Differentiated Instruction “Fair Isn’t Always Equal” Rick Wormeli

“is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of difference in ability” Wikipedia 2013 Teaching one concept at multiple levels (interest, ability, readiness) Integrates constructivist learning theory (schema) D.I. Defined

DI for Interest How or what they would prefer to learn Playing on intrinsic motivation Includes hobbies, likes, dislikes DI for Interest

DI for Learning Profile Includes social/emotional factors, learning style, Multiple Intelligences 46% K-12 students are visual learners 35% K-12 students are kinesthetic learners 19% K-12 students are auditory learners Don’t change the work load, change the nature of the assignment DI for Learning Profile

DI for Readiness Where are they coming in at, previous knowledge Includes skills, content, concepts Assisted with pre-test, prior understanding of students DI for Readiness

Examples of DI activities Goal: to create assignments that are meaningful and fairly independent so you can roam to help, utilizing Bloom’s Taxonomy & Multiple Intelligences Tic-tac-toe Cube Menu 3,2,1’s Incorporate music, movement, art, story telling Examples of DI activities

Exit Cards Student Menu Matrix Examples of DI

Assessment Assessment is key to DI! Pre-assessment allows you to know where they are coming from Formative assessment is checking in on how they are doing Summative assessment give you the final picture More on this in a bit.... Assessment

How to DI 1. Identify your objectives, standards, outcomes 2. Any unique needs in your group? 3. Design assessment 4. Do pre-assessment 5. Adjust assessment or objective based on results How to DI

7. Design experience based on pre-assessment, previous knowledge of students, resources, etc. Create lessons Conduct lessons Adjust based on formative assessment Conduct formal assessment Reflect How to DI cont.

Teachers can differentiate Content Process Product Affect (social learning environment) Learning Environment Teachers can differentiate

In groups of 2, take an activity from our curriculum (winter or fall) and differentiate it. You can define who and how you are differentiating it. We’ll meet back later for you to share! Use grouping cards for this!! Break for an hour or next day... Your task...

Assessment - Recall Assessment is key to DI! Pre-assessment allows you to know where they are coming from Formative assessment is checking in on how they are doing Summative assessment give you the final picture Assessment - Recall

Examples of Pre-Assessment Paper and pen test “Who can tell me...” “List five things you know about...” “Have you ever heard/done/used...” Examples of Pre-Assessment

Examples of Formative Assessment Exit cards Practice problems/activities Tell me..., Write down... Discuss Explain to each other/ Teach each other Write a letter to a friend about... Make a play about... 3,2,1’s Who am I, Taboo, Words You Might Hear Examples of Formative Assessment

Examples of Summative Assessment Final Exam Essay Project Should only be 5-10% of total grade!! Examples of Summative Assessment

Rick Wormeli on Formative & Summative Assessment http://www.youtube.com/watch?v=rJxFXjfB_B4 Rick Wormeli on Formative & Summative Assessment

“Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals” Doug Reeves “The score a student receives on a test is more dependent on who scores the test and how they score it than it is on what the student knows and understands.” Marzano, Classroom Assessment & Grading That Work Assessment: in deeper

Assessment OF Learning Summative, final declaration of proficiency, literacy, mastery Grades used Little impact on learning from feedback Assessment OF Learning

Assessment FOR Learning Grades not needed Feedback is used Make adjustments in teaching as a result of data Provide opportunities for student for self and peer assessment Assessment FOR Learning

Creating an Assessment Tool Who’s your audience? What are the objectives? How/What ways can students show that they have met those objectives or learning goals? What will it look like if they only partially meet those goals? Creating an Assessment Tool

Can they tell you what they know by... Giving their own definition (words, pictures, song, story) Provide an example from their own life, from a known story, song, show. Identify characteristics of (in a list, what is apart of this concept?) Can they tell you what they know by...

What not to do in assessing...according to Wormeli Avoid non-academic factors (behavior, attendance, effort) Avoid penalty for multiple attempts Avoid grading practice Avoid withholding assistance Avoid extra credit Avoid group grades Avoid grading on a curve Avoid 0 for work not done What not to do in assessing...according to Wormeli

Create an assessment tool that can be used on one of your peers that is teaching this week Go assess their students (or the instructor) Report back on how it went and what you learned. Briefly meet the last day to discus how it went. Your task....