Differentiated Instruction

Differentiated Instruction
Jacque Melin - GVSU

National Board Certified Teachers (NBCT)
National Board Certified Teachers (NBCTs) are dedicated to making knowledge accessible to all students. They believe all students can learn. National Board Certified Teachers (NBCT)

They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account of these differences in their practice. National Board Certified Teachers (NBCT)

They respect the cultural and family differences students bring to their classroom. National Board Certified Teachers (NBCT)

NBCTs know how to assess the progress of individual students as well as the class as a whole. National Board Certified Teachers (NBCT)

Another Premise of the Workshop
As the United States continues to compete in a global economy that demands innovation, the U.S. education system must equip students with the four Cs: 1. critical thinking and problem solving, communication, collaboration, and creativity and innovation.

Are they Ready?

What’s new about 21st Century Skills?
New Understanding of Learning New Areas of Emphasis Critical Thinking and Problem Solving Skills for EVERYONE Innovation and Creativity Skills Life and Career Skills for EVERYONE Digital-Age Literacy

Rigor/Relevance For All Students

Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation S. Gendron, Kentwood presentation, March 2011

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations S. Gendron, Kentwood presentation, March 2011

C D A B Levels 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s
1 Application S. Gendron, Kentwood presentation, March 2011

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. D C 5 4 3 Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 A B 1 1 2 3 4 5 S. Gendron, Kentwood presentation, March 2011

VISUAL 21st Century BLOOM’S Taxonomy
VISUAL 21st Century BLOOM’S Taxonomy

Before……. Underline all the adjectives on page 10. Then use at least 8 of these adjectives in a paragraph of your own about a topic of your choice. After……. Sit in front of the school and write a paragraph that describes clearly how the school looks from your perspective. We will your description to a student in Alaska, who will draw a picture of the school as it is described by you. Be as specific as possible, so that the drawing will look just like your view of the school.

who really is the slow learner?”
“If an educator keeps using the same strategies over and over and the student keeps failing, who really is the slow learner?”

Differentiation is a set of instructional strategies
Differentiation is a set of instructional strategies. Reality: Differentiation is a philosophy—a way of thinking about teaching and learning. It is, in fact, a set of principles. DI Misunderstanding #1

Mindset – Carol Dweck Teacher may underestimate student capacity and
willingness to work hard and “teach down” because of the student’s language, culture, economic status, race, label, etc. Both teacher and student study student growth, set goals for progress, and look for ways to continue development. Students at all readiness levels have maximum opportunity for challenge, growth, and success. Growth Mind-Set Both teacher and student accept the student’s difficulties as given, and neither exerts the effort needed for high levels of student achievement. Both also accept high grades on grade-level work as adequate for advanced learners. Teacher encourages and insists on student effort and growth. Over time, the student’s mind-set can change to a growth orientation with evidence that effort leads to success. Students at all readiness levels have maximum opportunity for challenge, growth, and success. STUDENT Fixed Mind-Set Fixed Mind-Set Growth Mind-Set TEACHER

It’s adequate for a district or school leader (or professional developers) to tell, or even show, teachers how to differentiate instruction effectively. Reality: Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ongoing process of trial, reflection, and adjustment in the classroom itself. DI Misunderstanding #2

Differentiation is something a teacher does or doesn’t do (as in, “I already do that,” or “I tell our teachers that they already differentiate instruction.”). Reality: Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way. However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile. DI Misunderstanding #3

How to Differentiate Name: Date:

Change the Content

Change the Content Complexity Resources Environment

Change the Content Complexity Resources Environment
Concrete to Abstract Do/View/Construe Resources Text/Media Environment TAPS

Change the Process

Change the Process Direct Instruction Cooperative Learning Inquiry

Change the Process Direct Instruction Cooperative Learning Inquiry
Hook them Curiosity Novelty Cooperative Learning Each one – Teach one Inquiry PBL

Change the Product

Change the Product Entry Points Expressive Modes Accountability

Change the Product Entry Points Expressive Modes Accountability
How they learn Expressive Modes How they express it Accountability How we grade/score it Formative/Portfolios/Performance Based

Do we differentiate by:
Whole group? Small group? Individual?

Do we differentiate by:
Whole group? Multimodal – tap into many ways of learning Small group? Instructional Interventions Individual? Tutorials

Pocketmod.com

Hook Input Interaction Product Assessment Reflection

Hook – Role Play (content)
Input – Direct Instruction (Little Book) - Novelty (content/process) Interaction – 3 Musketeers (process) Product – Little Book on DI Theory (product) Assessment – Tell and Retell Reflection – Scale of 1-10

Differentiation Is a teacher’s response to learner’s needs
C. Tomlinson Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences….Orbitals…..Complex Instruction…ETC.

Examples of Differentiation Based on Student Need
Readiness Interest Learning Profile Content Materials at varied readability levels Spelling assigned by proficiency Alternate presentation methods Targeted small group instruction Front-loading vocabulary Highlighted text Range of materials that apply key ideas and skills to a variety of real-world situations. Teacher presentations designed to link to student interests. Varied teaching modes (e.g., verbal, visual, rhythmic, practical, etc.) Video or audio notes for students who learn better with repeated listening. Process Product

Step 1 Teacher identifies the new word and elicits background knowledge. Step 2 Teacher explains the meaning of the new word. Step 3 Students generate their own explanations of the new word. Step 4 Students create a visual representations of the new word. Step 5 Students engage in experiences that deepen their understanding of the new word. Step 6 Students engage in vocabulary games and activities to help them remember the word and its meaning.

Research on Imagery as Elaboration
Students who used imagery to learn vocabulary, on average, performed # of studies 6 37 percentile pts. higher than… …students who kept repeating definitions. 4 21 percentile pts. higher than… …students who were using the terms in a sentence.

Things that are parallel
Grade 4 Math Things that are parallel 200 POINTS area perimeter 100 POINTS 100 POINTS Types of angles Ways to make .25 Types of graphs 25 POINTS 50 POINTS 50 POINTS

Technology for Vocabulary
Tag Galaxy Visual Thesaurus Technology for Vocabulary

Readiness Interest Learning Profile Content Materials at varied readability levels Spelling assigned by proficiency Alternate presentation methods Targeted small group instruction Front-loading vocabulary Highlighted text Range of materials that apply key ideas and skills to a variety of real-world situations. Teacher presentations designed to link to student interests. Varied teaching modes (e.g., verbal, visual, rhythmic, practical, etc.) Video or audio notes for students who learn better with repeated listening. Process Product

Resources for PBL Questgarden The Buck Institute

Readiness Interest Learning Profile Content Materials at varied readability levels Spelling assigned by proficiency Alternate presentation methods Targeted small group instruction Front-loading vocabulary Highlighted text Range of materials that apply key ideas and skills to a variety of real-world situations. Teacher presentations designed to link to student interests. Varied teaching modes (e.g., verbal, visual, rhythmic, practical, etc.) Video or audio notes for students who learn better with repeated listening. Process Product REFLECT & SHARE

Readiness Interest Learning Profile Content Process Tiered activities Mini-workshops Flexible use of time Learning contracts Varied homework assignments Learning Centers Expert groups Interest centers Supplementary materials based on student interests Jigsaw Independent studies Interest-based application options Choice of working conditions (e.g., alone or with a partner) Tasks designed around intelligence preferences Blogs and vlogs to share ideas Product

Designing a Differentiated Learning Contract
A Learning Contract may have the following components A Skills Component Focus is on skills-based tasks Assignments are based on pre-assessment of students’ readiness Students work at their own level and pace A Content component Focus is on applying, extending, or enriching key content (ideas, understandings) Requires sense making and production Assignment is based on readiness or interest A Time Line Teacher sets completion date and check-in requirements Students select order of work (except for required meetings and homework) The Agreement The teacher agrees to let students have freedom to plan their time Students agree to use the time responsibly Guidelines for working are spelled out Consequences for ineffective use of freedom are delineated Signatures of the teacher, student and parent (if appropriate) are placed on the agreement Technology can easily be incorporated into a learning contract. Let’s take a look at some examples.

Learning Contract #1 Name _______________________
My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will write: I will draw: I will need: I will look at and listen to: Look at different websites Listen to a podcast Here’s how I will share what I know Use technology to create product Multimedia presentation Create a podcast Create a web page or a wiki Here’s how I will share what I know: I will finish by this date:

Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie (Podcast) _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

Readiness Interest Learning Profile Content Process Tiered activities Mini-workshops Flexible use of time Learning contracts Varied homework assignments Learning Centers or Stations Expert groups Interest centers Supplementary materials based on student interests Jigsaw Independent studies Interest-based application options Anchor Activities Choice of working conditions (e.g., alone or with a partner) Tasks designed around intelligence preferences Blogs and vlogs to share ideas Product

Have students indicate if they are sure or unsure for each question
Note that capital letters should be used for the distracters.

Stations: Compacting with To Kill a Mockingbird
Exploring Stereotypes Think about the power of words and how we tend to label whole groups of people, many times unfavorably. In this station, you and your group will explore the notion of stereotypes through personal reflection, role-playing and group discussion. Take an activity sheet, put your name and class period at the top. Read the introductory paragraph and directions carefully. Choose a label from the Exploring Stereotypes container. If you do not understand the term, either ask your group members to help explain it to you, or choose another. Take a minute or two to imagine how this person, with this label, would think, act and talk. Prepare a brief introduction of yourself as that person, making sure to use what you perceive to be stereotypical qualities. Brainstorm with your group labels and stereotypical categories in which we tend to place people. These might be related to race, gender, social class, age, etc. Record these on the “graffiti wall” in class. Take time to discuss impact and implications of these words/phrases. Answer the rest of the questions on the back of the activity sheet independently. Your answers will be graded for effort and detail. These stations were timed. Because some stations were independent and others involved group activities, it was important that everyone started and stopped together.

Independent Reading Explore a variety of reading materials independently in this station: internet sites related to To Kill a Mockingbird, nonfiction trade books, newspaper articles, old student projects and more. There is no response activity or worksheet, although there is an exit task on which you should indicate 1-2 facts from the material you read. Choose a book or news article at the station that interests you. Read independently until the station time allotment is complete. Record on a sticky a fact or two from the book or newspaper. Put the sticky note on one of your other sheets to turn in. They will be collected and displayed at a later date. At this station, there were multiple articles that covered themes in the book, real life connections to the book, like the Scottsboro trials, the life of Harper Lee, etc. A student’s speed and level of engagement determined how much he/she would get from this station. But it served to enhance and deepen appreciation of the book rather than to cover facts necessary to understanding the book.

Putting Yourself in the Photo: Exploring Point of View As we discussed in class, considering one’s point of view is extremely important when interpreting literature. Consider what Atticus Finch says in To Kill a Mockingbird, “You never really understand a person until you consider things from his point of view-until you climb into his skin and walk around in it.” Your task for this station is to assume the role of a person in, or as a visitor to, the setting of the photographs, and briefly describe what you would be thinking, feeling, saying, etc., based on the situation. Visualize the sights, sounds, and even smells a person in the photograph would be sensing when writing your description. Folder 1: Jim Crow Laws Folder 2: Vigilante/Mob Action Folder 3: Protests & Reaction Folder 4: Segregation This station allowed students to see that the book is historical fiction by showing the actual history of the time of Jim Crow and segregation. Notice also that these stations appeal to different learning styles. They involve reading, writing, looking at pictures, using the computer, listening to music, etc.

Coming to Consensus Ready to participate in a thought-provoking activity? This station begins with an opinionnaire, a set of loaded statements, for which you will be asked to indicate your level of acceptance. You may accept or reject a statement, but there is no neutral ground. Afterwards, your station group is charged with the task of sharing your answers and discussing each statement. Can you build consensus through discussion and come to an agreement on a position that you all could accept? On the top of Opinionnaire activity sheet, write your name and class period. Independently read the statements and take the opinionnaire survey. Choose a side based on your initial reactions. Neutral ground is not acceptable. When everyone is finished, take turns reading each statement aloud and going around the circle to share answers. As interesting points or disagreements arise, take the time to discuss with your group. Can you come to consensus (agreement)? In the last few minutes of the station time allotment, independently record any personal connections you may have made during the activity, also noting what you have learned about yourself and your peers. Choose a scribe to record, in tally format, your group’s initial results on the large poster so that team results from the day can be analyzed tomorrow. This is another group activity. Each group’s tally would be added to show the class tally on each opinion statement. The students were really interested in the final tally, which was displayed as a poster and revisited from time to time.

Coming to Consensus Below are the statements on which students had to give their opinions. All men are created equal. Girls should act feminine. Boys should act masculine. Nobody is all bad or all good. Some words are so offensive, they should never be written or spoken. Under our justice system, all citizens are treated fairly in courts of law. A hero is born, not made. Speaking proper English grammar shows that a person is educated or smart. No one is above the law. Some people bring prejudicial stereotypes on themselves. When the law does not succeed in punishing criminals, citizens should do so. Education is the great equalizer. This is another group activity. Each group’s tally would be added to show the class tally on each opinion statement. The students were really interested in the final tally, which was displayed as a poster and revisited from time to time.

Music Interpretation Making connections to themes found in literature can often be done by experiencing the music or art of the particular historical period in which the piece was composed/created. At this station, you will develop an understanding of the themes Harper Lee developed in her 1960 classic, To Kill a Mockingbird, themes such as: poverty, racism, gender roles, protest and hope. Choose a listening center and record your name and class period on the top of its accompanying activity sheet. Notice that your activity sheet is double-sided, one side for the song’s lyrics and the other for critical thinking questions, answers and personal connections. Listen to the song assigned to each center, reading along with the lyrics. You may make any marks and notations on the lyrics as you follow along. After listening to the song, answer the related critical thinking questions on the right- hand side of the activity sheet. If there is time, switch centers with a group member and repeat steps Complete sheets will be collected and graded.

Stations: Tiering with 6 Traits
Voice Station Tier 1 - Two Prompts: Describe a Metallica concert as though you were a 15-year old metal head (fan of heavy metal music). Describe the same Metallica concert as though you were the metal head’s 70-year old grandmother who had to drive the teen to the concert. Tier 2 - Two Prompts: You are desperate to get into the exclusive performing arts camp, Camp Tapatapatapa. Write two notes from the same person (you) with two different purposes/audiences. Write an to your best friend, Sally Mander, telling her how much you want to get into the camp and why you think you deserve to go. Write a letter to the camp’s director of admissions, Ms. Ivana Tinkle, indicating your interest and qualifications. Include appropriate openings and closings. This should be no longer than three paragraphs. The difference between the two tiers is subtle. But the first tier requires the student to write as two completely distinct people, who are ostensibly very different from one another. The second tier requires that the voice shift be more subtle. Same person, different audiences and purposes.

Stations: Tiering with 6 Traits
Ideas Station Tier 1: Look at the following statement: Recycling newspapers is a way to save trees and our environment. It is the main idea statement. Open the envelope and examine the strips for important and relevant supporting details. Separate the relevant details from the irrelevant ones by making two piles. Examples from paper strips: Each week, Americans throw away over 200 million newspapers, which equals about 500,000 trees. Beijing is one of the most polluted-air cities in the world, because it is a leading manufacturer of goods and has very little environmental legislation. Tier 2: Listen to the song, “Mammal” by They Might Be Giants while reading the lyrics. Then respond to the prompts below. What is the purpose of this song? In other words, what main idea is being conveyed? Which lyrics support the purpose and main idea you’ve identified? Be specific. Look at the lyrics in the third stanza. Explain the meaning of “One of us might lose his hair/But you’re reminded that it once was there/From the embryonic whale to the monkey with no tail.” What ideas about mammals do these lines illustrate? While the second tier is clearly more challenging than the first, I made sure to include some supports that could be debatably relevant or irrelevant. This gives the option of allowing students to work in pairs.

Readiness Interest Learning Profile Content Process Tiered activities Mini-workshops Flexible use of time Learning contracts Varied homework assignments Learning Centers or Stations Expert groups Interest centers Supplementary materials based on student interests Jigsaw Independent studies Interest-based application options Anchor Activities Choice of working conditions (e.g., alone or with a partner) Tasks designed around intelligence preferences TTT, Menus, Triarchic Intelligences, RAFT, Show & Tell, Profiler Blogs and vlogs to share ideas Product

Rhyme : Tic-Tac-Toe Board (Multiple Intelligences)
TARGETS: I can recognize if two words rhyme. I can supply a rhyme for a given word. I can isolate and name the ending sound of a pair of rhyming words. I can produce and verbalize a pair of rhyming words. I can identify the letters that make up the ending sound of a rhyme. I can identify word family words that rhyme.

Descriptions of Rhyme Time Choice Times
Feel a Rhyme-The student will look for, feel, and verbally name each item in the disc. As the student names the items he/she should be listening for the rhyme and trying to identify the common rhyming sound. (Kinesthetic/Visual-Spatial/Linguistic) Act out a Nursery Rhyme-With one or two other people, the student will use items from our classroom dress up box to act out a Nursery Rhyme. (Kinesthetic/Linguistic/Interpersonal) Write Your Own Nursery Rhyme-The student will use his/her knowledge of rhyme and familiarity with Mother Goose rhymes to make up his/her own rhyme, using words and/or pictures to tell the rhyme. (Linguistic/Intrapersonal) Mother Goose Listening Center-Alone or with up to 3 other students, the student will listen to a Mother Goose rhymes and follow along in the book. (Linguistic/Musical-Rhythmic/Interpersonal) Retell a Nursery Rhyme with the Flannel Board-Alone or with a friend, the student will retell a Nursery Rhyme using the correct sequence. (Linguistic/Visual-Spatial/Kinesthetic/Interpersonal) Rhyming Buckets-Alone or with a friend, the student will use the items in the buckets to recognize rhyming sounds, verbalize the sounds, and match the items to the correct buckets.

Rhyming Puzzles-Alone or with a friend, the student will find the rhyming word pair puzzle pieces that match, by either saying the names of the pictures, reading the words, or fitting the pieces together. After fitting the pieces together the student is to verbalize the rhyme. (Mathematical-Logical/Visual-Spatial/Kinesthetic/Linguistic) Writing Rhyming Word Families-The student will use the ending sound that is supplied on the mat, to create rhyming word family words, by supplying the beginning consonant sound. (Linguistic/Intrapersonal) Computer Starfall or Gamequarium-On either or the student will work at his/her ability level on one or more computer activities focusing on rhyme and word families. (Linguistic/Visual-Spatial)

Road to the Revolution Know –
I can explain the causes and effects of the Acts leading up to the War. I can identify the role of the main figures of the Revolutionary War. I can identify that the colonists believed they had a right to separate from England. Understand- I can identify the causes and effects of the events leading up to the Revolutionary War. I can interpret why the colonists believed they had a right to separate from England. Be able to do- The students will be able to apply an event from the Revolutionary War to identify differing British and colonists’ views on authority. The students will be able to apply the Revolutionary War events to identify a problem that could have existed in the colonies, explain the reason for addressing the problem, and tell what action would have been taken.

Tic-Tac-Toe Choice Board 5th Grade – Road to Revolution
Jeopardy Game Write Jeopardy questions that can be used to review the events leading up to the Revolutionary War. Write 20 questions with answers. Use an index card for each question, with the answer on the back. Position Piece Write a position piece that explains what America would be like if we lost the war to the British. Make sure to include who would be the leader and what the rules would be like. Discuss the similarities or differences you would see from America today. Collage Make a collage showing how the colonists rebelled against the British. Include 8-12 pictures that represent the colonists’ views and actions. Multi-Media Make a five minute multi-media presentation showing the causes and effects of the Acts leading up to the Revolutionary War. Make sure to include pictures. Song/Rap/Poem Write a song, rap, or poem about a group involved in the Revolutionary War. Be sure to include their role and position they take on the war. Your work may be either read or performed for the class. Timeline Create a timeline that shows the events leading up to the war. Make sure to include 10 or more we have discussed in class. Play Write a play about one event that leads up to the war. Make sure to include at least 3 key people. You may act it out to the class. Poster Create a poster that may have been used as propaganda to persuade colonists to choose a side in the war. Letter Write a letter to a friend that persuades a friend during the Revolutionary era to take a side either the British or the Patriots. Explain the advantages of your side and the disadvantages of the opposing view. Tic-Tac-Toe Choice Board 5th Grade – Road to Revolution Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a row—horizontally, vertically, or diagonally you made decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity.

Story Elements: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic)
Target: I can describe the elements of a story (characters, setting, plot).

Novel Think Tac-Toe Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, rich with detail, and accurate. Create a pair of collages that compares you and a character in the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking. Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character. Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why. Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’. Make 2 timelines. The first should illustrate and describe a least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting. Using books of proverbs and/on quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices. Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough. Find several songs you think reflect an important message from the book. Prepare a Podcast. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning. Novel Title: ____________________ Author:_______________________ Activities Selected: _______, _____, _____ Student: ______________________

Counting Principles & Probability: Tic-Tac-Toe Board
(Auditory, Visual, Kinesthetic) Targets: I can write the steps of a math induction proof for a given series. I can apply Pascal’s Triangle to find the coefficients of a binomial expansion. I can apply the Binomial Theorem to expand a binomial. I can find probabilities of mutually exclusive & independent events. V. Thomasma, Kentwood

Novel (Maniac Magee: Learning Menu (Multiple Intelligences)
Target: I can explain the vocabulary, main character, setting, and main theme of the novel.

Story Response: Choice Board (Triarchic Intelligences)
TARGET: I can describe the theme or message that a writer or author wants to communicate.

Analytic Practical Creative
Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story. Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story. Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story.

Immigration: Choice Board (Triarchic Intelligences)
TARGET: I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.

Analytic Practical Creative
Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram. Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast. Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

All students have the same TASK, but have a choice of SHOW AND TELL.
Show-And-Tell Boards All students have the same TASK, but have a choice of SHOW AND TELL. Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL

TARGET: I can write in a technical format
TARGET: I can write in a technical format. TASK: Write a set of directions for a household task or school activity. SHOW Illustrations Diagram or Flow Chart How-to Brochure TELL Use topic headings and paragraphs Use detailed numbered or bulleted steps Write detailed sentences

TARGET: I can describe events that occurred during the civil rights movement TASK: Describe a significant event that occurred during the civil rights movement. SHOW Charts and graphs Timeline of incidents related to the event Illustrations, photographs, graphics, or artifacts TELL Newspaper article Video news interview Speech

I can solve a problem in a variety of ways.
Graphing: Cubes (novelty) TARGET: I can solve a problem in a variety of ways.

Parts of Speech: RAFT TARGET: I can describe the parts of speech (e.g. nouns, verbs, adverbs, and so on).

Role Audience Format Topic Noun Jury Mock trial argument Verb
Reasons why I think I’m the most important part of speech of all. Verb Other parts of speech Invitation I’m where all the action is! Adjective Dear Abby Letter to an advice column (and response). I’m tired of always helping out my friend, the noun. Adverb Lament Why doesn’t anyone ever remember what I do? Pronoun Cartoon strip I feel like all I ever do is disguise myself as someone else. Conjunction Students Song or Rap I bring things together. Preposition Skit I make relationships between parts of speech happen!

Hold a “Parts of Speech Fair”
½ the students present their projects simultaneously in different parts of the room. The other ½ are fair-goers who visit each student, who explains or performs his or her project. Fair-goers use the following chart to summarize what they learn. Switch roles and repeat. Hold a “Parts of Speech Fair”

Part of Speech What is it? Why is it important? An example

recognize if two words rhyme.
Rhyme : RAFT TARGETS: I can…. recognize if two words rhyme. produce and verbalize a pair of rhyming words. retell a nursery rhyme. create my own original nursery rhyme.

Structured Academic Controversies are a fantastic way to allow students to interact with history. November 10th is the anniversary of the sinking of the famous Edmund Fitzgerald on Lake Superior. The kids had a great time researching, supporting, and debating how the Edmund Fitzgerald sunk. It was exciting to see them so engaged right up until the end of the day on Friday. Most kids didn't even notice it was time to go home for the weekend. These experiences are fundamental for students to begin the inquiry process. They need to have authentic questions to research and support their thinking. These experiences cement the learner and engage them in the content. I have been a long time fan of John Dewey and his work with experiential learning. When we return from Thanksgiving Break we will be learning about several different types of Social Scientists (Historian, Political Scientist, Economist, Geographer), and how they look at the world. Through these hands on, engaging experiences students can build a framework by which to ask deeper questions and respond to them with experience and examples.

As stated, Dewey advocated that education be based upon the quality of experience. For an experience to be educational, Dewey believed that certain parameters had to be met, the most important of which is that the experience has continuity and interaction. Continuity is the idea that the experience comes from and leads to other experiences, in essence propelling the person to learn more (Experience & Education, Dewey). Description: The SAC (Structured Academic Controversy) was developed by cooperative learning researchers David and Roger Johnson of the University of Minnesota as a way to provide structure and focus to classroom discussions. Working in pairs and then coming together in four-person teams, students explore a question by reading about and then presenting contrasting positions. Afterwards, they engage in discussion to reach consensus. Rationale: By the time students reach adolescence, many believe that every issue comes neatly packaged in a pro/con format, and that the goal of classroom discussion, rather than to understand your opponent, is to defeat him. The SAC method provides an alternative to the "debate mindset" by shifting the goal from winning classroom discussions to understanding alternative positions and formulating historical syntheses. The SAC's structure demands students listen to each other in new ways and guides them into a world of complex and controversial ideas.

Choices involving Learning Profile
The “Profiler”

What is your preferred Learning Profile?
Write Draw Act Sing Build

Differentiation “Profiler”
You have just attended a stimulating workshop on differentiated instruction and you feel motivated to let the world know more about differentiated instruction. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of workshop participants who are as motivated as you are and share your excitement about differentiate instruction to spread the news about this teaching and learning philosophy! TARGET: I can explain key elements of differentiated instruction.

Differentiation “Musician”
Your mission is to write and perform a song (any style of music) about the experience of observing in a classroom which is focused on developing units and using strategies that help to differentiated instruction. You can make up a new tune or write new lyrics that fit with an existing melody. You should have at least one verse about each of the FOUR elements that should be the focus of a differentiated classroom. Include a chorus about the goal of differentiated instruction. Make it personal and fun.

Differentiation “Writers”
Your task is to write an article for USA Today telling the public how differentiated instruction helps teacher to meet the needs of diverse learners in their classrooms. You should minimally include the following information: How students differ as learners. How student learning differences affect how students learn. Evidence you have that explains that students work harder when what they are asked to do connect to something they are interested in doing and/or connects to their learning profile. Identify classroom techniques/strategies that support the achievement of students who have different readiness levels, different interests and/or different learning profiles.

Differentiation “Builders”
Your group has been commissioned to build a model of a differentiated classroom for a local museum featuring best practices in education. Your model must accurately reflect the FOUR elements of differentiated instruction in a classroom where these elements are being practiced. You must be able to explain your model to museum officials.

Differentiation “Actors”
Your job is to create and perform an episode of a children's or teenager’s television program. This episode should be all about differentiated instruction. Be sure to include the following information: What is differentiated instruction. What it is like being in a classroom where differentiated instruction is practiced. How you (the student) will benefit from being in a classroom where differentiated instruction is practiced.

Differentiation “Artists”
Create a poster – or series of posters – that clearly illustrates the key points of what it means to differentiate instruction. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict the three sets of FOUR elements of differentiated instruction. Poster paper, markers and other materials are available; let your instructor know what else you need.

Readiness Interest Learning Profile Content Process Tiered activities Mini-workshops Flexible use of time Learning contracts Varied homework assignments Learning Centers or Stations Expert groups Interest centers Supplementary materials based on student interests Jigsaw Independent studies Interest-based application options Anchor Activities Choice of working conditions (e.g., alone or with a partner) Tasks designed around intelligence preferences TTT, Menu, Triarchic Blogs and vlogs to share ideas Product REFLECT & SHARE

Readiness Interest Learning Profile Content Process Product Personal goal setting Varied resource options Check-in requirements based on student independence Providing samples of good student work at varied levels of complexity Use of student interests in designing products Use of contemporary technologies for student expression Varied formats for expressing key content Varied working arrangements Varied modes of expressing learning

Goal Setting

Readiness Interest Learning Profile Content Process Product Personal goal setting Varied resource options Check-in requirements based on student independence Providing samples of good student work at varied levels of complexity Use of student interests in designing products Use of contemporary technologies for student expression Varied formats for expressing key content Varied working arrangements Varied modes of expressing learning

Make Believe Comix Glogster Go Animate Animoto

Readiness Interest Learning Profile Content Process Product Personal goal setting Varied resource options Check-in requirements based on student independence Providing samples of good student work at varied levels of complexity Use of student interests in designing products Use of contemporary technologies for student expression Varied formats for expressing key content Varied working arrangements Varied modes of expressing learning REFLECT & SHARE

Spotlight Moment As a team of educators:
Discuss with your peers the differentiated instructional ideas and strategies that you recommend for implementation in your unit.

Harold Melvin and the BLUENOTES 1975 “Wake Up Everybody”

Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead The world has changed so very much from what it used to be There’s so much hatred, war and poverty. Wake up all the teachers time to teach a new way Maybe then they’ll listen to what you have to say. They're the ones who are coming up and the world is in their hands. When you teach the children, teach them the very best you can. The world won’t get no better, if we just let it be. The world won’t get no better, we got to change it..yah.. just YOU and ME.

Differentiated Instruction

Similar presentations

Presentation on theme: "Differentiated Instruction"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Differentiated Instruction

Similar presentations

Presentation on theme: "Differentiated Instruction"— Presentation transcript:

Similar presentations

About project

Feedback