Object of Game: For Staff at BES to enjoy learning about Differentiation Theory & Strategies. Number of Players: Flexible Grouping (Alone, Small Groups, or Whole Group) How to Play: Best played using an Interactive White Board! After reviewing the five main categories, select a 10, 20, 30, 40, 50, or 100 point question. You will notice that the level of questions were created based on Bloom’s Taxonomy. If you choose a hyperlink, you will need to exit out of the site in order to get back to the game. The house icon will bring you back to the main game board. You can keep track of which questions have been read. Point values will turn green. Ready? Click to go to game board. Click here to go to Reference Page Judy Ball EDU 610 Differentiation Theory and Strategies December 2009 Differentiated Instruction Jeopardy

How Students Learn Theory and Practice of Differentiated Instruction Teaching Strategies and Models of DI Technology’s Role in DI Assessing Students in a DI Classroom Back to Introduction

Name the psychologist who developed the theory of multiple intelligences.

Identify the seven original intelligences in Gardner’s Theory.

Use this quote by Carol Ann Tomlinson to help you complete a puzzle that illustrates how to meet the needs of advanced and struggling learners. “The teacher thinks and plans in terms of ‘multiple avenues to learning’ for varied needs, rather than in terms of ‘normal’ and ‘different.’ The goal for each student is maximum growth from his current ‘learning position.’ The goal of the teacher is coming to understand more and more about that learning position so that learning matches learner need.”

What connections can you make from literacy assessment and instruction to this list of questions a teacher should consider when observing student learners? What is the individual’s knowledge base at the beginning of the unit of study? What does the learner know? What is the student’s attitude toward the new learning? How can the student’s prior knowledge be assessed? What does the student need to learn next? Identify gaps in the student’s learning. Analyze and prioritize needs. What are the observable behaviors? Is the behavior causing a problem with learning? How can the behavior be corrected? How will the behavior be modified? How will I teach the information? How will I check for understanding? What assessment tools do I need? How will the new information be retained, or “crystallized”?

Create a short poem or song using some or all of the words below that describe learners in a mixed-ability classroom. readysatisfiedadvancedstrugglinginterested respectedpowerfulchallengedacceptedunafraid musicalspatialinterpersonal logical- mathematical linguistic joyfulcomfortablehappysupportedcooperative lovedencouragedmotivatedintrapersonalkinesthetic thoughtfulindependentengagedunderstoodconnected

Make an informal assessment of how well you know your students. Discuss with your team your observations. Are there any recommendations or conclusions you can make about the learners in our school? “In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.” Carol Ann Tomlinson

Select the name of the person who wrote the following in her book, How to Differentiated Instruction in Mixed- Ability Classrooms. “What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.” Carolyn Chapman Rita King Carol Ann Tomlinson

Review the following examples of instruction and identify the two that tell what differentiated instruction is not. DI is a blend of whole-class, group, and individual instruction. DI is student centered. DI is another way to provide homogeneous grouping. DI is rooted in assessment. DI is more qualitative than quantitative. DI is chaotic. X X

Using the metaphors below, ask which role you see yourselves playing in a differentiated classroom. A Conductor of an orchestra pulls together a group of people who may not know each other but work to achieve a common end. He helps the musicians make music but doesn’t make the music himself. A Jazz Musician can play a piece, add new notes, change tempo, step back for a soloist to be in the spotlight, or become the soloist in the spotlight. She can abandon the score for the sake of the music, the group, and the audience. A Coach has goals for the team and for the individuals on the team. He is active during practices and games but does not play the game. Watch this video and think about how Carol Ann Tomlinson uses the metaphor of being a COOK.

Flexible grouping allows a teacher to match students and tasks based on readiness, interests, and learning styles. What connections can you make to the DAILY CAFÉ? Independent Work? Small Group Work? Whole Group Work? Read to Self Word Study Writing Listen to Someone Read Strategy Groups Word Study Writing Read to Someone Read Aloud Word Study Writing Shared Reading

Create a plan on how DI can be accomplished using the FOSS Science Kits. Use the diagram to help. Whole Class Activities Sharing Planning Pre-assessmentIntroduction of Concepts Wrap-up of Explorations Small-Group Activities Sense-Making Teaching Skills Directed Reading Planning Investigation Individual Activities Student-Teacher Conferences CompactingSense-Making Practice & Apply Skills AssessmentTeaching & PlanningGuidanceEvaluation Homework Interest Centers Products Independent Study Testing

institutes ment/institutes/PD10GE041.aspx Decide which of the upcoming professional development activities would benefit staff members at our school. Make a recommendation to the administration. Association for Supervision and Curriculum Development Association for Supervision and Curriculum Development University of Virginia development/institutes/PD10GC010.aspx

Tell one strategy you think you already use that supports DI. “Begin differentiating at a pace that is comfortable for you. There’s a strong parallel to students in a classroom here: Some leap like leopards through a given task, others move at a more measured gait. What matters most is that students-and teachers-make progress from their respective beginning points, not that they all work alike.” Carol Ann Tomlinson I am trying my hand at Language Arts because it’s the subject I enjoy the most.

Using the I Chart below, show which behaviors correlate with the “minimize noise” and “stray movement” strategies suggested for a DI environment. Explain what kind of flexible group this is. Read to Someone requires voices. Teaching them to use whisper voices minimizes noise for those students easily distracted by it. Because students read their own good fit books to each other, ability and interest are addressed.

Explain how the building of stamina in Read to Self supports student success. Explain what kind of flexible group this is an example of. When students pick books that interest them the ability for them to attend for longer periods of time is greater. The goal to strive for in a DI class, over time, is to help students at all reading levels sustain independent tasks for longer than what was comfortable for them in the beginning.

On-task behavior is important in a DI classroom. How is this accomplished during the DAILY 5? The urgency statements on the I Charts help students to understand that their on task behavior will help them do better. The daily “Thumbs Up” or “Thumbs to the Side” Check-in holds them accountable.

Imagine what the Daily 5 time might look and sound like if there wasn’t a plan for students to get help when you’re busy with another student or group. The strategies we teach for reading help students focus on goals in their reading. They learn to try many strategies before asking for help. When drafting, students underline words they don’t know how to spell and “move on”. Students need to know when it’s okay to ask for help and when it’s not.

One of Tomlinson’s key strategies is to engage students in talking about classroom procedures and group processes. Think about DAILY 5 and decide if this model of teaching literacy promotes differentiated instruction. One of the most important parts of DAILY 5 is modeling. As we model writing and reading with our students, students not only understand procedures but learn how thinking aloud about our thinking promotes problem solving.

List 6 or more kinds of technology teachers can use to integrate and differentiate. The following video explains why teachers need to use current and up to date technology tools to motivate our students. Most children today are digital learners as well as spatial, kinesthetic, linguistic, etc.

Review the following Wiki. The author provides a Top Ten List of ways for students and teachers to use technology effectively. Use the tool for recording sound to state which tool you might like to use and give one reason how it would benefit differentiation.

Use one of the more popular sites teachers use to integrate technology to make a list of links you might use to help you differentiate.

Analyze these quotes about teaching, learning, and technology in this video. Paying close attention to Madeline Hunter’s quote, respond to the questionnaire. Teaching__Learning__and_Technology_Quotations What new kind of technology do you find interesting but perhaps a bit uncomfortable attempting to use? How can teachertube.com be used to meet the levels and interests of your students?

Imagine classrooms where our students know more about technology than the teachers who lead them. What course of action could we take to meet the needs and interests of our learners?

Keeping up with technology is a challenge. View the Glog about Differentiated Instruction and determine how Glogs can be used to meet the needs and interests of our students.

Select when the monitoring of progress in a differentiated classroom occurs. Never, it doesn’t really guide instruction. Sometimes, especially after the completion of a unit. Before, during, and after learning in order to guide instruction. A. B. C.

Identify the purpose of assessment in a differentiated class before, during, and after lessons. before after during assessment to identify strengths and needs during instruction to help develop a positive learning environment that is tailored to needs of individual learners. to make plans for goals not met to see if learner has reached initial goals to help plan for reteaching, revamping, enhancing, or enriching according to diverse needs of learners to avoid failures and discouragement

What is the major goal of differentiated assessment? Diagnose learners in different ways. Provide meaningful instruction. Contract Model Curriculum Compacting Model Project-Based Model Problem-Based Model

CONTENT is the “input” of teaching and learning. It’s what we teach or what we want the students to learn. Compare how assessments are used when planning for CONTENT. Curriculum Compacting Model Assess what the student knows and does not know about a topic. Select, adjust, and pace tasks to help student learn what still needs to be mastered and also dig deeper into the topic. Assess the material to be mastered. Allow opportunities to share or present extended tasks. During After Before

PROCESS is sense-making of the content or ideas and skills to which students have been introduced. What course of action could you take in your class to assess PROCESS? Project-Based Model Questionnaire is given to student to analyze interests, abilities, and needs related to the selected topic. Does the project reflect learning over a period of time? Is the student able to explain the information learned? Did the project tasks address the content objectives and standards? After Before

PRODUCT assignments help students rethink, use, and extend what they have learned over a long period of time. Determine the importance of assessment during the PRODUCT stage of learning. Discuss your ideas. Contract Model Student and teacher agree on contract. Timeline and student’s plan is mapped out. Both teacher and student understand each part of the contract. Is the student meeting the objectives? Is the student using time wisely? Is the student challenged? Are the student’s unique strengths, talents, and interests being honored? Did the student complete the project within the specific time frame? Did the activities teach the student the concepts or skills needed for his age and grade level? After During Before

Back to Introduction REFERENCES BOOKS Boushey, G., Moser, J. (2009) The CAFÉ Book, Engaging All Students in Daily Literacy Assessment & Instruction. Portland: Stenhouse Publishers Chapman, C., & King, R. (2005) Differentiated Assessment Strategies, One Tool Doesn’t Fit All. Thousand Oaks: Corwin Press Tomlinson, C.A. (2001) How to Differentiate in Mixed-Ability Classrooms. Upper Saddle River: Pearson Education, Inc. INFORMATION FROM THE WORLD WIDE WEB Association for Supervision and Curriculum Development, Retrieved Dec. 11, 2009 from Bogod, L. (1998) LD Pride, Retrieved Dec. 11, 2009, from Dell, D. (2007) Teaching, Learning, and Technology Quotations, Retrieved Dec. 11, 2009 from Ellis, K. (2001) Teachers Get Tech Tips from Students, Retrieved Dec. 11, 2009 from Lovely, G. (2009) Top Ten for Young Learners, Retrieved Dec. 11, 2009 from Schrock, K. (1995) Kathy Schrock’s Guide for Educators, Retrieved Dec. 11, 2009 from Smith, M.K. (2002,2008) “Howard Gardner and multiple intelligences, the encyclopedia of informal education, t4. jordandistrict.org (2007) Pay Attention, Retrieved Dec. 11, 2009, from Theroux P. (2004) Enhance Learning with Technology, Strategies for Differentiating, Retrieved Dec. 11, 2009, from Tibo Software, Jigsaw Planet, Retrieved Dec. 11, 2009 from University of Virginia, Curry School of Education, Institutes on Academic Diversity, Retrieved Dec. 11, 2009 from