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

2. “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

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

4. 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

5. 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

6. 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

7. Exit Cards
Student Menu
Matrix
Examples of DI

8. 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

9. 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

10. 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.

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

12. 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...

13. 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

14. 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

15. 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

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

17. Rick Wormeli on Formative & Summative Assessment
Rick Wormeli on Formative & Summative Assessment

18. “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

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

20. 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

21. 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

22. 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...

23. 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

24. 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....