1. Animal School “Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it’ll spend its whole life believing that it is stupid.” ~Albert Einstein

2. Molly Aschoff maschoff@esu8.org Jill Bates jbates@esu8.org Becky Brandl bbrandl@esu8.org Deb Wragge ddwragge@esu8.org Differentiating Instruction in the Classroom using MAP Data Unified District February 14, 2013

3. Agenda 1. Introductions and Review of Agenda 1. Differentiation of Instruction –  What it is….How do you “do” it… How do you use it? 2. Break w/ grouping for Work Time 1. Work Time to create a Differentiated Lesson

4. Why Differentiated Instruction? Dealing with the reality of diverse learners

5. Linking MAP and Differentiation Molly

6. One way to think about differentiation Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

7. Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” ~Carol Ann Tomlinson

8. Strategies to Differentiate Becky

9. Classroom Elements Elements to consider for differentiating include:  content  process  product  learning environment Let’s take a look at each one...

10. Content what the student needs to learn...  instructional concepts should be broad based  all students should be given access to the same core content  content complexity should be adapted to students’ learner profiles  teachers can vary the presentation of content to best meet students’ needs ( i.e., textbooks, lecture, demonstrations, taped texts)

11. Process activities in which the student engages to make sense of or master the content  Examples scaffolding flexible grouping (ability or interest) interest centers manipulatives varying the length of time for a student to master content encouraging an advanced learner to pursue a topic in greater depth

12. Product culminating projects ask students to  apply & extend what they have learned  demonstrate their knowledge in different ways various levels of difficulty group or individual work various means of scoring

13. Learning Environment differentiated classrooms should include areas in which students  can work quietly  collaborate with others  access material reflecting diverse cultures  routines allow them to obtain help when the teacher isn’t available ~Tomlinson, 1995, 1999; Winebrenner, 1992, 1996 how the classroom works and feels

14. Key Guidelines All of you are already doing some differentiation  take small steps to implement  engage all learners (essential)  clarify key concepts and generalizations: note taking is critical  use assessment as a teaching tool to extend rather than merely measure instruction  emphasize critical and creative thinking as a goal in lesson design  provide a balance between teacher-assigned and student-selected tasks

15. What is meant by ongoing assessment and adjustment? Assessment is organic!  Quick, not always recorded for a grade  Is a tool that directly affects ongoing plans for instruction  Leads to increased “yields” in academic growth

16. What is meant by “Flexible Grouping?”  Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency  Students sometimes work in groups defined by interests and/or learning styles  Teachers sometimes move between groups to provide instruction

17.  Teacher becomes more of a “facilitator” of knowledge and skills  Removes the negatives and stigma of “static” groups  Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture Benefits of Flexible Grouping

18. Source: The Differentiated Classroom, Tomlinson 1999 Sample Supporting Strategies http://resources-for-differentiation.wikispaces.com/Teacher+Tool+Box Paragraph Shrinking Tiered Lessons4-MAT JigsawTiered CentersVaried questioning strategies Taped materialTiered ProductsInterest Centers Anchor ActivitiesLearning ContractsInterest Groups Varying OrganizersSmall Group InstructionVaried Homework Varied TextsGroup InvestigationCompacting Supplementary MaterialsOrbitalsVaried Journal Prompts Literature CirclesIndependent StudyComplex Instruction CubingTiered AssignmentsReading Buddies

19. Differentiation Strategies Participants will: identify familiar strategies & explore new strategies begin to create a differentiated lesson from information in DesCartes & the Class Breakdown by Goal Report For demonstration purposes, I chose the skill of...

20. Summarizes Complex Informational Text Skills and Concepts to Introduce, Develop or Enhance Summarizes informational text (1 – 2 paragraphs) 1. content 2. process 3. product 4. learning environment

21. Paragraph Shrinking Assign partners (alternate ranking) Pairs take turns being the coach/player Read aloud 5 minutes (adjust by time or length of material) Stop and tell  tell the who or what  name the most important thing about the ‘who’ or ‘what’  tell the main idea  shrink into 10 words or less

22. Medical Excerpt No particular drugs, such as prophylactic bicarbonate infusions or dextran infusions, have been found to be beneficial in the perioperative period. However, bicarbonate along with adequate ventilation should be used to correct for metabolic acidosis. Theoretically, slight hyponatremia may be beneficial by decreasing the concentration of hemoglobin within the red blood cell and MCHC. Hence, this author prefers to use lactated ringers if there is no lactic acidosis over normal saline because of the lower sodium content of lactated ringers. Lastly, mannitol or hypertonic saline should be used with great caution in the sickle-cell disease patient because increased serum osmolality may cause red blood cell dehydration.

23. Easy to Alter Elements Time Increase response opportunities Vary modalities – oral, motor, written (non- linguistic representation) Questioning

24. It can be done! Teachers who utilize D/I find that:  They have fewer discipline issues  Student growth is significantly increased  Their interactions with students are more positive and productive  Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them

25. Wiki Walk Deb

26. Wiki Walk http://esu8-staff- development.wikispaces.com/Differentiatio n+of+Instruction http://esu8-staff- development.wikispaces.com/Differentiatio n+of+Instruction or Tiny URL http://tiny.cc/8e1kpw

27. Break Time

28. Work Time Directions Jill

29. Work Time Responsibilities With a partner briefly discuss the previous presentation.  Seek clarification and depth of understanding  Clarify, or ask for further clarification, of any unclear concepts or possible misconceptions Determine how you will differentiate a lesson for implementation Access the Wiki: http://esu8-staff-development.wikispaces.com/Instruction http://esu8-staff-development.wikispaces.com/Instruction  Access and investigate the tools you will use to complete this project Create your Differentiated Instruction Lesson Plan  Select the Planning Ladder which best matches your “plan”  Using the MAP Class Breakdown Report, the DesCarte for your groupings and your teaching resources design your differentiation Complete the “Exit Ticket”… A MUST DO  Plan at least 10-15 minutes near the end of your session to complete this Google Form – The link for this form is being emailed to your account as we speak

30. Work Time http://esu8-staff-development.wikispaces.com/Instruction School for the Animals An Allegory for Why Differentiation Matters Video: You may find this video at:

31. Animal School “Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it’ll spend its whole life believing that it is stupid.” ~Albert Einstein

32. Exit Ticket Tiny URL Exit Ticket Deb