1. Strategies for Differentiated Instruction Michael Klein MISD Science Consultant New Teacher Academy March 18, 2009

2. Goals for this Time Understanding our students Assessment for learning Brief review of some DI strategies Project Based Learning as a bridge to DI Universal Design for Learning (E3T) Understanding our students Assessment for learning Brief review of some DI strategies Project Based Learning as a bridge to DI Universal Design for Learning (E3T)

3. Responsibility for Learning “We are all responsible for our own learning. The teacher’s responsibility is to create educational environments that permit students to assume the responsibility that is rightfully and naturally theirs.” Brooks and Brooks (1993)

4. Misunderstood Minds Difficulties with text (video) Difficulties with text Difficulties with mathematics (video) Difficulties with mathematics Difficulties with text (video) Difficulties with text Difficulties with mathematics (video) Difficulties with mathematics

5. Misunderstood Minds Explore site (at least two sections) http://www.pbs.org/wgbh/misunderstoodminds/intro.html http://www.pbs.org/wgbh/misunderstoodminds/intro.html Share out with group Explore site (at least two sections) http://www.pbs.org/wgbh/misunderstoodminds/intro.html http://www.pbs.org/wgbh/misunderstoodminds/intro.html Share out with group

6. Formative Assessment Think Pair Share What is formative assessment? What is formative assessment? What might it have to do with differentiated instruction? What might it have to do with differentiated instruction?

7. Five Keys to Formative Assessment Learning Targets Actionable Feedback for Learning Student Self Assessment Appropriate Questioning Instructional Adjustments Learning Targets Actionable Feedback for Learning Student Self Assessment Appropriate Questioning Instructional Adjustments

8. Three Major Ways to Differentiate Content Activity / Process Product Content Activity / Process Product

9. Differentiated Instruction Strategies

10. Stations Different spots in the classroom where students work on various tasks simultaneously. These stations can be formal or informal. They can be a frequent or occasional part of the learning process. They invite flexible grouping and allow both teacher and student grouping selections. Different spots in the classroom where students work on various tasks simultaneously. These stations can be formal or informal. They can be a frequent or occasional part of the learning process. They invite flexible grouping and allow both teacher and student grouping selections.

11. Tiered Activities Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top. If needed, clone the activity along the ladder to provide additional opportunities. Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top. If needed, clone the activity along the ladder to provide additional opportunities.

12. Agendas Personalized lists of tasks for each student. They can be used independently or in collaboration with stations or centers. Personalized lists of tasks for each student. They can be used independently or in collaboration with stations or centers.

13. Learning Contracts Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed. Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility. Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed. Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility.

14. Centers Centers have often been described as distinct stations. For example, their may be a science center, a math center, and a home life center. The teacher will need to develop some sort of tracking device to follow student understanding. Mostly used in elementary. Centers have often been described as distinct stations. For example, their may be a science center, a math center, and a home life center. The teacher will need to develop some sort of tracking device to follow student understanding. Mostly used in elementary.

15. Choice Boards Activities are arranged around the room and organized on a pocket board with similar activities in rows. The teacher may direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row. Activities are arranged around the room and organized on a pocket board with similar activities in rows. The teacher may direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row.

16. Compactin g Determine the learning objectives Find an appropriate way to assess those objectives Identify students who could master more quickly (or pre-test the whole class) Assess students to determine their mastery levels Streamline practice or instruction for students that demonstrate mastery of learning objectives Provide small group instruction for students in the middle of the pack Offer more challenging alternatives based on interest Maintain records of the compacting process Determine the learning objectives Find an appropriate way to assess those objectives Identify students who could master more quickly (or pre-test the whole class) Assess students to determine their mastery levels Streamline practice or instruction for students that demonstrate mastery of learning objectives Provide small group instruction for students in the middle of the pack Offer more challenging alternatives based on interest Maintain records of the compacting process 8 Step Process

17. Independent Study Most effective for advanced students. This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas. Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students. Most effective for advanced students. This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas. Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students.

18. Portfolios Allow for independent and differentiated writing. Can offer multiple, tiered writing prompts. Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress. Allow for independent and differentiated writing. Can offer multiple, tiered writing prompts. Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress.

19. DI and Your Classroom Think Pair Share What are some things that you currently do to differentiate instruction in your classroom? What are some things that you currently do to differentiate instruction in your classroom? What might you consider doing in the coming weeks? What might you consider doing in the coming weeks?

20. Project Based Learning (PBL) Project Based Learning (PBL) is contextual and based on real world scenarios. It can provide a complete framework for differentiating instruction. PBL lessons should be purposefully vague, allowing the students to construct their own knowledge.

21. Crickets

22. PBL - Soap Making Students research the saponification process and integrate chemistry, biology, math, history, technology and English writing skills.

23. PBL - Independent Student Research Students design independent research projects. The projects include problem selection, experimental design, data analysis and formal reporting of their results.

24. PBL - Forensic Scenarios Opportunities to integrate creative writing, physical, and biological science, probability, statistics, and a wide range of technology uses.

25. Water Quality Monitoring Water quality monitoring offers a topical and relevant framework for water chemistry, biology, computer aided data collection, data analysis (with and without Excel), persuasive writing, land forms and geography, and responsible citizenship.

26. Differentiating Summative Assessment Digital Story Telling Google Maps Weebly Web Creation Online Timelines Podcasting (Video and Audio) Digital Story Telling Google Maps Weebly Web Creation Online Timelines Podcasting (Video and Audio) Common Rubric Common Rubric

27. Developing Web Presence Students need the ability to go back to classroom learning at a time that is convenient for them. E3T site on web presence Students need the ability to go back to classroom learning at a time that is convenient for them. E3T site on web presence

28. Universal Design for Learning: 8 th Grade History Studying for the End of the Unit Exam Mr. Langhorst’s Virtual Classroom Mr. Langhorst’s Virtual Classroom

29. Universal Design for Learning: Mathematics Using technology to share the information Mathematics Virtual Notes Mathematics Virtual Notes

30. Universal Design for Learning: Science Organization to Provide a Second Look at Concepts Chemmybear Study Cards Study Cards Video Cast Video Cast