1. Differentiated Instruction
Jacque Melin – GVSU

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

3. 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

4. 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.

5. 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

6. HUGE – LIKE AN ELEPHANT

7. 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

9. How to Differentiate
Name:
Date:
Fogarty & Pete, 2011

10. Change the Content

11. Change the Content
Complexity
Resources
Environment

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

13. DO – Manipulatives: Concrete
Algebra Tiles (for linear and quadratic equation solving)
Didax Geofix (nets)
Models of shapes (surface area and volume)
Soft 1 cm squares
Virtual Manipulatives
Wolfram Alpha

14. VIEW – Graphic Organizers - Representational

16. http://challengebychoice. wordpress

17. 3 Levels of Challenge - CbC
Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.
Blue—Tasks are advanced and complex. Success depends on extending one’s skills in order to recognize and address the added layers of complexity.
Black—Tasks are extremely advanced and highly complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

22. Change the Process

23. Change the Process
Direct Instruction
Cooperative Learning
Inquiry

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

25. Rigor/Relevance For All Students

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

27. 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

28. 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

29. 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

30. Resources for PBL
Questgarden
The Buck Institute

31. Change the Product

32. Change the Product
Entry Points
Expressive Modes
Accountability

33. 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

34. 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

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

36. 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: ______________________

37. 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

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

42. 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.

43. (Triarchic Intelligences)
Cells: Choice Board
(Triarchic Intelligences)
TARGETS:
Know – I can name the parts of the cell & their function
Understand - I can explain that a cell is a system of interrelated parts
Do - I can analyze the interrelationships of cell parts/functions and present understandings in a clear, useful and interesting way

44. Analytic Practical Creative
Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.
Practical
Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening).
 Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.
 Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.
Creative
Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours. OR
Tell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting , and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

45. 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.

46. 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.

47. 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

48. 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

49. 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

50. Food Webs: Choice Board
(Show and Tell Board)
TARGETS:
I can classify the role of each organism in the food web of an owl.
I can explain the energy flow in the food web of an owl.

51. Task: Construct a food web with the owl at the highest trophic level
Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.

52. .What are the 6 steps of the experimental design process?
Basic
Basic
.What are the 6 steps of the experimental design process?
.Explain the difference between an independent and dependent variable.
3. Write a hypothesis from this question:
Does listening to music cause chickens to lay more eggs?
.Using If…, And… Then…, write a prediction statement for the following hypothesis:
Listening to music causes chickens to lay more eggs
5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable.
6. Make a graph using the following information. Label which axis is the independent and dependent variable.
Not playing music—5 chickens lay 17 eggs.
Playing music—5 chickens lay 25 eggs.
.What are the 6 steps of the experimental design process?
.Explain the difference between an independent and dependent variable.
3. Write a hypothesis from this question:
Does listening to music cause chickens to lay more eggs?
.Using If…, And… Then…, write a prediction statement for the following hypothesis:
Listening to music causes chickens to lay more eggs
5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable.
6. Make a graph using the following information. Label which axis is the independent and dependent variable.
Not playing music—5 chickens lay 17 eggs.
Playing music—5 chickens lay 25 eggs.

53. Basic Cube Record Sheet
.STEPS 1. 2. 3. 4. 5. 6.
.WHAT’S THE DIFFERENCE?
Independent Variable -
Dependent Variable -
.MUSICAL EGGS
Question: Does listening to music cause chickens to lay more eggs?
Hypothesis:
.PREDICTING EGGS
Hypothesis: Listening to music causes chickens to lay more eggs.
Prediction:
If…
And…
Then…
5. DOUBLE “T” GRAPH IT

54. Make Believe Comix
Glogster
Go Animate
Animoto
QR Codes

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

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

58. Hook
Input
Interaction
Product
Assessment
Reflection

59. 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

60. 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.
Tic Tac Toe Choice Board,
Triarchic Choice Board,
Menu (Appetizer, Entrée, Dessert),
Show & Tell,
Think Dots
Tiered Assignment

61. An Old African Proverb Asks:
How do you eat an elephant?????