1. Jacque Melin – GVSU www.formativedifferentiated.com

2. Differentiation is a set of instructional strategies. Reality: Differentiation is a philosophy—a way of thinking (MINDSET) about teaching and learning. It is, in fact, a set of principles.

3. STUDENT TEACHER Fixed Mind-Set Growth Mind-Set Both teacher and student accept the student’s difficulties as given, and neither exerts the effort needed for high levels of student achievement. Both also accept high grades on grade-level work as adequate for advanced learners. Teacher may underestimate student capacity and willingness to work hard and “teach down” because of the student’s language, culture, economic status, race, label, etc. Teacher encourages and insists on student effort and growth. Over time, the student’s mind- set can change to a growth orientation with evidence that effort leads to success. Students at all readiness levels have maximum opportunity for challenge, growth, and success. Both teacher and student study student growth, set goals for progress, and look for ways to continue development. Students at all readiness levels have maximum opportunity for challenge, growth, and success.

4. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasksFlexible groupingContinual assessment Teachers can differentiate through Content Process ProductAffect/Environment According to students’ ReadinessInterestLearning Profile Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences….Orbitals…..Complex Instruction…ETC. Quality Curriculum Building Community C. Tomlinson

5. * It’s adequate for a district or school leader (or professional developers) to tell, or even show, teachers how to differentiate instruction effectively. * Reality: Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ONGOING process of trial, reflection, and adjustment in the classroom itself.

7. * Differentiation is something a teacher does or doesn’t do (as in, “I already do that,” or “I tell our teachers that they already differentiate instruction.”). * Reality: Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way. * However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile.

9. How to Differentiate Name: Date: Fogarty & Pete, 2011

10. Change the Content

11. Complexity Resources Environment

12. Change the Content Complexity Concrete to Abstract Do/View/Construe Resources Text/Media Environment TAPS

13. 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 http://www.etacuisenaire.com Virtual Manipulatives http://www.neirtec.org/activities/math_portal.htm Wolfram Alpha http://www.wolframalpha.com/

14. VIEW – Graphic Organizers - Representational www.graphicorganizers.com

16. http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

17. 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.

22. Change the Process

23. Direct Instruction Cooperative Learning Inquiry

24. Change the Process Direct Instruction Hook them Curiosity NoveltyNovelty Cooperative Learning Each one – Teach one Inquiry PBL

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

27. 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

28. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application S. Gendron, Kentwood presentation, March 2011

29. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. S. Gendron, Kentwood presentation, March 2011

30. Questgarden The Buck Institute

31. Change the Product

32. Entry Points Expressive Modes Accountability

33. Change the Product Entry Points How they learn Expressive Modes How they express it Accountability How we grade/score it Formative/Portfolios/Performance Based

34. Change the Product Entry Points How they learn Expressive Modes How they express it Accountability How we grade/score it Formative/Portfolios/Performance Based

35. Story Elements: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic) Target: I can describe the elements of a story (characters, setting, plot).

36. Create a pair of collages that compares you and a character in the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking. Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character. Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why. Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’. Make 2 timelines. The first should illustrate and describe a least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting. Using books of proverbs and/on quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices. Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough. Find several songs you think reflect an important message from the book. Prepare a Podcast. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning. Novel Title: ____________________Author:_______________________ Activities Selected: _______, _____, _____ Student: ______________________

37. Counting Principles & Probability: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic) Targets: I can write the steps of a math induction proof for a given series. I can apply Pascal’s Triangle to find the coefficients of a binomial expansion. I can apply the Binomial Theorem to expand a binomial. I can find probabilities of mutually exclusive & independent events. V. Thomasma, Kentwood

41. Story Response: Choice Board (Triarchic Intelligences) TARGET: I can describe the theme or message that a writer or author wants to communicate.

42. Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story. Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story. Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story.

43. Immigration: Choice Board (Triarchic Intelligences) TARGET: I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.

44. Analytic 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.

45. Show-And-Tell Boards All students have the same TASK, but have a choice of SHOW AND TELL. Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL

46. SHOWIllustrationsDiagram or Flow Chart How-to Brochure TELLUse topic headings and paragraphs Use detailed numbered or bulleted steps Write detailed sentences

47. SHOWCharts and graphs Timeline of incidents related to the event Illustrations, photographs, graphics, or artifacts TELLNewspaper article Video news interview Speech

48. 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.

49. Basic Cube Record Sheet. STEPS 1. 2. 3. 4. 5. 6.. WHAT’S THE DIFFERENCE? Independent Variable - Dependent Variable -. MUSICAL EGGS Question: Does listening to music cause chickens to lay more eggs? Hypothesis:. PREDICTING EGGS Hypothesis: Listening to music causes chickens to lay more eggs. Prediction: If… And… Then… 5. DOUBLE “T” 6. GRAPH IT

50. QR Codes

51. Do we differentiate by: Whole group? Small group? Individual?

52. Do we differentiate by: Whole group? Multimodal – tap into many ways of learning Small group? Instructional Interventions Individual? Tutorials

54. Hook Input Interaction Product Assessment Reflection

55. Hook – Role Play (content) Input – Direct Instruction (Little Book) - Novelty (content/process) Interaction – 3 Musketeers (process) Product – Little Book on DI Theory (product) Assessment – Tell and Retell Reflection – Scale of 1-10

56. As a team of educators: Discuss with your peers the differentiated instructional ideas and strategies that you recommend for implementation in your unit. Tic Tac Toe Choice Board, Triarchic Choice Board, Menu (Appetizer, Entrée, Dessert), Show & Tell, Think Dots Tiered Assignment

57. How do you eat an elephant?????