1. Use Keys for Success to Differentiate Instruction GVSU Charter Schools
Jacque Melin
Grand Valley State University

2. Targets for this Workshop
I can establish or extend my understanding of differentiated instruction.
I can articulate a vision with fellow teachers as to what is means to differentiate instruction for students in our schools.
We must remember that excellent differentiated classrooms are excellent first and differentiated second. – Anonymous

3. Targets for this Workshop
I can use a variety of instructional strategies in order to effectively differentiate instruction.
This seems simple enough, but surprisingly enough many educators are so determined to “get through” the curriculum that they neglect the more important challenge of “getting through” to the students. -Taylor Ranch School’s Journey Towards Excellence

4. Targets for this Workshop
I can proactively plan instruction that is responsive to student differences.
Differentiated instruction is more anticipatory than reactive in nature. So really teachers should ask, “Am I planning for student differences or am I simply reacting to student failures?” -Taylor Ranch School’s Journey Towards Excellence

5. Partners 1. Flexible Learning Groups 2. Choice 3. Respectful Tasks
4. Shared Responsibility for Learning

6. Introductions Knowing the Learner
Take the Survey – No names.
Once you are finished, find your Respectful Tasks Partner and then form a group with another pair.
Discuss strength areas – discuss “need more information and help” areas.
Be ready to report 2 or 3 strengths – by number.

7. Key Underlying Principles
Knowledge of Students required to differentiate instruction:
Aspects of the teaching/learning process that can be differentiated
Readiness
Interests
Learning Profile (e.g., styles, intelligences, environmental
Content (learning materials)
Process (how we help students learn)
Product (how students demonstrate their learning)
Learning Environment (conditions for learning)
Differentiated instruction is a cyclical process that involves moving from finding out about / knowing our students’ readiness, interests and leaning preferences to responding to what we find by adjusting the content, process, product or learning environment accordingly.
As we find out more we can differentiate more.
1. Knowing the Learner
2. Responding by Differentiating
assessment for learning

8. Know the Student – A resource from Solution Tree http://www

10. On-line Inventories Visual Auditory Kinesthetic
Multiple Intelligences
Creative Analytical Practical

11. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to :
content, process, and product
According to students’ readiness levels, interests, and learning profiles

12. What is Differentiated Instruction?
“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”
– Carol Ann Tomlinson
Author has LOTS of info out there!
MUST know info in ensuring your SPED kids are getting the objective. Differentiate so that the most important is what they walk away with. NOT everything in the text book, not every vocab word, but if takes an assessment, even gets a C is the most critical. SPED student in the reg ed setting with a “C” is better than getting straight A’s in the pull out setting.

13. Differentiated Instruction Looks Like…
Learning centers
Whole group, small group, facilitating, workshops, acting, singing, moving, drawing, reading, writing, calculating, etc..….
Student choices in the types of assignments they do.
Keeping data on skill mastery and re-teaching those who need it, while challenging those who don’t.
Different types of delivery, processing, student output,
Student’s are receiving feedback on a regular basis (systematic approaches).
What does this look like? BEFORE fading in, a way to differentiate is to- I would toss the ball to the students that raise their hand. Encourages them to speak out. I’ll have them differentiate another way to process in a moment.

14. Differentiated Instruction does NOT look like….
Teaching the same way everyday.
Using the same tools everyday.
Moving forward and never re-teaching.
Only data kept is a grade book.
Only feedback students get is the grade on the paper.
All students are doing the same assignment.
SAME PROCESS
2) Doing this with students PREVENTS misconceptions. Look at both sides.

15. The Theory Behind It…. Lev Vygotsky
individuals learn best in accordance with their readiness to do so (Allan & Tomlinson, 2008).
This is PROVED!
Key words here: BASELINE TO WHAT TO HOW TO PRODUCT
How do teachers manage doing this? Multiple lesson plans for different kids- NO! We’ll see.

16. The Philosophy Behind It….
The philosophical idea that interest based options seize on intrinsic motivation
According to Jerome Bruner (as cited by Allan & Tomlinson, 2000), when interest is tapped, learning is more likely to be rewarding and the student becomes a more autonomous learner.
Howard Gardner, developed the theory of multiple intelligences. His theory states that people have different intelligences and learn in many different ways.
Robert Sternberg also states that individuals are either more analytical, creative or practical in their thinking.
Student interest: Emotions trigger learning- novelty, pictures, music, excitement, out of the norm, jokes, games, acting crazy!
Autonomous learner: Happens as students are motivated based on success. Setting students up to experience success. SELF-EFFICACY theory.
MULTIPLE INTELLIGENCES: Build on strengths! Found in IEP evaluations and accommodations. SPED needs to be better about accommodations- revamping the form to have strengths.
Not just for SPED, but Mult Intell for gifted, ALL kids!

17. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to:
content, process, and product
According to students’ readiness levels, interests, and learning profiles

18. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to:
content, process, and product
According to students’ readiness levels, interests, and learning profiles
Accommodations:
actual teaching supports and services that special education students may require to successfully demonstrate learning
intended to reduce or eliminate the effects of a student's disability
do not decrease learning expectations
are noted on a student's Individualized Educational Plan (IEP).
Examples: taped books, math charts of the times tables, additional time, oral vs written quizzes and tests, preferred seating, and adapted keyboards.

19. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to:
content, process, and product
According to students’ readiness levels, interests, and learning profiles
Accommodations:
actual teaching supports and services that special education students may require to successfully demonstrate learning
intended to reduce or eliminate the effects of a student's disability
do not decrease learning expectations
are noted on a student's Individualized Educational Plan (IEP).
Examples: taped books, math charts of the times tables, additional time, oral vs written quizzes and tests, preferred seating, and adapted keyboards.
Modifications:
changes made to curriculum expectations in order to meet the needs of the special needs student
made when the expectations are beyond the student’s level of ability
may be minimal or very complex depending on the student’s learning needs
must be clearly acknowledged in the IEP.

20. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to:
content, process, and product
According to students’ readiness levels, interests, and learning profiles

21. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to:
content, process, and product
According to students’ readiness levels, interests, and learning profiles
Enrichments
"learning activities providing depth and breadth to regular teaching according to the child's abilities and needs“
are normally in addition to and different from the regular classroom activities by way of offering challenge.

22. content, process, and product
Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted).
Teachers plan and implement a variety of approaches to:
content, process, and product
According to students’ readiness levels, interests, and learning profiles
Enrichments
"learning activities providing depth and breadth to regular teaching according to the child's abilities and needs“
are normally in addition to and different from the regular classroom activities by way of offering challenge.
Acceleration:
instruction that aligns gifted and talented students' abilities and learning needs more closely to the curriculum.
"In practice, acceleration occurs when children are exposed to new content at an earlier age than other children or when they cover the same content in less time (curriculum compacting).”

23. Scaffolding
Scaffolding: Using a variety of instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. 
Common Scaffolding Strategies:
students get a simplified version of a lesson, etc. and then complexity, difficulty, or sophistication is increased over time
teacher describes or illustrates a concept, problem, or process in multiple ways to ensure understanding
students are given a vocabulary lesson before they read a difficult text

24. Today’s Standards Demand That We…
Do….
Do Not…
encourage students to understand what they are learning
apply and transfer what they learn.
Have students memorize and repeat information

25. Challenge of Today’s Standards
demand “deep” learning from more than just the “smart” or “advanced” kids.
require virtually ALL learners to think in complex and creative ways
students must be able to use what they learn in contexts beyond those practiced in class.
2016

26. Not “Harder” Curriculum, but More “Rigorous”
“Hard” curriculum is taxing, burdensome, and demotivating; “Rigorous” curriculum is energizing, enlivening, and motivating.

27. Key Features of a DI Classroom
Flexible grouping
Choice
Respectful tasks based on curriculum
Shared Responsibility for Learning
Choice
- Choices are a response to ongoing assessment.
- Choices are carefully constructed so that they all address the same curriculum expectations, take about the same amount of time and require all students to work at their current level of readiness.
- Students are taught to make good choices based on their strengths and needs.
- It is far more important to offer a few high-quality choices than to provide lots of choices. Offering too many choices is time consuming for the teacher and may overwhelm/confuse students.
Respectful Tasks
- All students work on the same curriculum expectations, skills and learning goals with varying degrees of support. - Tasks for all groups are interesting and engaging.
- Tasks are respectful when struggling students are engaged in learning opportunities that are just as interesting and appealing as those of other students.
3. Flexible Groupings
- Students have a chance to work with various groups; sometimes by interest, sometimes by readiness and sometimes by learning preferences.
- DI does not mean “ability grouping” which can lead to stigma. For example a student may be in a low readiness group because they have little prior knowledge about a topic – not because they have limited ability. Some participants, although gifted in many areas, could be in a low readiness groups for downhill skiing.
4. Shared Responsibility for Learning
- Students who know how they learn best and how they are progressing towards a learning goal are prepared to take more responsibility for their learning
– Students are active in self-assessment, goal setting and co constructing criteria for assessment and evaluation. - Students learn how to make good choices that will help them learn and demonstrate their learning best

28. Looking for DI Before Viewing With your Choices Partner
Each select two key features to explore (so that you are observing for all 4 key features)
Individually
Read about your key feature:
Pages : KEY FEATURES
The videos can be used to bring focus to many aspects of assessment. lesson design and differentiated instruction. The DI Facilitator’s Guide (2020) outlines eight lenses (page 3) and three approaches for viewing the segments; overview, understanding and subject-specific. Facilitators are encouraged to use several of the videos in various ways to meet the readiness and subject-specific needs of the participants.
At this point in the session it is suggested that a video be used to introduce the Key Features of Di.
Recommended videos for highlighting the key features:
DI Educator’s Package - Grades 7-8 M.J.Hobbs Mathematics
2010 Secondary DVD - Mathematics - Centennial Secondary School
2010 Secondary DVD Understanding Canadian Law
Option B is provided in Appendix . Theses three pages (Options A, B and C) provide participants with three different lenses trough which to look for DI; The three options are designed for three different levels of readiness:
Option A: DI Key Features - suitable for those with little DI experience
Option B: DI Structures - suitable for those developing the skills for DI
Option C: Planning and Lesson Design - suitable for those who routinely use DI
Another option (The Forest Trees activity) also works well for viewing videos and is outlined in Module 2.

29. SS/L-18ITEB 2010 Differentiated Instruction Summer Program
Video Segment
During Viewing
Record evidence of your key feature on the Looking for DI Handout
After Viewing
Explain your key feature to your partner and share your evidence
Instructions
1. Distribute Looking for DI (Handout 05) or Option B pages.
If showing the 2007 Grades 7-8 M.J .Hobbs video Mention the Differentiated Instruction Facilitator’s Guide to Mathematics as a valuable resource with classroom ready examples for differentiating in mathematics, similar to what was used in the video.
SS/L-18ITEB Differentiated Instruction Summer Program

30. View Video
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

31. Learning Menus
Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS
Learning menus outline a variety of instructional options targeted toward important learning goals.
Students are able to select the choices which most appeal to them (you decide how many choices).
The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.
Kinds of Menus (to name a few):
MENU: Main Dishes, Side Dishes, and Desserts
AGENDA: Imperatives, Negotiables, and Options
LEARNING PROFILE: People, Things, Data
THINK TAC TOE or TIC TAC TOE: Complete a row, column or diagonal line of activities.

32. Management and Monitoring of Learning Menus (Things to consider)
Expectations: When do you expect students to work on this?
Due date: How much time do you want it to take? Will there be checkpoint due dates along the way?
Points and/or rubric: What is the activity worth as a grade? Do you want to grade them or just give credit?
Accountability: What’s collected? Where does finished work go? What is checked by the teacher? the students?

33. Additional Implementation Suggestions:
Go over the entire learning menu with the class.
If you are grading these, go over the scoring guide with everyone and make sure they all understand the expectations.
Give each student a copy of the (choice board; menu) and scoring guide to keep in their binders so they have easy access to this when they need it.
Point out where materials will be kept.
Be clear on expectations.
Let students know if any of the activities can be done as homework or if they are all meant to be done in class.

34. Long Term Anchor Tic Tac Toe
Identify nine activities related to learning targets. Make some of the activities more challenging than others. I like to set up the activities so that the more challenging are down the middle and across the middle.
Basic
More challenging
In this class we are never finished. Learning is a process that never ends.” Carol Ann Tomlinson

35. Genetic Diseases & Disorders
Mitosis and Meiosis
DNA and RNA
Genetic Diseases & Disorders
Prepare a 15 question quiz with answers about the vocabulary for the chapter on mitosis and meiosis.  Questions could be multiple choice, matching, true/false or fill-in.  Include an answer key.                    Quizlet
A publishing company has asked you to write a creative children’s book that explains at least 15 vocabulary words about DNA and RNA to 4th graders.  
                                Storybird
Create a brochure for a doctor’s office waiting room that explains at least 15 important things from the chapters about genetic diseases & disorders.
                                  Publisher
Create a comic book where the action figures explain at least 15 important key points about mitosis and meiosis.
Strip Design or MakeBeliefs Comix
Create a crossword puzzle using at least 15 vocabulary words from the chapters on DNA and RNA.  Write clues for each word.
Instant Crossword Puzzle Maker
Design a poster that explains and illustrates at least 15 vocabulary words from the chapters on genetic diseases and disorders.
                                Glogster
Compose a poem using at least 15 vocabulary words from the chapters on mitosis and meiosis.  Have your avatar read your poem.
                              
                               GoAnimate
Create a PowerPoint or Prezi presentation that would explain at least 15 vocabulary words about DNA and RNA.
                PowerPoint or Prezi
Write a newspaper article for the GR Press that explains at least 15 key points about genetic diseases and disorders.
             Word or Google Docs

36. Review Handout #6
With your CHOICES PARTNER, fill out the cells on the handout for Learning Menus.
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

37. Looking for DI Before Viewing With your Flexible Groups Partner
Each select two key features to explore (so that you are observing for all 4 key features)
Individually
Read about your key feature:
Pages : KEY FEATURES
The videos can be used to bring focus to many aspects of assessment. lesson design and differentiated instruction. The DI Facilitator’s Guide (2020) outlines eight lenses (page 3) and three approaches for viewing the segments; overview, understanding and subject-specific. Facilitators are encouraged to use several of the videos in various ways to meet the readiness and subject-specific needs of the participants.
At this point in the session it is suggested that a video be used to introduce the Key Features of Di.
Recommended videos for highlighting the key features:
DI Educator’s Package - Grades 7-8 M.J.Hobbs Mathematics
2010 Secondary DVD - Mathematics - Centennial Secondary School
2010 Secondary DVD Understanding Canadian Law
Option B is provided in Appendix . Theses three pages (Options A, B and C) provide participants with three different lenses trough which to look for DI; The three options are designed for three different levels of readiness:
Option A: DI Key Features - suitable for those with little DI experience
Option B: DI Structures - suitable for those developing the skills for DI
Option C: Planning and Lesson Design - suitable for those who routinely use DI
Another option (The Forest Trees activity) also works well for viewing videos and is outlined in Module 2.

38. SS/L-18ITEB 2010 Differentiated Instruction Summer Program
Video Segment
During Viewing
Record evidence of your key feature on the Looking for DI Handout
After Viewing
Explain your key feature to your partner and share your evidence
Instructions
1. Distribute Looking for DI (Handout 05) or Option B pages.
If showing the 2007 Grades 7-8 M.J .Hobbs video Mention the Differentiated Instruction Facilitator’s Guide to Mathematics as a valuable resource with classroom ready examples for differentiating in mathematics, similar to what was used in the video.
SS/L-18ITEB Differentiated Instruction Summer Program

39. View Video
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

40. R.A.F.T.
• …is a creative strategy that encourages writing across the curriculum.
• …a way to encourage students to…
– …assume a role
– …consider their audience, while
– …examine a topic from their chosen perspective, and
– …writing in a particular format
• Can serve as a motivator by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.
• Can be used as introductory “hooks” into a unit of study or for assessment purposes (as seen in the science example on handout)
• OPTIONS WHEN USING RAFTS: Keep one column consistent while varying the other columns in the RAFT grid; Can be created by the students or incorporate a blank row for that option

41. Review Handout #7
With your FLEXIBLE GROUPS PARTNER, fill out the cells on the handout for R.A.F.T.
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

42. View Video
Sternberg
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

43. Triarchic or Trimind - CREATIVE
Creative Thinkers: Attracted to novelty, likes to produce knowledge or ideas instead of consuming them, sees the world from a unique perspective, often prefers working alone, does not like to be rushed toward completion of tasks, often works in “bursts,” with long periods of incubation (which can look like unproductiveness) followed by quick, highly productive working periods, often has unique sense of humor.
Needs: Support with setting deadlines and timelines, open-ended assignments with structure, assignments that allow for creative thinking and novel products, support working with other students, frequent outlets for creative thought, support with turning “ideas” into “reality.”

44. Triarchic or Trimind - ANALYTICAL
Analytical Thinkers: Likes to break things into its parts, likes to know how things work, enjoys facts as well as ideas, likes to argue, attracted to logical thinking and logical ideas, likes to “think” as opposed to “doing,” typically does well at school tasks, enjoys solving problems, can focus for long periods of time on a single task, may balk at “creative” assignments, like to find one, right “answer,” may see things as black and white.
Needs: Assignments that require thought as opposed to rote memorization, extended assignments that allow for focused, long-term study, “problems” to figure out, time to discuss ideas with others, support with how to present ideas in a non-argumentative way, support with listening to and accepting other’ ideas, opportunities to struggle with open-ended questions that have no right/wrong answer.

45. Triarchic or Trimind - PRACTICAL
Practical Thinkers: Likes to see the real-world application of things, excellent at implementing plans, a “doer,” highly effective in making things “happen,” organized, less interested in ideas than in action, likes to move and do when learning, can be an excellent leader, may struggle with creativity-for-creativity’s-sake assignments, may resist completing assignments for which they see no real-world purpose, can work very well in group situations, may not be traditionally “booksmart”
Needs: Hands-on activities assignments that are connected to the real world, opportunities to share ideas with practitioners and experts, experiences with more creative, open-ended activities, support with being patient with activities for which they see no immediate application, opportunities to lead (even when they are not the highest achievers, these students can be highly effective at leading groups and delegating responsibilities).

46. Review Handout #7
With your FLEXIBLE GROUPS PARTNER, fill out the cells on the handout for Triarchic/Trimind.
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

48. What is your preferred Learning Profile?
Write
Draw
Act
Sing
Build

54. How to Create a PROFILER Assignment
The teacher….. …selects the knowledge, skills, and essential understandings (learning targets) that he or she would like students to either 1) begin to explore, or 2) synthesize and demonstrate mastery of. …looks at these learning targets and finds learning modes through which students could demonstrate this learning. …selects jobs/occupations that are associated with the different learning profiles….
Examples of intelligence preferences and associated jobs/occupations
Visual-Spatial – Artist, Cartoonist, Magazine layout editor
Logical-Mathematical – Architect, Engineer, Mathematician
Interpersonal – Counselor, Tour Guide, Teacher
Musical/Rhythmic – Songwriter, Performing Artist
Verbal-Linguistic – Writer, Commentator, Announcer
Bodily-Kinesthetic – Actor, Builder
Intrapersonal – Poet, Songwriter
Naturalistic – Forest Ranger, Botanist

55. Show and Tell Choice Board

56. Review Handout #8
With your RESPECTFUL TASKS PARTNER, fill out the cells on the handout for THE PROFILER AND SHOW & TELL.
Allow minutes to watch video and another 5 for sharing
Point out that the Secondary DVD video segments have related products posted at and, if internet is available show participants how to access the products.

57. Salsa Line Up

58. Tiny events can disrupt a pattern.

59. Proactively Planning with Differentiation in Mind
Plan with the Key Features of Differentiation in mind….
Flexible grouping (F)
Choice (C)
Respectful tasks based on curriculum (R)
Shared Responsibility for Learning (S)

60. Proactively Planning with Differentiation in Mind
Think about learner variance that recurs from year to year, such as…..
weak readers,
students missing important prerequisite knowledge,
English language learners,
advanced learners,
students who approach learning in a variety of ways,
and students with weak academic vocabularies.

61. Model: What would I do… Besides paying attention to F,C,R,S
Use Scaffolding – Create an environment where students bump into success
Help students set, monitor, and adjust goals
Offer multiple modes of activities or assessments
Providing graphic organizers or templates
Ensure planned opportunities for needed practice
Provide advanced students with another opportunity to express their knowledge/skills
Use small-group instruction to provide targeted instruction or practice
Use technology to support student reading, writing, speaking, hearing, or movement
Use peer brainstorming groups to prime thinking and planning

62. What would I do… Paying attention to F,C,R,S
Work with your Shared Responsibility for Student Learning Partner
How would you use some of the strategies we learned today?

63. We want to Increase Student Learning
In order to do this…..how Adaptive are we? Adaptive Definition: Changing form (practice) while changing identity. Focusing Questions: Who are we? Who do we need to be? Why are we doing this? Why are we doing this this way?
From Adaptive Schools - Garmston & Wellman

64. Adapted or Adaptive?

65. Companies that are adaptive…(or not)
Target
Google 3M
Amazon
Apple
Not
Blockbuster
Sears

66. Apple

67. EXIT CARD
Armed with all of the information from this workshop, what are YOUR next steps?