1. Differentiated Instruction Jacque Melin – GVSU www.formativedifferentiated.com

2. 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

3. HUGE – LIKE AN ELEPHANT

4. Rigor/Relevance For All Students

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

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

7. 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 Application Model S. Gendron, Kentwood presentation, March 2011

8. 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

9. Beginning with the end in mind…  What are we asking our students to know, understand, and be able to do?

10. When is a Task Rigorous? think deeply about a problem analyze new situations interpret and synthesize knowledge bring ideas together in a new or creative way develop and justify their own criteria for evaluation are intellectually challenged Students…

11. Rigor is… Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Rigor is not… More or harder worksheets The higher level book in reading Additional “work” More homework

12. Rigor is about complexity-not difficulty!

13. Academic rigor is helping kids learn to think for themselves…

14. Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Apply in one discipline Apply across disciplines Apply to real- world predictable situations Apply to real-world unpredictable situations Knowledge In one discipline

15. When is a Task Relevant? see the value beyond the school setting address an actual problem of contemporary significance build on real-life experiences to solve communicate knowledge beyond the classroom recognize the connection between classroom knowledge and situations outside the classroom Students…

16. Relevant Lessons Ask Students To: EVALUATEREVISE JUSTIFYRECOMMEND INFERARGUE PREDICT PRIORITIZE CONCLUDE FORMULATE

17. Relevant lessons ask students to apply their knowledge to real-world problems that have more than one solution.

18. Relevant tasks answer the question, “Why do we have to know this?!”

19. “The challenge is great, but so is the opportunity. ”

20. Additional Resources  Common Core State Standards  http://www.cde.ca.gov/re/cc/ http://www.cde.ca.gov/re/cc/  Sample Released Items (SBAC)  http://www.smarterbalanced.org/sample-items-and- performance-tasks/ http://www.smarterbalanced.org/sample-items-and- performance-tasks/

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

23. Change the Content

24. Complexity Resources Environment

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

26. 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/

27. DO – Manipulatives: Concrete Language arts manipulatives Science manipulatives Social studies manipulatives

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

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

34. Think Dots  Rock Cycle

36. What I like…  This as a formative assessment  It is tiered for students  Student choice of activity  Potential student collaboration

40. S H A P E

42. Tiering is…  A form of differentiation  Differentiation according to readiness  Based upon students’ readiness for a particular task  Driven by pre- assessment  NOT the only kind of differentiation, though it is foundational  NOT locking students into “ability boxes” -- groups are flexible and vary according to the task  NOT more work or “better” work for some levels – tasks are equitable

43. Tiered assignments should be: -Different work, not simply more or less work -Equally active -Equally interesting and engaging -Fair in terms of work expectations and time needed -Require the use of key concepts, skills, or ideas -Are used as practice or daily work, NOT as an assessment task to be graded. -Learn from each other – share work!

44. Basic Elements Defining the Core Curriculum Process: Thinking Skills ContentProcess: Research Skills Product Thinking SkillSubject MatterResearch Skills and/or Resources Culmination or Exhibition ListThe causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

45. Differentiating the Core: Modifying the Process Element – Thinking Skills Process: Thinking Skills ContentProcess: Research Skills Product Judge with criteria The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information. ListThe causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

46. Differentiating the Core: Modifying the Process Element – Research Skills Process: Thinking Skills ContentProcess: Research Skills Product Judge with criteria The causes and effects of the Industrial Revolution Interview an American history professor at the university; use the Internet; and read the text, Chapter IV. Write a paragraph to share the information. ListThe causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

47. Differentiating the Core: Modifying the Product Element Process: Thinking Skills ContentProcess: Research Skills Product Judge with criteria The causes and effects of the Industrial Revolution Interview an American history professor at the university; use the Internet; and read the text, Chapter IV. Write an editorial and debate the positive and negative consequences of the Industrial Revolution. ListThe causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

48. Differentiating the Core: Modifying the Content Element Process: Thinking Skills ContentProcess: Research Skills Product Judge with criteria The patterns in the behaviors and trends of consumers and producers who contributed to the causes and subsequent effects of the Industrial Revolution. Interview an American history professor at the university; use the Internet; and read the text, Chapter IV. Write an editorial and debate the positive and negative consequences of the Industrial Revolution. ListThe causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

49. Tiered Graphic Organizers Tier 1

50. Tiered Graphic Organizers Tier 2

51. Tiered Graphic Organizers Tier 3

52. Task/Work  Make sure the directions are clearly stated in student-friendly language.  Include specific details (e.g., “Give a minimum of three examples”)  Include criteria for quality or a rubric so students clearly know your expectations for their work.  As appropriate, sequence the steps students need to follow.  Include examples or samples of work as necessary.  Explain how students will share their work.  Double-check that the directions can be followed by students independently.

53. Write a letter to yourself stating at least five key points that you would like to remember about differentiated instruction and how you will use these things in your classroom. Task Cards/Work Cards Write a letter to your principal comparing what you have learned about differentiated instruction to what is happening in your school. Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.

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

55. 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. 3 Levels of Challenge - CbC

60. Tiered Assignment  Rockin’ Read and Research Standards and KUDRubric

61. Tiered Activity  Three Levels AdvancedGrade Level

62. Tiered Activity  Three Levels EmergentVisual Reference

63. Tiered Activity  Rockin’ Read and Research What I like…  CCSS connection to reading and citing evidence from the text. This supports ELA and enhances science curriculum as well. Collaboration with the ELA teacher will be necessary to group students in each tier. Team collaboration is valuable!  I’m pleased with the subtle name changes for each level so that students who are working on the emergent worksheet will not be intimidated by students who are advanced.  Students will have the opportunity to view visual depictions of each of the weathering, erosion, and deposition examples.  The technology connection will engage students.  Students will have the opportunity to connect their lab results to written text as well as visual examples.