Presentation on theme: "Great Minds do NOT think Alike…"— Presentation transcript:
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, ThailandBergen, NorwayExplain 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, ColoradoParis, 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, choiceboards, and project based learning toadd rigor and depth to the curriculumfor Honors students.I can label the types of differentiationand TEAM components within a givenlesson plan.
8 Test Your DI Knowledge…. Sorting ActivityRefer to DI knowledge as Differentiating Instruction –Sorting activityEach table will sort phrases into two categories…Differentiation is…and Differentiation is NOT.Encourage all members to participate and to justify their thinking5-7 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 problemsDoing MORE of the sameGrouping where all students complete the same activitiesDesigned for students with the highest achievement/gradesTeaching standards as separate, individual learning componentsAnother way to provide homogeneous groupingChaoticExpecting less of struggling learnersA substitute for specialized servicesHave 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 assessmentQualitative… Provides rigor and relevance, as well as respectful tasksBlended instructional techniques (some whole group, small groups, and individual)ChoiceMaximizing learning for ALL studentsOn-going assessment and using pre-assessments to group studentsFlexible groupingStudent centeredRelate 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.”
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 degreesWhat in the world do you want them to understand? (at a deeper level)PROCESSOptions for ACCESSING informationHow do you want them to organize their “stuff”?PRODUCTOptions for EXPRESSING what they knowHow 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 slideContent –Exploring- How are you going to change the standards/objectives for these studentsProcess -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 unitsSafe classrooms in which students feel valuedNo “fuzzy” curriculum or busy workMultiple forms of assessmentFlexible groupingsRigor ~ something students do WITH effort – there needs to be a certain amount of struggle for ALL studentsStrategies 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 curriculumAssessment – 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 DoorFormal tests, DEPre-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.
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 PeriniTeaching What Matters Most: Standards and Strategies for Raising Student AchievementRigor 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 honorscourse 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 coursecurriculum.(iii) Projects that apply course curriculum to relevant or real-world situations.These may include oral presentations, power point, or other modes ofsharing findings. Connection of the project to the community isencouraged.(iv) Open-ended investigations in which the student selects the questions anddesigns the research.(v) Writing assignments that demonstrate a variety of modes, purposes, andstyles.(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, andtechnical.(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 throughimagination, critical analysis, and application.(ix) Job shadowing experiences with presentations which connect class studyto 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 nationallyrecognized examination may be weighted by adding 3 points to all grades usedto calculate the semester average.If honors courses and courses that offer National Industry Certification areoffered, the local education agency shall annually approve the list of suchcourses. This list of National Industry Certification courses and of approvedhonors courses with a complete syllabus for each course shall be approved bythe local education agency and made readily available to the public.Each local education agency shall adopt policies for honors courses andtechnical courses that offer national industry certification that may allow for theaddition 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.
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 emphasisStudents involved in complex, real-world projects through which they develop and apply skills and knowledgeSignificant learning taps into students' inherent drive to learn, ability to do important work, and the need to be taken seriouslyCurricular outcomes are identified up-front, but keep in mind that alloutcomes may not be fully predeterminedExperiences are provided through which students learn to manage and allocate resources such as time and materialsStudents are required to draw from many information sources and disciplines in order to complete their projectTeacher 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 teacherPick the different skills and content you will teachIdentify 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 mindFocus on standards, but not too manyStart small when you’re new to the processTest-drive a final product BEFORE startingHooks – Even project-based learning needs a hookTopics 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 clearHave an assessment plan – rubrics, etc.End with a BANG!Allow student choice when possibleConference with students/groups at certain pointsThis is not ADDED work…it should be their classwork ~ This is HOW you teach the curriculum
44 Project-Based Learning Samples Reading Projects ~ Number the StarsProject-Based Learning Lesson PlansLesson 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.htmlu.cfm?tsele1=4&tsele2=0
46 Ok….Your Turn! Break into groups based upon geographic areas Use your content curriculum and Honors Framework to choose a topicBrainstorm ideas for Project-Based Learning that could be used for the first 9 weeksWrite your ideas on your blank Project-Based Learning Planning Sheet
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 studyUse assessment data to determine student readiness, interest, or learning stylesDesign 9 different tasks using the Honors Framework (Bloom’s, etc. )Provide challenge without frustrationExpectations 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 unitEasier activity or something presented at the beginning of unitMore challengingMore challengingMore challengingMore challengingThis 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 unitEasier activity or something presented at the beginning of unitMore challengingSponsored by LPPS and LASig2
53 Using Honor’s Framework Extended ReadingResearch-Based WritingProject Applying StandardsOpen-ended InvestigationsTechnologyHistory of DisciplineProblem SolvingWriting in ContentConnections to World of WorkThis 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: KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationComprehension or EvaluationApplication or EvaluationKnowledge or AnalysisHere 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 boardBrainstorm activities and assignments that can be integrated into your Honor’s Framework choice boardFeel 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 studentsOffers multiple approaches for content, process, product, environment, and assessmentMeets standards in a meaningful wayPlaces an emphasis on student responsibilityDelivers content with varied instructional techniquesProvides students with VOICE and CHOICERelate back to TEAM…Instructional Rubric:Teacher Knowledge of StudentsLesson Structure and PacingPlanning 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.
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-endednessChallenge is appropriate - rigor is provided at their level of understandingSome struggle should be experienced by ALL studentsTeaches students what they need to learn - NOT what they already knowDifferent work - not more or less workEqually interesting and engagingFair in terms of work expectations and time neededStruggle – If they can do it without ANY struggle, it’s too easy and they are not being challengedDifferent 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 talkedabout today in your Honors classroom.Place your sticky notes on the chart paper on the wall as you leave