1. Differentiated Instruction and the Common Core State STandards
Jacque Melin – GVSU

2. Essential Question #1
How will the Common Core State Standards change curriculum, instruction and assessment practices?

3. Today and Tomorrow Film Clip
Set Context for CCSS and 21st Century Skills

4. The
Three
Musketeers

5. Partner A Partner B Partner C Talk about the schools of Today!
Predict about schools of Tomorrow!
Partner C
Relate film message to CCSS!

6. Curriculum Yesterday Today What is taught
Textbooks covered, worksheets completed
Academic context
Textbook as resource
Individual subjects
Basics emphasized for all; thinking skills emphasized for gifted.
What is learned
Identify what students should know and be able to do
Life context
Multiple resources
Integrated subjects
Basics and thinking skills emphasized for all.

7. Instruction Yesterday Today Teacher centered Organized around time
Single teaching strategy
Teach once
Fixed groups
Whole group instruction
Passive learning
Learner centered
Organized for results
Multiple teaching strategies
Reteaching and enrichment
Flexible groups
Differentiated instruction
Active learning

8. Assessment Yesterday Today Bell curve One opportunity
After instruction
Paper and pencil based
Grades averaged
Proving and accountability
Focus
Precise and public criteria
Multiple opportunities
Integrated with instruction
Performance based
Grades on final performance
Diagnose and prescribe
Focus and product and performance

9. “Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “ Excerpt from Common Core State Standards Document 9

10. with teaching and assessing the Common Core State Standards
Poll Everywhere
My Confidence
with teaching and assessing the
Common Core State Standards
is…(1-4 high)
Make statement for participants to agree or disagree

11. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

12. Essential Questions #2 and #3
2. Does the Common Core call for
attention to student differences?
3. What are some ways differentiation supports the instructional shifts of the Common Core?

13. THE DI DECISION-MAKING PROCESS
What are some possible CRITICAL DIFFERENCES in my students?
Interests
Background knowledge
Learning profiles
Expression styles
Culture
Race
Gender
English Language Learners
Motivation
Gifted/Talented or advanced
At Risk (At Promise)
Resistant & reluctant
Struggling
Students with LD, ADHD, Autism Spectrum, etc.
Differentiation cannot attend to every difference among students.
It is designed to attend to several very powerful differences that manifest themselves in the classroom.
The most critical differences among teachers today appear to be readiness, reading level and motivation/interests.
Suggest that we will be focusing most on readiness, interests, and motivation.

14. THE COMMON SENSE DI DECISION-MAKING PROCESS
CONTENT
INTRODUCTION
PREASSESSMENT
FORMATIVE
TEACHING STRATEGIES
LEARNING ACTIVITES
What are the CRITICAL DIFFERENCES in my students?
How can I ADJUST one or more of 10 curriculum components to address difference?
CHOICE or
ALTERNATIVES
Adjusting the Breadth
TIERING
Adjusting the Depth
Differentiation is an active and PROACTIVE decision making process. It begins way before the lesson is taught.
Explain to participants that this will seem—at first—very abstract. Your goal in explaining the diagram is to simply have participants understand—AT A CONCEPTUAL LEVEL—this decision-making process. There will be plentiful opportunities across the two days to “operationalize” the definition in their 3 sessions of guided practice first with preassessment, and then with choice and tiering.
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
POST ASSESSMENT: Impact of DI

15. THE DECISION-MAKING PROCESS
How can I ADJUST one or more of10 curriculum components to address at least ONE targeted learning difference?
ASSESSMENTS
INRODUCTION
TEACHNG
Strategies
LEARNING
Activities
MODIFICATONS
RESOURCES
EXTENSIONS
CONTENT
GROUPING
PRODUCTS
We will begin our differentiation by focusing on ONE student learning difference in our rooms.
START SMALL!
The most critical learning difference is the one that is keeping most students from learning the objectives.
Subsequently, we modify curriculum components—singly or in combination—to address the targeted learning difference.
The different colored buttons on the page refer to ten curriculum components that are explained more fully in the next slide.
Content
Process
Product
Environment

16. HUGE – LIKE AN ELEPHANT

18. Content

19. Deconstructing Standards -
Standard/Benchmark
Knowledge
Reasoning
Skill
Product
Deconstructing Standards -
Standard/Benchmark: __________________________________________________________________
_____________________________________________________________________________________
Type: q Knowledge q Reasoning q Skill q Product
Learning Targets – Teacher Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets
Reasoning Targets
Skill Targets
Product Targets
“I Can” / Learning Targets – Student Friendly Language

20. Kentucky Website
Deconstructed-Standards.aspx
hematics-Deconstructed-Standards.aspx
Also: Turn on Your Brain – for ELA 9 and 10
/common-core-i-can-statements/

21. Statements of intended learning.
Writing student friendly targets “I can…” statements for what we want students to KNOW and DO?
Statements of intended learning.
Statements that describe how we will know that we have learned it.
Should be posted or written, not just shared verbally.

24. 5. I can recognize right triangles in real world applications.
1. I can identify the hypotenuse of any right triangle.
Who am I?
2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas. c a b
3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.
4. I can find any side of a right triangle if I know the two other sides.
Don’t I know you from somewhere?
I’m right here!
5. I can recognize right triangles in real world applications.

25. 9. I can deconstruct real world objects into circular objects.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
A (-3,-2)
7. I can use right triangles in a coordinate system to find the distance between two points.
9. I can deconstruct real world objects into circular objects.
How far is it from Albuquerque to Boston? R H
8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.
???
10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.

29. Content
Assessment

30. You don’t need to reinvent the wheel, but you do need to kick the tires.
Just as you don’t need to add-on assessments you can certainly reuse items from tests that you are given. Once you determine the percentage to which each target will be represented on the assessment – then as a group you can look at the assessments that you give and pick and choose items.

31. Why ASSESS? OF AS FOR SUMMATIVE PREASSESMENT FORMATIVE INSTRUCTION
This slide is designed to help ensure that everyone has the same understanding of these three kinds of assessments and their purposes.
It is likely that few practitioners use preassessments regularly, if at all.
Many will have heard of formative and summative assessments. OF
INSTRUCTION AS
INSTRUCTION
FOR
INSTRUCTION

32. Developing an Assessment Plan
Determine the standards for the unit you will be teaching.
Deconstruct the standards as needed.
Write the learning targets into the plan.
Determine which assessment method will be used to assess the targets.
Develop assessment based on plan.
Stiggins, 2006

33. Keys to Quality Clear Purpose Clear Targets Sound Design
Good Communication
Student Involvement

34. Complexity – Modifications & Extensions Resources Grouping
Content
Assessments
Complexity – Modifications & Extensions
Concrete to Abstract Do/View/Construe
Resources
Grouping

35. Readiness in Mathematics
Concrete DO
Representational
VIEW
Abstract
CONSTRUE
Gravitate to hands-on materials or manipulatives
Experience difficulty explaining their mathematical thinking
Draw pictures to represent mathematical thinking
Make models
Talk about mathematical thinking in words
Are able to relate the mathematical concept to real-life experiences
“See” concepts abstractly
Explain readily their mathematical thinking
See and articulate relationships among mathematical processes
Make connections readily between mathematical concepts and prior experiences
Express mathematical concepts in multiple ways
Slides 64-92focus on real-world examples of tiering, and they span content areas and grade levels. Select from them to address your participants’ specific learning needs, i.e., grade levels, content areas.
Each slide contains 2 real-world lessons; example 2 is always more differentiated than example 1.
Have participants read through each set of vignettes and: (1) determine, as pairs or table mates, whether the content is rigorous enough to be worthy of instruction, (2) whether the vignette addresses the content goal, and (3) why example 2 is more differentiated than example 1.
If there is time, invite participants to increase the quality of example 1, 2 or both.
Complete 1 or 2 examples until participants understand the tiering process.
Share that their work is important because their next task will be guided practice with tiering.

36. DO – Manipulatives: Concrete
Algebra Tiles (for linear and quadratic equation solving)
Didax Geofix (nets)
Models of shapes (surface area and volume)
Soft 1 cm squares
Virtual Manipulatives
Wolfram Alpha

37. VIEW – Graphic Organizers - Representational

38. http://challengebychoice. wordpress

39. 3 Levels of Challenge - CbC
Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.
Blue—Tasks are advanced and complex. Success depends on extending one’s skills in order to recognize and address the added layers of complexity.
Black—Tasks are extremely advanced and highly complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

44. Complexity – Modifications & Extensions
Content
Assessments
Complexity – Modifications & Extensions
Concrete to Abstract Do/View/Construe
Resources Print/Non-Print/Digital
Grouping

45. Directions
Let’s take a closer look at each section of the performance task. The directions for this task are divided into three sections.
{+}
The first section provides a general overview of the task.
The second section then breaks the task down into three main steps.
Finally, specific directions are provided on the first step students are to take. While the directions for each task will vary, it is useful to break directions into smaller sections and to provide sufficient guidance to students about what they are expected to do as they work on the task.

46. Part 1 Part one presents several stimuli for students to explore {+}
and asks them to answer three questions. Each question is related to the topic explored in the stimuli, namely virtual schooling. As will be seen next, the questions are also related to the topic about which students will be asked to write during Part two.

47. Part 2 Part 2 begins with another set of short directions {+}
and then presents students with the main task. In this example, students are asked to produce an essay that explains why they agree or disagree with their parents’ idea regarding virtual schooling.

48. Smarter Balanced Assessment Consortium Released Items

49. Complexity – Modifications & Extensions
Content
Assessments
Complexity – Modifications & Extensions
Concrete to Abstract Do/View/Construe
Resources Print/Non-Print/Digital
Grouping
TAPS

50. Which of these grouping formats is used for 80-95% of all teaching and learning activities? What should the percentage be? Why?
Allow participants to consider this question.
The correct answer is large-group instruction, the picture in the upper left.
There is research to back up this claim.

51. The Classroom Observation Study
“Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.”
NRC G/T Westberg, 1993, 2003
The original Classroom Observation Study was conducted in 1993 and replicated in 2003.
Results did not change over the decade between the studies.
If there is time, ask participants why they think the results did not change. What are the implications of these consistent findings?

52. Flexible, Small Groups (FSGs)
Cooperative Groups
- Varied roles
-Heterogeneous
ability
- Interactive
-Similar tasks
Ability Groups
Tend to be
fixed
-Based on prior
achievement
Homogeneous
by achievement
-Can effect a
student’s
expectations
Flexible, Small Groups (FSGs)
-Flexible
membership
-Based on a
variety of factors
- Student-led
-Promote
ownership,
leadership
-Understanding
enhances self-
esteem

53. Flexible, Small Groups: An Operational Definition
Within class groupings in which:
Membership varies according to purpose, learning goals, topics, learning activities, resources, or products
Group longevity varies
Group size varies (2-10)
This slide should make it VERY clear to participants that we are seeking flexible, small groups in the differentiated classroom.
If there is time, invite participants to share times in their own practice when they used flexible small groups that included different learning opportunities for students based on interest, readiness or learning style preferences.
Moving on, let’s see what happens in Rick Wormley’s class with flexible small groups.

54. Content Assessments Complexity Resources Grouping
Concrete to Abstract Do/View/Construe
Resources
Print/Non-Print/Digital
Grouping
TAPS

55. Process

56. Process
Teaching Strategies
Introduction
Learning Activities

57. Process Teaching Strategies Learning Activities & Products
Direct Instruction
Introduction
Hook them Curiosity Novelty
Drill and Recitation
Concept Attainment
Socratic Questioning
Simulation
Inquiry Based Instruction/Learning
Project Based Learning PBL pbl
Independent Study
Learning Activities & Products

59. Resources for PBL Questgarden The Buck Institute
West Virginia Department of Ed.

60. Process Teaching Strategies Learning Activities & Products
Direct Instruction
Introduction
Hook them Curiosity Novelty
Drill and Recitation
Concept Attainment
Socratic Questioning
Simulation
Inquiry Based Instruction/Learning
Project Based Learning PBL
Independent Study
Learning Activities & Products

61. C D A B Levels 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s 1
Application
S. Gendron, Kentwood presentation, March 2011

62. Knowledge Taxonomy
1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
S. Gendron, Kentwood presentation, March 2011

63. Application Model
1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations
S. Gendron, Kentwood presentation, March 2011

64. C D A B Levels 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s 1
Application
S. Gendron, Kentwood presentation, March 2011

65. 6 5 4 3 2 1 1 2 3 4 5 Verb list by Rigor/Relevance Quadrant
Analyze differentiate
Categorize discriminate
Classify evaluate
Compare examine
Conclude explain
Contrast infer
Defend judge
Diagram justify
prove
Adapt justify
Argue modify
Compose predict
Conclude prioritize
Construct propose
Design rate
Evaluate recommend
Formulate revise
Invent teach 5 4 3
Calculate match
Choose memorize
Count name
Define recall
Describe recite
Find record
Identify select
Label spell
List locate
Adjust interpret
Apply interview
Build make
Calculate model
Construct play
Demonstrate produce
Dramatize relate
Draw sequence
Illustrate solve 2 1 1 2 3 4 5
 International Center for Leadership in Education

67. Common Core Standards
Explicit
Teaching

68. A temporary inconvenience for permanent improvement
Detour. . .
A temporary inconvenience for permanent improvement

70. Process Teaching Strategies Learning Activities & Products
Direct Instruction
Introduction
Hook them Curiosity Novelty
Drill and Recitation
Concept Attainment
Socratic Questioning
Simulation
Inquiry Based Instruction/Learning
Project Based Learning PBL
Independent Study
Learning Activities & Products

73. Imagist Poems* Know: Understand: Do
Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems
Understand:
How do we make meaning out of poetry?
What makes a poet’s voice intense, meaningful, memorable?
What are significant poetic forms and structures? How do they make meaning? Do
Read, discuss, and appreciate a variety of poems
Analyze poems, poetic forms and devices
Research the cultural and historical context of poems and poets
*CCSS: CC.RL Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American literature

74. The Red Wheelbarrow ROLE AUDIENCE FORMAT TOPIC Williams Tennyson
Letter
Why I moved away from traditional Victorian poetry
Poetry critic
Poetry aficionados
Analysis
The key features of Williams’ style
His Colleagues
Explanation
Why RW “is real, not realism, but reality itself”
Students
Other Students
Interview
How Williams composed one of this most famous poems
Older Williams
Younger Williams
Letter to My Younger Self
How my poetry changed as I grew older

77. Analytic Practical Creative
Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.
Practical
Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening).
 Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.
 Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.
Creative
Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours. OR
Tell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting , and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

78. Analytic Practical Creative
Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.
Practical
Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.
Creative
Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

79. Task: Construct a food web with the owl at the highest trophic level
Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.

80. .What are the 6 steps of the experimental design process?
Basic
Basic
.What are the 6 steps of the experimental design process?
.Explain the difference between an independent and dependent variable.
3. Write a hypothesis from this question:
Does listening to music cause chickens to lay more eggs?
.Using If…, And… Then…, write a prediction statement for the following hypothesis:
Listening to music causes chickens to lay more eggs
5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable.
6. Make a graph using the following information. Label which axis is the independent and dependent variable.
Not playing music—5 chickens lay 17 eggs.
Playing music—5 chickens lay 25 eggs.
.What are the 6 steps of the experimental design process?
.Explain the difference between an independent and dependent variable.
3. Write a hypothesis from this question:
Does listening to music cause chickens to lay more eggs?
.Using If…, And… Then…, write a prediction statement for the following hypothesis:
Listening to music causes chickens to lay more eggs
5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable.
6. Make a graph using the following information. Label which axis is the independent and dependent variable.
Not playing music—5 chickens lay 17 eggs.
Playing music—5 chickens lay 25 eggs.

81. Great Resource for Differentiated Learning Activities
.com/

82. Curriculum Components
Learning Activities
Resources
Extensions
Modifications
Products
Content
Assessment
Grouping
Introduction
Teaching Strategies
These 10 curriculum components are the tools teachers have available to them every day.
They modify them, singly or in combination to adjust curriculum and instruction to subgroups of students learning needs.
Participants can use this to organize their thinking when, in Day 2, we talk about making adjustments. Specifically, they can think about which components are adjusted to address a critical student learning difference.
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.

83. An Old African Proverb Asks:
How do you eat an elephant?????