2. Differentiating Instruction Strategies for Students Success

3. 2 Objectives Participants will be able to: Identify key elements of differentiation and work with different models of differentiation. Use key elements of differentiation to address student needs (student readiness, interest, learning profile) and classroom applications. Reflect on the strengths and opportunities for growth in their own classrooms related to the key elements of differentiation.

4. Ice Breaker Name Graphing In your group use graph paper to graph the number of letters in your first name with the other people in your group. Once done look at the total number of letters in each of your names. Pick a partner based on a mathematical concept and be ready to share why you picked that person as a partner. 3

5. Ice Breaker Make an Introduction Card Find the sum of the total of you and your partners name Take that total and create a four number equation that equals the sum of both names. –K-2Use only “+” and “-” –3-5Use only “*” and “/” On a piece of paper write your equation out starting in the upper left hand corner 4

6. Information Card 5 Directions –In the upper left hand corner write information about your job that is equal to the number in this corner –In the lower left hand corner write information about your likes that is equal to the number in this corner –In the upper right hand corner write information about you personally that is equal to this number –In the lower right hand corner write information about your dislikes that is equal to the number in this corner

7. 6 Jeremy Centeno =15 1 st Grade 18 years Cedar Grove Math Title 1 School + 5 Cookies Line Dancing Beach Camping Comic Books 5 + Tomatoes Spiders Mean People Data Analysis 4 + I have two cats. 1

8. How can this activity be applied to differentiation? Represents an activity based on group readiness. Can be used as a personality, likes, and dislikes activity to differentiate according interests. Graphs can be created into a graph wall center that can be used to differentiate activities for students. 7

9. What is differentiation? As a group decided which way the majority of your group will answer this question: 1.Write one sentence that describes differentiation. 2.Make a list of what you think differentiation is. 3.Draw a picture or comic that explains what differentiation is.

10. How does this activity relate to differentiation? Quick assessment to determine the learning profiles of students. This profile is based on Sternberg. –Choice one:Analytical –Choice two:Practical –Choice three:Creative We will learn more about this later! 9

11. Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

12. “Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.” Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl Corwin Press, Inc. – 2003 – pp. 86-87

13. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers Can Differentiate Through: Content Process Product Environment According to Students’ ReadinessInterestLearning Profile Through a range of strategies such as: Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning Centers

14. What’s the point of differentiating in these different ways? Readiness Growth Interest Learning Profile Motivation Efficiency

15. Key Principles of a Differentiated Classroom The teacher is clear about what matters in subject matter.The teacher is clear about what matters in subject matter. All students participate in respectful work.All students participate in respectful work. The teacher understands, appreciates, and builds upon student differences.The teacher understands, appreciates, and builds upon student differences. Assessment and instruction are inseparable.Assessment and instruction are inseparable. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. Students and teachers are collaborators in learning.Students and teachers are collaborators in learning. Goals of a differentiated classroom are maximum growth and individual success.Goals of a differentiated classroom are maximum growth and individual success. Flexibility is the hallmark of a differentiated classroom.Flexibility is the hallmark of a differentiated classroom. The teacher is clear about what matters in subject matter.The teacher is clear about what matters in subject matter. All students participate in respectful work.All students participate in respectful work. The teacher understands, appreciates, and builds upon student differences.The teacher understands, appreciates, and builds upon student differences. Assessment and instruction are inseparable.Assessment and instruction are inseparable. The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. Students and teachers are collaborators in learning.Students and teachers are collaborators in learning. Goals of a differentiated classroom are maximum growth and individual success.Goals of a differentiated classroom are maximum growth and individual success. Flexibility is the hallmark of a differentiated classroom.Flexibility is the hallmark of a differentiated classroom. Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

16. Differentiation Activity Readiness Group Carousel As a group visit and spend a minute at each poster. Show different ways in which to represent the numbers on the chart paper. Visit each paper and work as a team to figure out different ways to represent the number. 15

17. 16 How does this activity address an area of differentiation?

18. There are two keys to differentiation: 1.Know your kids 2.Know your content

19. There are two keys to differentiation: 1.Know your kids 2.Know your content

20. 19 Research Activity Venn Diagram Share In your groups you will be assigned a number. Read the section of the research that pertains to your specific number. Research Summaries Ones – Readiness Twos – Interest Threes – Learning Profile When done reading as a group use the materials provided to create a Venn Diagram. Be prepared to share your findings as a group.

21. READINESS What does READINESS mean? It is the student’s entry point relative to a particular understanding or skill. C.A.Tomlinson, 1999

22. Advanced Learners ♦ Advanced learners can become mentally lazy, even though they do well in school. ♦ Advanced learners may become “hooked” on the trappings of success. ♦ Advanced learners may become perfectionists. ♦ Advanced learners may fail to develop a sense of self-efficacy. ♦ Advanced learners may fail to develop study and coping skills.

23. Tiered Assignments Rationale for Use Blends assessment and instruction Allows students to begin learning where they are Allows students to work with appropriately challenging tasks Allows for reinforcement or extension of concepts and principles based on student readiness Allows modification of working conditions based on learning style Avoids work that is anxiety-production (too hard) or boredom-producing (too easy) Promotes success and is therefore motivating Tomlinson, 2001, p.101

24. Clothesline Activity Differentiation Readiness As a group pick a content area of interest. Create a clothesline activity for a small group based on readiness. Pick one person who will teach the lesson to other groups. Rotate from group to group and have them do the clothesline activity. 23

25. INTEREST What does INTEREST mean? Discovering interest is important; Creating interest is even more important. Inventing Better Schools, Schlechty

26. BRAIN RESEARCH SHOWS THAT... Eric Jensen, Teaching With the Brain in Mind, 1998 Choices vs. Required content, process, product no student voice groups, resources environment restricted resources Relevant vs. Irrelevant meaningful impersonal connected to learner out of context deep understanding only to pass a test Engaging vs. Passive emotional, energeticlow interaction hands on, learner input lecture seatwork EQUALS Increased intrinsicIncreased MOTIVATION APATHY & RESENTMENT

27. - CHOICE- The Great Motivator! Requires children to be aware of their own readiness, interests, and learning profiles. Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!) Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC... GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING! Research currently suggests that CHOICE should be offered 35% of the time!!

28. Vocabulary Activity Differentiation Interests Examine the vocabulary card given to your group. Discuss why that word is represented the way it is on that card Come up with your own representation of the vocabulary word by choosing the following: 27

29. 28 Choice 1: Represent your word in the form of a graphic organizer Choice 2: Represent your word in the form of a graphic Choice 3: Write a paragraph using the vocabulary word. Choice 4: Come up with a role play to represent this vocabulary word.

30. Differentiation Using LEARNING PROFILE Learning profile refers to how an individual learns best - most efficiently and effectively. Teachers and their students may differ in learning profile preferences.

31. Learning Profile Factors Group Orientation independent/self orientation group/peer orientation adult orientation combination Learning Environment quiet/noise warm/cool still/mobile flexible/fixed “busy”/”spare” Cognitive Style Creative/conforming Essence/facts Expressive/controlled Nonlinear/linear Inductive/deductive People-oriented/task or Object oriented Concrete/abstract Collaboration/competition Interpersonal/introspective Easily distracted/long Attention span Group achievement/personal achievement Oral/visual/kinesthetic Reflective/action-oriented Intelligence Preference analytic practical creative verbal/linguistic logical/mathematical spatial/visual bodily/kinesthetic musical/rhythmic interpersonal intrapersonal naturalist existential Gender & Culture

32. Learner Profile Card Auditory, Visual, Kinesthetic Modality Multiple Intelligence Preference Gardner Analytical, Creative, Practical Sternberg Student’s Interests Array Inventory/Winnie the Pooh Gender Stripe

33. Visual Take numerous detailed notes Tend to sit in the front Are usually neat and clean Often close their eyes to visualize or remember something Find something to watch if they are bored Like to see what they are learning Benefit from illustrations and presentations that use color Are attracted to written or spoken language rich in imagery Prefer stimuli to be isolated from auditory and kinesthetic distraction http://www.usd.edu/trio/tut/ts/styleres.html

34. Auditory Sit where they can hear but needn't pay attention to what is happening in front May not coordinate colors or clothes, but can explain why they are wearing what they are wearing Hum or talk to themselves or others when bored Acquire knowledge by reading aloud Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics). http://www.usd.edu/trio/tut/ts/styleres.html

35. Kinesthetic Need to be active and take frequent breaks Speak with their hands and with gestures Remember what was done, but have difficulty recalling what was said or seen Find reasons to tinker or move when bored Rely on what they can directly experience or perform Activities such as cooking, construction, engineering and art help them perceive and learn Enjoy field trips and tasks that involve manipulating materials Sit near the door or someplace else where they can easily get up and move around Are uncomfortable in classrooms where they lack opportunities for hands-on experience Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back http://www.usd.edu/trio/tut/ts/styleres.html

36. Modality Task Prompts VisualAuditoryKinesthetic PicturesSpeechesMatching games Graphic OrganizersDiscussionsModeling Color codingInfomercials or PSAs“Becoming” the task PostersCreating Question ListsHands-on tasks / touching Charts / GraphsRead Alouds“Peg Board” yarn game VideosBooks / Instructions on tape Gestures and Motions Detailed NotesSelf Talk (Whispies)Motion VisualizingTape Recording AnswersDrama / Skits Making BooksInterviewsCharades To Do ListsLectures / Tone & Inflection Manipulatives Written DirectionsSpoken DirectionsModeled Directions

37. EIGHT STYLES OF LEARNING TYPE CHARACTERISTICS LIKES TOIS GOOD AT LEARNS BEST BY LINGUISTIC LEARNER “The Word Player” Learns through the manipulation of words. Loves to read and write in order to explain themselves. They also tend to enjoy talking Read Write Tell stories Memorizing names, places, dates and trivia Saying, hearing and seeing words LOGICAL/ Mathematical Learner “The Questioner” Looks for patterns when solving problems. Creates a set of standards and follows them when researching in a sequential manner. Do experiments Figure things out Work with numbers Ask questions Explore patterns and relationships Math Reasoning Logic Problem solving Categorizing Classifying Working with abstract patterns/relationships SPATIAL LEARNER “The Visualizer” Learns through pictures, charts, graphs, diagrams, and art. Draw, build, design and create things Daydream Look at pictures/slides Watch movies Play with machines Imagining things Sensing changes Mazes/puzzles Reading maps, charts Visualizing Dreaming Using the mind’s eye Working with colors/pictures MUSICAL LEARNER “The Music Lover” Learning is often easier for these students when set to music or rhythm Sing, hum tunes Listen to music Play an instrument Respond to music Picking up sounds Remembering melodies Noticing pitches/ rhythms Keeping time Rhythm Melody Music

38. EIGHT STYLES OF LEARNING, Cont’d TYPE CHARACTERISTICS LIKES TOIS GOOD AT LEARNS BEST BY BODILY/ Kinesthetic Learner “The Mover” Eager to solve problems physically. Often doesn’t read directions but just starts on a project Move around Touch and talk Use body language Physical activities (Sports/dance/ acting) crafts Touching Moving Interacting with space Processing knowledge through bodily sensations INTERpersonal Learner “The Socializer” Likes group work and working cooperatively to solve problems. Has an interest in their community. Have lots of friends Talk to people Join groups Understanding people Leading others Organizing Communicating Manipulating Mediating conflicts Sharing Comparing Relating Cooperating interviewing INTRApersonal Learner “The Individual” Enjoys the opportunity to reflect and work independently. Often quiet and would rather work on his/her own than in a group. Work alone Pursue own interests Understanding self Focusing inward on feelings/dreams Pursuing interests/ goals Being original Working along Individualized projects Self-paced instruction Having own space NATURALIST “The Nature Lover” Enjoys relating things to their environment. Have a strong connection to nature. Physically experience nature Do observations Responds to patterning nature Exploring natural phenomenon Seeing connections Seeing patterns Reflective Thinking Doing observations Recording events in Nature Working in pairs Doing long term projects

39. Analytical Bullets Lists Steps Worksheets Tables Venn Diagrams Timelines Sequential Items Flow Charts Compare and Contrast Find the error Evaluating Sorting and Classifying Appealing to logic Critique and Criticize Explaining Difficult Problems to others Making Inferences and Deriving Conclusions Puns and Subtleties

40. Practical Working your way out of a problem Notes to Self (what questions to ask myself, how to make sense of for myself) Here is a problem, explain what happened Analogies Draw real world examples Advising and convincing others (Advice columns) Hands-on Activities Taking things apart and fixing them Understanding and Respecting others / Friendships / Resolving Conflicts Putting things into Practice Adapting to New Situations

41. Creative Figure out a way to explain Idiot’s Guide To… (Book for Dummies) How to represent Make your own interpretation Pictures or news bulletins to describe Designing new things Alternative solutions and methods Thinking in pictures and images Noticing things other people tend to ignore Suppose something was changed… What would happen if? Acting and Role playing Inventing

42. Linear – Schoolhouse Smart - Sequential ANALYTICAL Thinking About the Sternberg Intelligences Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart – Contextual – Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem. CREATIVEInnovator – Outside the Box – What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.

43. Personal Objectives/Personality Components Teacher and student personalities are a critical element in the classroom dynamic. The Array Model (Knaupp, 1995) identifies four personality components; however, one or two components(s) tend to greatly influence the way a person sees the world and responds to it. A person whose primary Personal Objective of Production is organized, logical and thinking-oriented. A person whose primary Personal Objective is Connection is enthusiastic, spontaneous and action-oriented. A person whose primary Personal Objective is Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array model descriptors and offers specific Cooperative and Reluctant behaviors from each personal objective. Personal Objectives/Personality Component HARMONYPRODUCTIONCONNECTIONSTATUS QUO COOPERATIVE (Positive Behavior) Caring Sensitive Nurturing Harmonizing Feeling-oriented Logical Structured Organized Systematic Thinking-oriented Spontaneous Creative Playful Enthusiastic Action-oriented Quiet Imaginative Insightful Reflective Inaction-oriented RELUCTANT (Negative Behavior) Overadaptive Overpleasing Makes mistakes Cries or giggles Self-defeating Overcritical Overworks Perfectionist Verbally attacks Demanding Disruptive Blames Irresponsible Demands attention Defiant Disengaging Withdrawn Delays Despondent Daydreams PSYCHOLOGICAL NEEDS Friendships Sensory experience Task completion Time schedule Contact with people Fun activities Alone time Stability WAYS TO MEET NEEDS Value their feelings Comfortable work place Pleasing learning environment Work with a friend sharing times Value their ideas Incentives Rewards Leadership positions Schedules To-do lists Value their activity Hands-on activities Group interaction Games Change in routine Value their privacy Alone time Independent activities Specific directions Computer activities Routine tasks

44. 43 Sideways Arithmetic From Wayside School By Louis Sachar

45. 44 e l f + e l f f o o l Problem from Sideways Arithmetic Word Arithmetic 1: Addition

46. 45 R K K S R – S R C R S Q C Q Word Arithmetic II: Subtraction

47. Word Arithmetic II: Multiplication 46 d o g x a d ______ d o g a d o ______ a g o g

48. Designing a Differentiated Activity Card Games Bean Bag Toss 47

49. 48 The Beads Tayesha liked to dress up in her mother’s clothes and pretend that she was grown up. One day she put on her mother’s beautiful red and blue necklace. When she started to take it off, the string broke and all the red and blue beads fell to the floor. Tayesha gathered up the beads and found 6 blue beads and 6 red beads. She knew the beads had been strung in a pattern but she couldn’t remember what it was. Can you put the beads back together in a pattern? Use crayons to draw the pattern on your paper.

50. 49 Make Your Own Number Cubes Number the squares so that the numbers on opposite faces of these nets add up to 7. 5 4 6 2 6 1 3 6 2

51. 50 Hundreds Chart 1 2 3 4 5 6 7 8 910 11121314151617181920 21222324252627282930 31323334353637383940 41424344454647484950 51525354555657585960 61626364656667686970 71727374757677787980 81828384858687888990 919293949596979899100

52. 51 Bits and Pieces 48 34 79 86 50 51 63

53. 52 2637 32

54. 53 Hundred Board Discoveries

55. 54 More Hundred Board Discoveries What prediction could you make from the last grid discovery? What should total 24? Why? 1 8 15 3 8 131415

56. 55 Is There a Pattern? How many rectangles? The figure is continuous and order cannot be changed! 1234

57. 56 1234 123 2 34 12 23 1234 34 10 rectangles With 1 rectangle? 1 With 2 rectangles? With 3 rectangles? 1, ___, ____, 10

58. 57 Games to Build Number Sense Poor Johnny One Number Game of 24 Bowling games

59. 58 Poor Johnny One-Number How can you express the number 1 using only the number 3? 3 ÷ 3 Your job is to express the numbers 1 through 25 using only the number 3.

60. 59 Bowling Determine the rules. 1. Begin using only addition, subtraction, multiplication and division. 2.Roll 3 die. 3.Use those three number to eliminate each of the numbers on the pins. You may only use each number once. 4.When you cannot eliminate any more numbers from the chart, roll again. Extension: Ask for the perfect set of three numbers that will eliminate all the pins. Example: 6, 5, 2 Turn 1 (6 + 5) – 2 = 9 5 x 2 – 6 = 4 1 2 3 4 5 6 7 8 9 10

61. 60 Bowling Extension Determine that the rules are anything goes. You may only use each number once. 1.Roll 3 die. 2.Using those three numbers, eliminate as many pins as possible. Example: Roll 1, 5, 3 1 + 3 = 4; x 5 = 10 1 + 3 + 5 = 9 5¹ + 3 = 8 1 to the 5 th power + 3 = 4 1 to the 5 th power x 3 = 3 1³ + 5 = 6 1³ x 5 = 5 5 – 3 = 2; 2¹ = 2 5 – 3 – 1 = 1 1 + 3 = 4 + 5 = 7 1 2 3 4 5 6 7 8 9 10

62. 61 Boggle Make as many equations as you can in one minute using numbers in adjacent boxes. Allowed 8 + 4 = 12 Not allowed 5 + 4 = 9 15967 31285 74132 511110

63. 62 Fibonacci’s Rabbit Problem Suppose you start with a pair of newborn rabbits, one male and one female, and they produce one pair of rabbits, also male and female, at the end of two months, and another pair every month after that. Suppose, too, that each new pair does the same: They produce their first pair when they are two months old, and then produce another pair every month thereafter. Assume that this goes on forever. How many pairs of rabbits will there be at the beginning of each month for 7 months?

64. 63 Solution to Rabbit Problem KEY TO DIAGRAM = new pair;  =1 mo. old;  = reproducing pair # MOS.NUMBER OF PAIRS 1 2  1 3  2 4  3 5  5 6  8 7     13

65. 64 Recess!!! Which recess would you choose for the next two weeks? One-half hour every day… or One minute the first day, two minutes the second day, four minutes the third day and so on…

66. 65 Recess!!! Choice 1 30 min. x 10 days = 300 min = 5 hours for the two weeks Choice 2 Day 11 min. Day 22 min. Day 34 min. Day 48 min. Day 516 min. Day 632 min. Day 764 min. Day 8128 min. Day 9256 min. Day 10512 min. Total1023 m. 17h 5 m

67. 66 Recess Problem Pattern The recess problem demonstrates powers of 2. It shows exponential growth rather than additive growth. 1 is 2 0 2 is 2 1 4 is 2 2 8 is 2 3 16 is 2 4 32 is 2 5 64 is 2 6

68. 67 Sharing Activity One Part 2 10 mins First--with two colleagues who read the same summaries. Second—with two colleagues who read capsules for the other two areas.

69. 68 Capsules of Research and Theory on Differentiation Students do not grow academically unless the work they do is a match for their readiness levels. When student interests match the work they are asked to do in school, they are more motivated to learn. Students learn more efficiently when they have the option to learn and express learning in ways that work for them.

70. 69 Capsules of Research and Theory on Differentiation Readiness differentiation leads to student growth Interest differentiation leads to student motivation Learning Profile differentiation leads to student efficiency of learning

71. 70 Reflection Carousel Activity 2 10 mins On the charts: Readiness; Interest; Learning Profile; record how these are addressed in your classroom.

72. 71 Differentiation Model Activity Three Part 1 10 mins Group by grade level or course. Read research summaries and jot down findings that relate to your work.

73. 72 A Question for You Activity Three Part 2 10 mins Based on this research, how should students in our classrooms benefit if we grew to be comfortable and confident in addressing their readiness differences, interests, and preferred ways of learning?

74. 73 Two Important Conclusions Research provides educators with two conclusions worthy of our consideration. Student populations are becoming more academically diverse—and will likely continue to do so. Those students achieve better when teachers actively address their differences in readiness, interest, and mode of learning as a consistent part of teaching and learning?

75. 74 Student Learning Needs Case Studies Activity 4 Ernesto Felissa Noah

76. 75 Reflection Stems Activity Five Pt. 1 Example I already do: I work hard to find books that are on topics that interest individual students in my class. I’d like to get better at: I’d like to know ways to assess student readiness so I’d know how to address their readiness needs more consistently. To accomplish that, I’d need to: I could read books or attend professional development sessions on differentiation or on- going assessment. I could also talk with colleagues to find out how they assess student readiness.

77. 76 Sharing Stem Completions Activity Five Pt. 2 Inner Outer Circle (6 mins) Form to circles. The inner circle faces the outer circle. A question will be asked and the inner circle will respond. The trainer will ask the outer circle if the response was correct. The trainer will then give the correct response.

78. 77 A Final Thought “That students differ may be inconvenient but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to students.” Theodore Sizer Horace’s Compromise: The Dilemma of the American High School

79. Differentiating Instruction Bay School District "In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners." * * Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Alexandria, VA: ASCD. Dr. Nanci Smith, Ph.D. Educational Consultant Curriculum and Professional Development Cave Creek, AZ nanci_mathmaster@yahoo.com

80. Thinking About Your Students Use the categories below to cluster your students according to their learning needs. Feel free to add or disregard categories. Some students may fit into more than one category. Needs Extra Practice on Basic Skills Needs Extra Time to Complete Tasks Has Strong Interests Often Not Reflected in School Tasks Works Better Independently

81. Thinking About Your Students Works Better Collaboratively Likes Practical, Relevant, Hands-On Tasks Has a Highly Creative Approach to Learning Needs to Work Ahead (Advanced Work) Needs Additional Teaching 80

82. What Differentiated Instruction… IS Differentiated instruction is more QUALITATIVE than quantitative. Differentiated instruction provides MULTIPLE approaches to content, process, and product. Differentiated instruction is STUDENT CENTERED. Differentiated instruction is a BLEND of whole class, group, and individual instruction. Differentiated instruction is "ORGANIC". IS NOT Individual instruction Chaotic Just another way to provide homogenous instruction (You DO use flexible grouping instead) Just modifying grading systems and reducing work loads More work for the "good" students and less and different for the "poor" students

83. “In times of change, the learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer

84. Juicy Verbs composeinfluenceadoptunify devisepromoteelaboratedesignate detailsubstitutemerchandizelimit deconstructproveformulatestructure predictsimulateshadowillustrate proposetailorinscriberefresh eliminatetransformwondertransfer improveadvisevisualizereflect expandemphasizeaccessconcentrate minimizeconvertimmerseapproximate connectponderjustifyregroup portraydesigncompetesimulate incorporateconcentratedisguisemodify producecompartmentalizepersonifyanchor energizeintegrateuncoverdeviate

85. Certain methods of teaching, particularly those that emphasize memorization as an end in itself tend to produce knowledge that is seldom, if ever, used. Students who learn to solve problems by following formulas, for example, often are unable to use their skills in new situations. (Redish, 1996)

86. USE OF INSTRUCTIONAL STRATEGIES. The following findings related to instructional strategies are supported by the existing research: Techniques and instructional strategies have nearly as much influence on student learning as student aptitude. Lecturing, a common teaching strategy, is an effort to quickly cover the material: however, it often overloads and over-whelms students with data, making it likely that they will confuse the facts presented Hands-on learning, especially in science, has a positive effect on student achievement. Teachers who use hands-on learning strategies have students who out-perform their peers on the National Assessment of Educational progress (NAEP) in the areas of science and mathematics. Despite the research supporting hands-on activity, it is a fairly uncommon instructional approach. Students have higher achievement rates when the focus of instruction is on meaningful conceptualization, especially when it emphasizes their own knowledge of the world.

87. Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4-MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats

88. OPTIONS FOR DIFFERENTIATION OF INSTRUCTION To Differentiate Instruction By Readiness To Differentiate Instruction By Interest To Differentiate Instruction by Learning Profile ٭ equalizer adjustments (complexity, open-endedness, etc. ٭ add or remove scaffolding ٭ vary difficulty level of text & supplementary materials ٭ adjust task familiarity ٭ vary direct instruction by small group ٭ adjust proximity of ideas to student experience ٭ encourage application of broad concepts & principles to student interest areas ٭ give choice of mode of expressing learning ٭ use interest-based mentoring of adults or more expert-like peers ٭ give choice of tasks and products (including student designed options) ٭ give broad access to varied materials & technologies ٭ create an environment with flexible learning spaces and options ٭ allow working alone or working with peers ٭ use part-to-whole and whole-to-part approaches ٭ Vary teacher mode of presentation (visual, auditory, kinesthetic, concrete, abstract) ٭ adjust for gender, culture, language differences. useful instructional strategies: - tiered activities - Tiered products - compacting - learning contracts - tiered tasks/alternative forms of assessment useful instructional strategies: - interest centers - interest groups - enrichment clusters - group investigation - choice boards - MI options - internet mentors useful instructional strategies: - multi-ability cooperative tasks - MI options - Triarchic options - 4-MAT CA Tomlinson, UVa ‘97

89. Dear Miss Brin, Yesterday you got really really mad at me in class. I didn’t argue with you, because that just makes you madder and being yelled at makes my stomach feel funny and I can’t think. But I want to say what happened. Maybe you will understand why it looks like I don’t pay attention in class. You told us to open our books to chapter 4 and read silently. Then you asked everyone to put your hand up if we had finished the third page and Sean didn’t. You waited for him to finish the page. Then you told us to take turns reading out loud. When you got to me, I asked you what paragraph to start on, and you started yelling at me. You asked me a lot of questions but you didn’t let me answer any of them. You answered them yourself but the things you said weren’t true answers! This is what happened. I started reading when you said. I finished the chapter and stopped because you get mad if I read any more. I didn’t get out another book because that makes you mad too. I didn’t doodle or do math or talk to Sarah or get up or walk around because those things make you mad. So I worked on my greek in my head until you called on me.

90. I tried to keep track of where the other kids were when they were reading. And I had the right page. I just didn ’ t hear where Kim stopped. Her voice is sooo quiet and the verb I was saying was too loud in my head! So it ’ s not true that I was day dreaming! And I ’ m not stuck up or arrogant or insolent or any of the things you said I was! I TRY to follow along but I CAN ’ T read that slow!! You said you got mad because I was wasting everybodies time. But I just asked “ which paragraph Miss Brin? ” Look at your watch and say it too. It takes 2 seconds. You could have said “ the third paragraph. ” That takes 21 seconds. I timed it too. Then Sarah and Amy R and Amy B would have 6 minutes to read aloud. Instead you yelled at ME for 6 minutes and they did not get to read any thing! Peter takes almost a whole minute to read “ Ben heard the bear cough behind him. ” I timed him. It ’ s a game I made up to pay attention instead of doing Greek or making up poems in my head. If I ask you what paragraph and you tell me it still takes me less than half a minute for me to read a whole paragraph. So I guess I don ’ t understand why you are mad or why you used 6 minutes to tell the class what a bad stupid mean person i am because I wasted their time for 4 seconds. I think YOU wasted their time!!! And I think YOU were mean to call me those names in front of everybody!!!!

91. Miss Brin I want to do what you tell me! I don ’ t understand why I can ’ t keep reading at the end of a chapter. Or get out my other books. or study my greek. Or draw or doodle or write in my journal. But you don ’ t want me to do that so I don ’ t. But I can ’ t sit and stare at the wall. If i try to do that I just start thinking about something else! I don ’ t know HOW to not think! I don ’ t know HOW to read slow! Please tell me what to do so it won ’ t make you mad at me all the time. And PLEASE don ’ t yell at me in class. love, your sad student, Anne

92. When the school bell rings...... on day one and all our students are in their seats, we will hold the future of this nation and this world in our hands. Whatever we do will have lasting implications, not only on the lives of those students, but also on the lives of all those who they come in contact with. So then, the question that we should ask ourselves should not be, “How can I make this work?” the question must be, “How can I afford not to make this work?” One Day, All Children.. -Wendy Kopp, p.54

93. Yes, but... I teach in a four wall box of drab proportions, But choose to make it a place that feels like home. I see too many students to know them as they need to be known, But refuse to let that render them faceless in my mind. I am overcome with the transmission of a canon I can scarcely recall myself, But will not represent learning as a burden to the young. I suffer from a poverty of time, And so will use what I have to best advantage those I teach. I am an echo of the way school has been since forever, But will not agree to perpetuate the echo another generation. I am told I am as good a teacher as the test scores I generate. But will not allow my students to see themselves as data. I work in isolation. And am all the more determined to connect my students to the world. I am small in the chain of power, But have the power to change young lives. There are many reasons to succumb, And thirty reasons five times a day to succeed. Most decisions about my job are removed from me, Except the ones that matter most. Carol Tomlinson

94. Students in a differentiated classroom do not need to work the system..... because the system works for them!

95. Whatever it Takes!