Differentiation in the high school classroom BTI July 14, 2016 Sharon D. Winzeler Broughton High School

Objective Identify instructional practices that can be used to differentiate content, process, and products of instruction.

Overview: Ways Teachers can Differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management practices such as You may wish to have participants view the handout as you move from slide to slide. Be aware that you may get questions about some of the instructional strategies (practices) that are not familiar to participants e.g. 4MAT and orbitals. In Tomlinson’s book, “How to Differentiate Instruction in Mixed-Ability Classrooms” page 64 you can find the definition for 4MAT. Information about orbitals can be found on page 58. multiple intelligences jigsaw taped material anchor activities varying organizers varied texts varied supplementary materials literature circles tiered lessons tiered centers tiered products learning contracts small-group instruction group instruction orbitals independent study 4MAT varied questioning strategies interest centers interest groups varied homework compacting varied journal prompts complex instruction ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 15

8-Point Pre-Assessment What is your differentiation IQ?

1. True or False Some causes for student variation in classroom performance include: learning ability literacy and/or academic content skill levels breadth and depth of students’ experiences, motivation and/or interests.

True

2. When working with a range of student skills, it is necessary to differentiate academic expectations to meet their needs.

False. Do not differentiate academic expectations or standards False. Do not differentiate academic expectations or standards. Instead, differentiate learning experiences, instructional support and/or ways for students to show what they know and can do.

3. It is possible to design differentiated assignments using the same standards and benchmarks.

True. The standards-based curriculum model and backwards planning does just that.

4. Differentiated instruction means that students only work in groups.

False. There are differentiation strategies in which students work alone.

5. Using differentiation strategies lowers the academic rigor of classrooms. eee

False. Differentiation does not mean ‘dummying down’ classroom expectations or rigor.

6. Differentiated instruction was developed for academically weak students.

False. Differentiated instruction originated for gifted students and then was adapted as a model for all students.

7. Teachers can use one rubric to grade differentiated assignments.

True. Students are mastering the same objectives.

8. Planning and using differentiated instruction is a way of thinking and not a program.

True. Differentiated instruction reflects strategies that teachers develop to aid student learning.

Differentiated Instruction Is: Variation in content, process and product based on teacher attention to student differences in interest and readiness. Proactive response to student differences as often as possible An instructional mindset Is NOT A brand new way of teaching IEPs for every student Constant group work Allowing students to work only on preferred topics in preferred ways

Definition of Differentiation (Informal) “At its most basic level, differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms, p. 1

3 Parts of Differentiated Instruction 1. Content: Knowledge and skills students need to master. 2. Process: Activities students use to master content. 3. Product: Method students use to demonstrate mastery.

In other words: Content: What is learned Process: How it is learned Product: How students demonstrate material is learned.

Content: Knowledge and skills students need to master.

Content: Differentiate what is learned For example, in a world language class, while all of the students would focus on past tense verbs, other sentence and vocabulary elements would vary.

Obstacle to teaching content in the differentiated classroom I have too much content to cover, and so I have to lecture.

Solution Cover you usual content in a class lecture, but offer students two or three choices for how they want to practice or apply the information. Give students a choice on how they practice the objective. Can you vary the number of problems to be worked? Can you add variety to the topic?

Obstacle: I’m Good at Lecturing

Obstacle: Lecture The challenge is to lectures is that you have a variety of listeners: Attentive listeners Fidgety listeners Non-listeners (Power struggles)

Solution: Offer Choice and perception of control Offer alternate or supplemental assignments that can be done during lecture.

Ideas for lecture assignments: Give students choices 1. Listen to the lecture and take notes. (25 pts.) 2. Quietly listen to the lecture while completing the gymnosperm life cycle diagram. Label parts and color. List 5 key ideas from lecture on back. (25 pts.) 3. Quietly complete the worksheet packet on gymnosperms. Form it into a booklet and make a full-color cover. (25 pts.)

Key to success of lecture Use a formative assessment to make sure students have recorded important content.

1. Most will choose note-taking. 2 1. Most will choose note-taking. 2. Structured doodling will give the fidgety listeners something to do with their hands while they listen. Keep the art assignment simple so that they still hear the lecture while they work. Maps, color projects, word search puzzles and book cover designs would work. 3. For the hard-core non-auditory learner. They will still hear the lecture and complete their work.

Another idea: Give student a choice of two of the following: 1 Another idea: Give student a choice of two of the following: 1. Listen to the lecture and take notes. 2. Listen to the CD or download of the text on the computer and take notes. 3. Read the chapter in the text and outline.

Think-Pair-Share 1. Get up. 2. Get a piece of candy and a Post-it. 3 Think-Pair-Share 1. Get up. 2. Get a piece of candy and a Post-it. 3. Sit down with a partner. 4. Spend a minute sharing/brainstorming one strategy for lecturing in your classroom to an audience that includes fidgety and non-auditory students. 5. Write it on a Post-it and place it on the wall. 6. Read the postings on your way out. If you really like some, take a picture with your phone!

Process: Activities students use to master content.

HOW WE LEARN… (DALE’S CONE OF EXPERIENCE) 38

Process “Process describes activities designed to ensure that students use key skills to make sense out of essential ideas and information.” “It is the opportunity for students to make sense of the content. “ ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 11, 43 Presenter will explain the definition and some examples of process include: the use of Literature Circles, graphic organizers, journals, use of learning contracts, think-pair-share.

Clarify with students: Process Clarify with students: What is the purpose of the assignment? Share the objective with the student. Offer suggestions for ways to learn the objective.

Learning vocabulary words 1 Learning vocabulary words 1. Write the word, definition, their own definition and study. 2. Divide the words with a classmate, make flashcards and quiz each other. 3. Make flashcards with the word on the front and an illustration of the definition on the back. Note: the assessment remains the same—a vocabulary quiz

Process Cooperative learning is an option here. Use a variety of methods.

Individual work Consult Kogan’s Cooperative Learning Structures Identify one cooperative learning strategy that you could incorporate in your lesson plan. List the pros and cons of using that strategy. Describe what it would look like in your classroom.

Think-Pair-Share Discuss the strategy with someone sitting at your table. Spend a few minutes talking about your strategies. Discuss the pros and cons of each. Students will be randomly asked to share their idea.

Definition of Product Products are assessments or demonstrations of what students have come to know, understand, and be able to do as the result of an extended sequence of learning. A product is the student’s opportunity to show what she has learned throughout a unit. ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms

Product “Products are important not only because they represent your students’ extensive understandings and applications, but also because they are the element of curriculum students can most directly ‘own’.” ~ Carol Ann Tomlinson, 2001 How to Differentiate Instruction in Mixed-ability Classrooms, p. 85 Some examples of products can include: designing a web page, creating a pop-up book on a topic, developing and creating an exhibit, creating a model of a structure with specific dimensions or even an oral presentation. You may wish to mention that teachers probably will need to create a rubric so that certain criteria are met to demonstrate mastery or understanding of the concepts.

Differentiating Product How do you know what they learned? It could be a test, but it could be a report, or a presentation, or a non-linguistic representation, or further research. It doesn’t have to look the same for all students, and all learners.

Differentiation Continuum Not Differentiated Fully Differentiated Examine the differentiation continuum and place yourself on the continuum for each of the specific areas. Assessment is at the end. Assessment is ongoing. A single form of assessment is used. Diagnostic assessment is used. Teacher directs student behavior. Teacher scaffolds self-reliant learning. Instruction is whole class. Flexible grouping is practiced. Coverage of texts and curriculum drive instruction. Materials are varied. Not Differentiated Fully Differentiated Intelligence is viewed narrowly. Multiple forms of intelligence are valued. Single option assignments. Assignments offer multiple options. Remind participants that in a differentiated classroom a teacher would continually be at a different place on the continuum. Remember that the hallmark of a differentiated classroom is “flexibility”. Differentiation is a dynamic process (always in flux and change). Time is inflexible. Time is flexible in terms of student needs. Teacher solves problems. Teacher facilitates student problem-solving. Grading is based on teacher-set, inflexible objectives. Grading is determined by learning goals. adapted from Carol Ann Tomlinson, 1999 The Differentiated Classroom: Responding to the Needs of All Learners, p. 16

Types of Assessments

Classroom Scenario A science teacher is preparing to teach his students about the steps of the scientific method. The teacher will provide students with a choice of which experiment they wish to conduct. The teacher will model each step and provide students with guided practice. The teacher will provide students with a list of various ways in which students can demonstrate the steps they have taken. On the list provided students can create a science board, a PowerPoint presentation, a pop-up book just to name a few. The teacher will use a rubric and share this rubric with students beforehand to determine if the student has met each criteria. Have participants take a few minutes to discuss at their tables and determine what the teacher is differentiating (content, process or product) for her students and what information about the students (readiness, interest or learning profile) is the teacher utilizing to maximize instruction and engagement. One person per table will write on a white sheet of paper either content, process or product and either readiness (ability), interest or learning profile.

Informal Definition “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.” ~ often attributed to Carol Ann Tomlinson Closing definition on Differentiated Instruction.

3-2-1 Reflection What 3 things about differentiated instruction did you learn or were clarified for you? What 2 things about differentiated instruction are you interested in learning about or what 2 questions do you still have about differentiated instruction? What 1 thing do you feel is the most important aspect about differentiated instruction that you must be aware of when planning for instruction?