Ohio Department of Education OAT Toolkit for Social Studies 2007 OAT Toolkit for Social Studies Differentiation Overview

Ohio Department of Education OAT Toolkit for Social Studies 2007 Designing effective instruction requires an answer to three basic questions: Where are you going with this instruction, or what is the end goal? How do you plan to get to that end goal? How will you know when you have reached the planned goal?

Ohio Department of Education OAT Toolkit for Social Studies 2007 Differentiation must be an extension of, not a replacement for, high quality curriculum. Tomlinson, 2000

Ohio Department of Education OAT Toolkit for Social Studies 2007 If what we teach diminishes who we teach and erodes how we teach, we are no longer teaching. Tomlinson, 2001

Ohio Department of Education OAT Toolkit for Social Studies 2007 “To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.” Oaksford, L. & Jones, L.,2001

Ohio Department of Education OAT Toolkit for Social Studies 2007 There are at least two reasons why standards-based teaching and differentiation are not in conflict: 1)Standards guide us in WHAT to teach. Differentiation guides us in HOW to teach. It’s possible to TEACH the phone book—or great books in a differentiated manner or a one-size-fits-all manner. It’s likely that either will be LEARNED better when taught in a way that’s responsive to a learner’s needs.

Ohio Department of Education OAT Toolkit for Social Studies ) Differentiation doesn’t advocate changing the standard in response to learner variance, but rather providing a variety of avenues to mastering the standard and a range of support systems for doing so. The richer the framework of meaning, the more likely students are to be motivated to learn, be able to recall, relate to, retain, and retrieve what matters.

Ohio Department of Education OAT Toolkit for Social Studies 2007 Are you differentiating instruction? Are you clear on what you want the student to..?  know (facts, information)  understand (principles, generalizations, ideas)  be able to do as a result of the learning experience. When deciding on instruction do you consider…?  alternate sources/resources  varied support systems (reading buddies, tape recordings, graphic organizers, word banks, study guides)  varied pacing plans

Ohio Department of Education OAT Toolkit for Social Studies 2007 As you create differentiated activities (processes), are you certain: They call for high-level thinking? They vary along the continuum for readiness? Student have choices about how to apply skills and understandings or how to express them? Student choice is provided within teacher-generated parameters? Each activity is focused on one or few key concepts? You have a plan for gathering ongoing assessment data? You have a plan for bringing closure and clarity to the task?

Ohio Department of Education OAT Toolkit for Social Studies 2007 Do you also consider: Use of instructional strategies such as interest groups, contracts, compacting, jigsawing etc? Use of small groups for direct instruction (re-teaching, extension)? Meaningful tasks for reinforcements, extension, and exploration when students complete required work (anchor activities)?

Ohio Department of Education OAT Toolkit for Social Studies 2007 Additional Strategies… Adjusting questions by ability or readiness Tiered assignments Acceleration/Deceleration Peer teaching Assign tasks by learning profile Reading buddies Anchor activities

Ohio Department of Education OAT Toolkit for Social Studies 2007 BRAIN RESEARCH SHOWS THAT... Choices vs. Required content, process, product, no student voice groups, resources, environmentrestricted resources Relevant vs. Irrelevant meaningfulimpersonal connected to learnerout of context deep understandingonly to pass a test Engaging vs. Passive emotional, energetic low interaction hands on, learner input lecture seatwork Increased intrinsicIncreased Motivation Apathy and Resentment Motivation Apathy and Resentment Eric Jensen, Teaching With the Brain in Mind, 1998

Ohio Department of Education OAT Toolkit for Social Studies 2007 STUDENT VOICE and CHOICE are KEYS to successful DIFFERENTIATION Create a student driven classroom by involving students in important decisions about processes and procedures!

Ohio Department of Education OAT Toolkit for Social Studies 2007 Using Classroom Assessment to Guide Differentiation

Ohio Department of Education OAT Toolkit for Social Studies 2007 Pre-Assessment Tells Us: what the student already knows about what is being planned; the level of interest in different areas of the study; what further instruction and opportunities for mastery are needed; what requires reteaching or enhancement; how to organize flexible groups (whole, individual, partner, or small group).

Ohio Department of Education OAT Toolkit for Social Studies 2007 Formative Assessment Gives information about student progress toward benchmark/grade-level knowledge and skills. Identifies targets for remediation, modification or enrichment. Should be “teacher- friendly.”

Ohio Department of Education OAT Toolkit for Social Studies 2007 Post- Assessment Provides: information about student achievement toward benchmark skills and knowledge; evidence of what the student has learned; feedback that helps the teacher evaluate and modify instruction.

Ohio Department of Education OAT Toolkit for Social Studies Strategies for Managing a Differentiated Classroom 1.Have a strong rationale for differentiating instruction based on student readiness, interest and learning profile. 2.Begin differentiating at a pace that is comfortable for you. 3.Tune differentiated activities for student success. 4.Use an “anchor activity” for enrichment or remediation. 5.Create and deliver instructions carefully. Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies Strategies for Managing a Differentiated Classroom 6.Have a “home base” for students. 7.Be sure students have a plan for getting help when you are busy with another student or group. 8.Give your students as much responsibility for their learning as possible. 9.Engage your students in talking about classroom procedures and group processes. 10.Use flexible grouping.

Ohio Department of Education OAT Toolkit for Social Studies 2007 I teach in a four wall box of drab proportions, but choose to make it a place that feels like home. I suffer from a poverty of time, and so will use what I have to best advantage those I teach. I am an echo of the way school has been since forever, but will not agree to perpetuate the echo another generation. I am told I am as good a teacher as the test scores I generate, but will not allow my students to see themselves as data. I am small in the chain of power, but have the power to change young lives. Most decisions about my job are removed from me, except the ones that matter most. Carol Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 ANCHOR ACTIVITIES

Ohio Department of Education OAT Toolkit for Social Studies 2007 Anchor Activities A task to which a student automatically moves when an assigned task is finished. Effective Anchor Activities: ARE IMPORTANT: They connect to key knowledge, understanding, and skills. ARE INTERESTING: They engage student curiosity and learning preferences. ALLOW CHOICE: Students can select from a range of options. HAVE CLEAR DIRECTIONS: Students know what they are to do, how to do it, how to keep records, etc. ARE RARELY GRADED: Students may turn in work for feedback. Students may get a grade for working effectively, but seldom for the work itself. The motivation is interest and/or improved achievement. Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 Examples of Possible Anchor Activities Skills practice at the computer Reading from supplementary material Working on final products Free reading Journal writing Analyzing cases (or writing them) Vocabulary extension Learning about the people behind ideas Learning about key ideas at work in the world Independent Studies Current events reading Developing or completing relevant organizers An idea for an improvement, invention, innovation ETC. Generally, homework is not an acceptable anchor activity—and anchor activities are typically completed individually.

Ohio Department of Education OAT Toolkit for Social Studies 2007 ASSESSMENT STRATEGIES “Checking for Understanding” “Checking for Understanding”

Ohio Department of Education OAT Toolkit for Social Studies 2007 Authentic assessments honor student differences and promote learning. Assess before teaching. Assess before teaching. Offer appropriate choices. Offer appropriate choices. Provide feedback early and often. Provide feedback early and often.

Ohio Department of Education OAT Toolkit for Social Studies 2007 Fist of Five Ask: How well do you feel you know this information? Show the number of fingers on a scale, with 1 being lowest and 5 the highest. 5. I know it so well I could explain it to anyone. 4. I can do it alone. 3. I need some help. 2. I could use more practice. 1. I am only beginning. Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 Yes/No Cards Using a 4x6 index card the student writes YES on one side and NO on the other. When a question is asked the students hold up YES or NO. 1.Ask the students if they know the following vocabulary words and what they mean. 2.Call out a word. If a student is holding a YES they may be called on to give the correct answer. 3.Remind them that if they don’t know the words it is OK because they will be learning them. 4.You can do the same thing with conceptual ideas, etc. YESYES NONO Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 Thumb It! Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. Where I am now in my understanding of ______? Up Sideways Down I know a lot I know some I know very little Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 EXIT PASS

Ohio Department of Education OAT Toolkit for Social Studies 2007 DIFFERENTIATED Assessments

Ohio Department of Education OAT Toolkit for Social Studies 2007 A RAFT is … an engaging, high level strategy that encourages writing across the curriculum a way to encourage students to: …assume a role; …consider their audience; …write in a particular format; …examine a topic from a relevant perspective. All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels. Adapted from Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 RAFTs can… be differentiated in a variety of ways: readiness level, learning profile, and/or student interest; be created by the students; be used as introductory “hooks” into a unit of study; have one column consistent while varying the other columns in the RAFT grid. C. Tomlinson

Ohio Department of Education OAT Toolkit for Social Studies 2007 The Feudal System Students will: Describe the social characteristics pf feudalism in Europe. Understand: the interdependency of roles in the feudal system; a person’s role in the feudal system will shape his/her perspective on events. Be able to: conduct research; see events through varied perspectives; share research & perspectives with peers. AN EXAMPLE:

Ohio Department of Education OAT Toolkit for Social Studies 2007 Feudal Pyramid RAFT RoleAudienceFormatTopic KingThe SubjectsProclamationRead My Lips, New Taxes KnightSquireJob DescriptionChivalry, Is it for you? LordKingContractLet’s Make a Deal SerfAnimalsLament PoemMy So Called Life MonkMassesIlluminated Manuscript Do As I Say, Not as I Do LadyPagesSongABC, 123 Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. Kathryn Scaman