1. Differentiated Instruction Lisa Swope Radford City Schools

3. People learn differently—we have various learning styles, learning strengths, abilities, and interests. We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

5. Differentiated Instruction is Proactive The teacher begins with the assumption that different learners have different needs. The teacher begins with the assumption that different learners have different needs. She proactively plans a variety of ways to “get at” and express learning. She proactively plans a variety of ways to “get at” and express learning. She organizes materials and resources so learning will be purposeful and not chaotic. She organizes materials and resources so learning will be purposeful and not chaotic.

6. Expect BETTER work, not MORE work!!! The teacher does not simply give more work to learners who are more capable; instead, he adjusts the nature of the assignment to meet student needs. The teacher does not simply give more work to learners who are more capable; instead, he adjusts the nature of the assignment to meet student needs. The level of complexity, steps in a task, and levels of questioning can be geared to student ability. The level of complexity, steps in a task, and levels of questioning can be geared to student ability.

7. Begin With Assessment Students’ readiness level is determined through standardized test results, pre- testing, conversations with the student, interest surveys, and/or instruments indicating preferred learning styles and/or multiple intelligences.

8. Provide Several Routes to Content, Process, and Product Content—what students learn Content—what students learn Process—how students go about making sense of ideas and information Process—how students go about making sense of ideas and information Product—how students demonstrate what they have learned Product—how students demonstrate what they have learned

9. Differentiated Learning is Student- Centered Students are given the opportunity to take increasing responsibility for their own growth. Students are given the opportunity to take increasing responsibility for their own growth. Teaching students to share responsibility allows a teacher to work with different groups or individuals for parts of the class time………….and it better prepares students for life. Teaching students to share responsibility allows a teacher to work with different groups or individuals for parts of the class time………….and it better prepares students for life.

10. Differentiation Blends Several Types of Instruction Whole-class instruction Whole-class instruction Individual instruction Individual instruction Flexible grouping Flexible grouping Cooperative/collaborative learning Cooperative/collaborative learning

11. Differentiation is Fluid Teachers participate in ongoing collaboration with students Teachers participate in ongoing collaboration with students Lessons and assignments are adjusted as needed Lessons and assignments are adjusted as needed There is no one “right” way to differentiate as long as the basic principles of differentiated learning are followed. There is no one “right” way to differentiate as long as the basic principles of differentiated learning are followed.

13. Some Principles Students are pre-assessed to determine learning needs. Students are pre-assessed to determine learning needs. The teacher plans proactively to provide several learning options. The teacher plans proactively to provide several learning options. Students work alone, in pairs, and in small groups. Students work alone, in pairs, and in small groups. Students sometimes receive whole-class instruction. Students sometimes receive whole-class instruction. The teacher gives clear directions and shares responsibility with students. The teacher gives clear directions and shares responsibility with students. The teacher provides organization to the degree that learning is purposeful and not chaotic. The teacher provides organization to the degree that learning is purposeful and not chaotic. The teacher provides support as needed. The teacher provides support as needed. The student takes responsibility for his/her own learning and demonstrates understanding through a student- designed product. The student takes responsibility for his/her own learning and demonstrates understanding through a student- designed product.

15. For First Grade Reading Create a flexible reading program. Create a flexible reading program. Post a weekly reading schedule and allow students to find their names on it. Post a weekly reading schedule and allow students to find their names on it. Allow students to move to appointed parts of the room at times designated on the chart. Allow students to move to appointed parts of the room at times designated on the chart. Sometimes the whole class will meet to listen to a story and talk about it or to volunteer to read it. Sometimes the whole class will meet to listen to a story and talk about it or to volunteer to read it. Sometimes a small group meets with the teacher to work on decoding, comprehension strategies, or to share ideas. Sometimes a small group meets with the teacher to work on decoding, comprehension strategies, or to share ideas. Sometimes students will meet with peers to read on a topic of mutual interest, regardless of their reading readiness (different level books on same topic). Sometimes students will meet with peers to read on a topic of mutual interest, regardless of their reading readiness (different level books on same topic). Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levels of reading readiness). Students read alone (from books in discovery boxes based on various topics or from boxes designated by colors to match levels of reading readiness). Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to “choral read” so stronger readers can provide leadership for a peer who doesn’t read as well. Students may meet with a reading partner to take turns reading or, at the direction of the teacher, to “choral read” so stronger readers can provide leadership for a peer who doesn’t read as well. From Tomlinson

16. Third Grade Reading 1. Design a variety of centers based on student learning profiles 2. Assign students to centers based on formal or informal assessments 3. At centers related to people the students are studying, students can choose to work alone, in pairs, or within a small group 4. Some possible centers include: Students select a person they’ve studied and make an annotated time line of the person’s early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events. Students select a person they’ve studied and make an annotated time line of the person’s early life, noting events that shaped the person. The student chooses whether to write a paper, draw a storyboard, or act out the events. Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their friends have had. Students then look in all three works for common themes about growing up and decide to present their work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3 rd grader. Students select a biography and a fictional work each has read. Then they write about real-life events they and some of their friends have had. Students then look in all three works for common themes about growing up and decide to present their work as a matrix or through conversations between or among the subject of the biography, the fictional work, and a 3 rd grader. From Tomlinson

17. Seventh Grade Science As part of an exploration of life science, students chose a living creature and develop questions of interest to them individually. As part of an exploration of life science, students chose a living creature and develop questions of interest to them individually. Students figure out how to find answers to their questions. Students figure out how to find answers to their questions. Each student determines ways to share their findings with their peers. Each student determines ways to share their findings with their peers. (Questions can vary in complexity.)

18. High School Algebra II Students can pre-test and “compact out” of a unit at any time during the first three days of instruction Students can pre-test and “compact out” of a unit at any time during the first three days of instruction Students who opt out do an independent investigation of math in the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as needed Students who opt out do an independent investigation of math in the real world, given guidelines by the teacher, who works with them to tighten or focus plans, as needed Students who did not “compact out” receive whole group instruction, and then—based on understanding—divide into cooperative groups for practice, or meet in a small group with the teacher for further instruction Students who did not “compact out” receive whole group instruction, and then—based on understanding—divide into cooperative groups for practice, or meet in a small group with the teacher for further instruction When the class has finished the chapter, everyone participates in two days of mandatory review and the entire class takes the test. When the class has finished the chapter, everyone participates in two days of mandatory review and the entire class takes the test. From Tomlinson

19. High School U.S. History Students read biographies of their choice from a suggested reading list. Each student chooses to do one of the following: Students read biographies of their choice from a suggested reading list. Each student chooses to do one of the following: Write a two-page summary of the person’s life. Write a two-page summary of the person’s life. Note transforming dates in the subject’s life and make a timeline. Note transforming dates in the subject’s life and make a timeline. Choose three events that most impacted the subject’s life and make a poster explaining each. Choose three events that most impacted the subject’s life and make a poster explaining each. Students read names from a posted list and go to pre-assigned groups, which include: Students read names from a posted list and go to pre-assigned groups, which include: Students meet in small groups and “tell the story” in first person of the subject of each biography Students meet in small groups and “tell the story” in first person of the subject of each biography Students make a chart listing similarities and differences in their characters’ personalities, lives, and accomplishments Students make a chart listing similarities and differences in their characters’ personalities, lives, and accomplishments Students brainstorm qualities of “greatness” and create a matrix they will use to rank all of their subjects Students brainstorm qualities of “greatness” and create a matrix they will use to rank all of their subjects Students choose one or a few topics making news in their lifetimes and conduct a time- travel/round-table discussion in character as their subjects. Students choose one or a few topics making news in their lifetimes and conduct a time- travel/round-table discussion in character as their subjects. Students complete an assignment from the following product list: Students complete an assignment from the following product list: A PowerPoint presentation A PowerPoint presentation A scripted presentation to the class A scripted presentation to the class An argumentative or comparative essay. An argumentative or comparative essay.

21. The Equalizer: A Tool for Planning Differentiated Lessons 1. Foundational…………….Transformational 2. Concrete………………….Abstract 3. Simple…………………… Complex 4. Single Facet………………Multiple Facets 5. Small Leap………………..Great Leap 6. More Structured…………..More Open 7. Less Independence………More Independence 8. Slow………………………..Quick

22. Tiering Instruction Change the nature of the task, not the workload Change the nature of the task, not the workload Change the sophistication of the prompt and/or the student’s response to it Change the sophistication of the prompt and/or the student’s response to it Remember to keep all students “above water” by adjusting challenge levels so all students can make sense of their learning Remember to keep all students “above water” by adjusting challenge levels so all students can make sense of their learning

23. Tiering Formats Learning Contracts Learning Contracts Learning Menus Learning Menus Cubing Cubing Summarization Pyramid Summarization Pyramid Change the Verb Change the Verb

24. Learning Contracts Students enter into independent study with an agreed-upon set of tasks supporting adjusted goals.

25. Learning Menus Students are given choices of tasks in a unit or for an assessment. They most do one “entrée task”, may select from two “side dish” tasks, and may choose to do one of the “dessert” tasks for extra enrichment.

26. Cubing Students receive foam or poster board cubes with a different task written on each face; each task has a different complexity level than the others. Given a topic, students: Describe it, Compare it, Associate it, Analyze it, Apply it, Argue for it or against it.

27. Summarization Pyramid Create a pyramid of horizontal lines, then ask students at different readiness levels to respond to tiered prompts as they interact with the topic. SOME GREAT PROMPTS SynonymAnalogyQuestion Three attributes Alternative title CausesEffectsReasonsArgumentsIngredientsOpinionFormula/sequenceInsight Larger category Tools ToolsSamplePeople Future of the topic

28. Change the Verb Raise or lower the challenge level by changing the verb in your prompt: CONSIDER USING: AnalyzeRevise Decide between Why did DefendDeviseIdentifyClassifyDefineComposeInterpretExpandImagineSupposeConstructRecommend Predict Predict Argue for (or against) ContrastCritique

29. Some Tips All students need coherent lessons that are relevant, powerful, and meaningful. All students need coherent lessons that are relevant, powerful, and meaningful. Good curriculum pushes students a bit beyond what is easy or comfortable. Good curriculum pushes students a bit beyond what is easy or comfortable. Encourage students to “work up” and complete tasks that stretch them. Encourage students to “work up” and complete tasks that stretch them.

31. Sidebar Studies Sidebar Studies Interest Centers Interest Centers Specialty Teams Specialty Teams Real-Life Applications of Ideas and Skills Real-Life Applications of Ideas and Skills New Forms of Expression New Forms of Expression

32. Strategies That Support Interest- Based Studies Studying concepts and principles through the lens of interest Studying concepts and principles through the lens of interest Student choice of tasks Student choice of tasks Independent Study Independent Study I-Searches I-Searches Orbitals Orbitals Mentorships Mentorships Group Investigations Group Investigations Interest Groups Interest Groups Jigsaw Jigsaw Literature Circles Literature Circles WebQuests WebQuests Student-selected audiences Student-selected audiences

34. Four Factors Learning Style Preferences Learning Style Preferences Intelligence Preferences Intelligence Preferences Culture-Influenced Preferences Culture-Influenced Preferences Gender-Based Preferences Gender-Based Preferences

35. Strategies for Learning Profile Preferences Vary teacher presentation (auditory, visual, kinesthetic) Vary teacher presentation (auditory, visual, kinesthetic) Vary student mode of expression (Gardner’s Multiple Intelligences) Vary student mode of expression (Gardner’s Multiple Intelligences) Working choice arrangements Working choice arrangements Multiple modes of assessment Multiple modes of assessment Varied approaches to organizing ideas and information Varied approaches to organizing ideas and information

37. Strategies for Differentiating Content Curriculum Compacting Curriculum Compacting Learning Contracts Learning Contracts Mini-lessons Mini-lessons

38. Ways to Support Students Reading partners or audio/video recorders Reading partners or audio/video recorders Note-taking organizers Note-taking organizers Highlighted print materials Highlighted print materials Digests of key ideas Digests of key ideas Peer and adult mentors Peer and adult mentors

40. Processing: Making Sense of the Content Present activities that are interesting to the student Present activities that are interesting to the student Provide opportunities for students to think at a higher level Provide opportunities for students to think at a higher level Cause students to use key skills to understand key ideas Cause students to use key skills to understand key ideas

41. Strategies for Differentiated Processing Cubing Cubing Learning logs or journals Learning logs or journals Graphic organizers Graphic organizers Centers or interest groups Centers or interest groups Role playing Role playing Choice boards Choice boards Jigsaw Jigsaw Think-pair-share Think-pair-share PMI PMI Model-making Model-making Labs Labs Tiered activities Tiered activities

43. Creating Product Assignments What students must know, understand, be able to do as a result of the study. What students must know, understand, be able to do as a result of the study. Identify the format of the project. Identify the format of the project. Determine expectations for quality (content, process, product). Determine expectations for quality (content, process, product). Decide on scaffolding (brainstorming, rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading). Decide on scaffolding (brainstorming, rubrics, time lines, planning/goal setting, storyboarding, critiquing, revising/grading). Differentiate based on readiness, student interest, student learning profile. Differentiate based on readiness, student interest, student learning profile.

44. Why have you been looking at the ocean during this presentation????????

45. Because………. Like being on the ocean, when you differentiate you must: Find exactly where students are before you know how to take them someplace new Find exactly where students are before you know how to take them someplace new Organize your resources Organize your resources Adjust for varying degrees of depth Adjust for varying degrees of depth Support those who can’t keep their heads above water Support those who can’t keep their heads above water Modify your strategy as you go Modify your strategy as you go Recognize there are different ways to reach the same destination Recognize there are different ways to reach the same destination

46. The content of this presentation is based on the work of Carol Ann Tomlinson of the University of Virginia and on her book, How to Differentiate Instruction in Mixed- Ability Classrooms.

47. Supplementary Resources Glossary of terms Glossary of terms Learning Style inventory Learning Style inventory Sample lessons Sample lessons List of additional resources List of additional resources