of study
Use assessment data to determine student readiness, interest, or learning styles
Design 9 different tasks using the Honors Framework (Bloom’s, etc. )
Provide challenge without frustration
Expectations are clear (due dates, work quality, behavior, etc.)
Assessment in place – rubrics, etc.

52. Basic Structure for Choice Boards
Easier activity or something presented at the beginning of unit
Easier activity or something presented at the beginning of unit
More challenging
More challenging
More challenging
More challenging
This is a good place to start if you are not familiar with using choice boards. Using this structure students are going to at least have 1 “more challenging” activity to complete. Depending upon student ability, you may require your tip top students to choose at least 2 of the “more challenging” activities.
Easier activity or something presented at the beginning of unit
Easier activity or something presented at the beginning of unit
More challenging
Sponsored by LPPS and LASig2

53. Using Honor’s Framework
Extended Reading
Research-Based Writing
Project Applying Standards
Open-ended Investigations
Technology
History of Discipline
Problem Solving
Writing in Content
Connections to World of Work
This is preferred framework for choice boards to use for Honor’s classes. This covers 9 of the expectations in the Honors Framework.

54. Framework Using Bloom’s Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Comprehension or Evaluation
Application or Evaluation
Knowledge or Analysis
Here is another framework that might be used for a more focused standard and objective

57. Your Turn Again!
Using your content curriculum and Honors Framework for the first 9 weeks, choose a standard or objective on which to base your choice board
Brainstorm activities and assignments that can be integrated into your Honor’s Framework choice board
Feel free to work with a partner, in a small group, or individually to get started on a choice board to be used in your class

58. It’s a BUILD on… It’s not an ADD on…
Differentiation is not adding on to what students do…it’s BUILDING on what they already know by helping them explore standards and objectives in depth. We are helping students learn what they NEED to know, NOT what they already know.

59. Let’s Review… Why Differentiate?
Provides valuable learning opportunities for ALL students
Offers multiple approaches for content, process, product, environment, and assessment
Meets standards in a meaningful way
Places an emphasis on student responsibility
Delivers content with varied instructional techniques
Provides students with VOICE and CHOICE
Relate back to TEAM…
Instructional Rubric:
Teacher Knowledge of Students
Lesson Structure and Pacing
Planning Rubric:
Instructional Plans

60. Scavenger Hunt!
Now that we’ve talked about 3 ways to differentiate and have talked about how these correlate to the TEAM rubric, let’s see if we can identify them. Your task will be to read through the lesson plan provided and to label the differentiation that you see. In addition, you will label the parts of the TEAM rubric that are evident.
Explain that teachers will have 10 minutes to read through the lesson plan and to label the differentiation that is evident, as well as the parts of the TEAM rubric that are evident. They can use any of the information given to them in their handouts to help them identify the differentiation. They can also use the TEAM rubric to help them label evidence of TEAM components.

61. Lesson Development…
You started creating some things earlier today that could be used to help you get started with differentiation the first 9 weeks.
We’re going to give you a little time here at the end to finish getting some thoughts together on those.
If we have time, we can give them minutes to work on some of the things they started earlier in the day. If we run out of time, we will just move on to slide 62 and 63.

62. I’ve mapped out the concepts I’ve already grasped to save you time.
Everyone has had one of these students! They do our work FOR us!!
I’ve mapped out the concepts I’ve already grasped to save you time.

63. Bonus Strategy Tiered Assignments

64. I can also use tiered assignments to differentiate the Honors curriculum.

65. What Are Tiered Assignments?
When teachers used tiered assignments, they make slight adjustments within the same lesson to meet the needs of their students.
All students learn the same skills and concepts but through varying modes and activities. The tiers appropriately challenge students according to their ability level.

66. Keys To Good Tiered Assignments
ALL students focus on essential skills at various levels of complexity, abstractness, and open-endedness
Challenge is appropriate - rigor is provided at their level of understanding
Some struggle should be experienced by ALL students
Teaches students what they need to learn - NOT what they already know
Different work - not more or less work
Equally interesting and engaging
Fair in terms of work expectations and time needed
Struggle – If they can do it without ANY struggle, it’s too easy and they are not being challenged
Different Work – Simply giving more work to differentiate for advanced students is counteractive and many advanced students will perform at a lower level to avoid being given “differentiated” work in addition to their regular work load. LESS – Giving less work as a reward for possessing mastery leads to underachievement and behavioral problems.

67. Exit Ticket: Think, Write, Share
Use your sticky note to answer the following questions.
Define differentiation in your own words.
Tell how you plan to use the strategies we talked
about today in your Honors classroom.
Place your sticky notes on the chart paper on the wall as you leave