1. Enhancing Your Instructional Skills Through Differentiated Instruction Differentiated Instruction Academy Day 1 Presented by: Dr. Mark W. Kandel

2. “ If a teacher isn’t clear about what all students should understand and be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful (differentiated) lesson. - Thomlinson, The Differentiated Classroom

3. “ Learning must be guided by generalized principles in order to be widely applicable. Knowledge learned at the level of rote memory rarely transfers: transfer most likely occurs when the learner knows and understands underlying concepts and principles that can be applied to problems in new contexts. Learning with understanding is more likely to promote transfer than simply memorizing information from a text or a lecture.” Bransford, et. al., How People Learn

4. Objectives Participants will
gain an overview (review) of differentiated instruction;
gain an overview of planning for effective instruction;
Develop standards-based lessons; and
Identify strategies for managing large and small groups of students.

5. New Vocabulary from Vegas
Crack Kids
CEO
PORK
Helicopter Parents
BMW
“We may all arrived on different ships, but we’re in the same boat now”

6. Why Differentiate? All kids are different. One size does not fit all.
Differentiation provides all students with access to all curriculum.

7. What Is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and preferences
Instruction that appeals to students’ differences

8. Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

9. Comparing Traditional and Differentiated Classrooms
Consideration of student differences
Use of assessment
Use of student interest and learning style

10. Comparing Traditional and Differentiated Classrooms (continued)
Instructional format
Assignment options
Factors guiding instruction

11. Instructional Continuum
One size Total
Fits all_________________Individualization

12. Discussion Question
What are you already doing to differentiate instruction in your classroom?

13. Tips for Implementing Differentiated Instruction: Your Classroom
Start slowly.
Organize your classroom space.

14. Teacher Station 1
Inboxes
Bookshelf
Teacher Station 2
Schedule
Group
Assignments

15. Tips for Implementing Differentiated Instruction: Your Classroom (continued)
Start student files.
Start student portfolios.
Use a clipboard.
Use technology.

16. Implementing Differentiated Instruction: Your District or School
Start with committed staff.
Look for existing resources/infrastructure.
Start with one or two strategies.
Try it and be willing to alter and extend.

17. Implementing Differentiated Instruction: Additional Considerations
Teacher support
Professional development
Adequate planning time

18. Where Do I Go From Here? Resources
Online discussion forum:
Effective classroom strategies
Differentiated instruction
Middle school Listservs:
Collaboration

19. Resources (continued)
Assessment:
Curriculum-based measurement
National Center on Accessing the General Curriculum (NCAC):
Access Center:
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Programs Cooperative Agreement #H326K020003

20. Differentiation Strategies
All strategies are aligned with instructional goals and objectives.
Specific strategy selection based on
Focus of instruction
Focus of differentiation

21. Teaching in a Standards-Based World
Using Bloom Taxonomy

22. Think About This
In the Age of Standards, “teaching to the test” is not only the job, but the obligation of each teacher. By teaching to the test, we are following the standards and putting the “building blocks” in place so students can be successful year after year in their educational careers.

23. Standards
Remember the definition of standards – Standards are open and public statements about what students should know and be able to do to achieve at the highest levels in all academic areas.

24. Getting to Know the Standards
There is some essential information we should know about the standards:
Am I the first teacher to introduce this standard to students?
Is the standard being repeated from another grade?
Is this standard being combined with another standard that was previously taught or mastered?
Am I the only teacher responsible for teaching this standard to this group of students?

25. Example Measurement & Evaluation
2.3.3.A. (Grade 3) Compare measurable characteristics of different objects on the same dimension (e.g. time, temperature, area, length)
2.3.5.A. (Grade 5) Select and use appropriate instruments and units for measuring quantities (e.g. perimeter, volume, area, weight, time)
2.3.8.A. (Grade 8) Develop formulas and procedures for determining measurements (e.g. area, volume, distance)
A. (Grade 11) Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

26. Bloom’s Taxonomy of the Cognitive Domain
It is important to understand that the standard is a “building block” upon which future content rests.
The Taxonomy helps arrange what we want students to know in a hierarchy from less to more complex.
IDENTIFY THE KEY WORD(S) WITHIN THE STANDARD AND MATCH TO THE LEVEL OF BLOOM

27. Example Measurement & Evaluation
2.3.3.A. (Grade 3) Compare measurable characteristics of different objects on the same dimension (e.g. time, temperature, area, length)
2.3.5.A. (Grade 5) Select and use appropriate instruments and units for measuring quantities (e.g. perimeter, volume, area, weight, time)
2.3.8.A. (Grade 8) Develop formulas and procedures for determining measurements (e.g. area, volume, distance)
A. (Grade 11) Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.
2.3.3.A Analysis
2.3.5.A select (identify-knowledge) & use (application)
2.3.8.A develop (synthesis)
A select (identify-knowledge) & use (application)

28. What if you do not teach a lesson from the objectives in the standards at the correct level?
If we don not teach to the level of the standard, the student is not learning at the correct level and we are not creating the necessary “building blocks” needed for later lessons.

29. Final Thoughts Prioritize content.
Not every essential question will necessarily be addressed in each unit, nor will every essential question have only one unit question.
Formulating essential questions and unit questions gives you the framework in which to differentiate activities.

30. “ Assessment is today’s means of understanding how to modify tomorrow’s instruction. “ - Carol Tomlinson

31. On-going Assessment: A Diagnostic Continuum
Feedback and Goal Setting
Preassessment
(Finding Out)
Formative Assessment
(Keeping Track & Checking -up)
Summative Assessment
(Making sure)
Pre-test
Graphing for Greatness
Inventory
KWL
Checklist
Observation
Self-evaluation
Questioning
Conference Exit Card
Peer evaluation Portfolio Check
3-minute pause Quiz
Observation Journal Entry
Talkaround Self-evaluation
Questioning
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review

32. Pre-assessment Is… Pre-test Inventory Checklist
KWL
Observation
Self-evaluation
determining a student’s current level of readiness or interest in order to plan appropriate instruction

33. Pre-Assessment Cover the entire unit Recall facts
Ask students to use information
Ask students to interpret info
Ask open-ended questions

34. What Now???? Use information for flexible grouping to:
establish your timeline for your unit of study
determine the number of students at different levels of mastery

35. Formative Assessment Is…
Conferences
Peer evaluation
Journal entry
Portfolio check
Quiz
Exit card
monitoring student’s progress to help make instructional decisions that will improve his/her understanding and achievement.

36. Exit Cards
“Today you learned about hyperbole. List three things you learned. Write a least one question you have about the topic.”
Students are asked to respond to a predetermined prompt on an index card at the end of a class period.

37. EXIT CARDS Today you began to learn about decimal fractions
List three things you learned
Write at least one question you have about this topic

38. EXIT CARDS
We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.
What questions do you have about this topic?

39. EXIT CARDS We have begun a study of author’s craft.
List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

40. EXIT CARDS On your Exit Card--- Explain the difference
between prime and
composite numbers.
You may wish to give
some examples of each
as part of your
explanation.

41. EXIT CARDS On your exit card--- Explain the difference
between simile and
metaphor. Give some
examples of each as
part of your explanation.
Additional Examples – Appendix E

42. Summative Assessment Is…
A means to determine a student’s mastery and understanding of information, skills, concepts, or processes.
Product/exhibit
Demonstration
Portfolio review
Unit Test
Performance task

43. Based on pre- and ongoing assessments, what and how will you differentiate??

44. Planning Instruction
Do You Know Your Learners and What They Need to Know, Understand and Do?

45. K.U.D. What students will Know (e.g., key knowledge and skills)
What students will Understand (e.g., big ideas, specific understandings, & misconceptions)
What students will be able to Do (e.g., what they should be able to do as a result of knowledge and skills)

46. Modifying Curriculum & Instruction
Curriculum Ladder

47. Enhancing Your Instructional Skills Through Differentiated Instruction Differentiated Instruction Academy Day 2 Presented by: Dr. Mark W. Kandel

48. Differentiating Content
Vary the presentation to reflex learning styles/strengths
Adjust the degree of complexity of the skills and concepts and principles
Use varied materials
Use varied teaching methods/strategies
Target instruction to readiness level

49. Differentiating Content con’t
Provide scaffolded support
Examples
Visual Strategies to Support Reading (Graphic Organizers)
Curriculum Compacting
Concept Mastery Routine
Concept Comparison Routine

50. Visual Strategies to Support Reading
Text Structure and Graphic Organizers

51. The Interactive Elements of Reading

52. Three Interactive Elements of Reading
Reader (What the reader brings to the learning experience)
Climate (The learning context or environment)
Text Features (The characteristics of the written text)

53. Text Features
Reader Aids
Vocabulary
Text Structure

54. Reader Aids/Text Features
Typographical & visual elements (how the text looks on the page)
Headings
Boldfaced words
Graphic aids

55. Vocabulary
Vocabulary knowledge is the single most important factor contributing to reading comprehension (Laflamme, 1997)
Content area vocabulary is different from vocabulary in literature-based lessons:
A. Content area vocabulary often consists of
major concepts;
B. Content area vocabulary terms are rarely
associated with concepts students
already know;
C. Content area terms are often semantically
related.

56. Text Structure Organization of a piece of writing
1. Descriptive or listing
2. Sequence or time order
3. Compare and contrast
4. Cause and effect
5. Problem and solution
6. Concept/definition
7. Generalization/principle
8. Episode

57. Strategies for Vocabulary Development
1. Concept definition Mapping
2. Frayer Model
3. Semantic Feature Analysis
4. Semantic Mapping
5. Student VOC Strategy
6. Word Sorts

58. Strategies for Narrative Text
1. Character Map
2. Directed Reading/Thinking Activity
(DR/TA)
3. Story Grammar/maps
4. Venn Diagram

59. Strategies for Informational Text
1. Anticipation Guide/Prediction Guide
2. Graphic Organizers
3. Group Summarizing
4. Informational Paragraph Frames
5. K-W-L
6. Pairs Read
7. Prereading Plan (PreP)
8. Semantic Mapping
9. Structured Note-taking

60. Curriculum Compacting
Curriculum compacting is an instructional technique designed to make curriculum modifications that allow for both acceleration and enrichment. (Dr. Joseph Renzulli).
Allows students to finish in less time and progress at their own pace.
Students are only taught concepts that they do not already know.

61. Curriculum Compacting: Phase 1
Exploratory Stage
Pre-assessment:
- Test, conference, portfolio conference
To find out what the learner:
- Knows, needs to know, wants to know

62. Curriculum Compacting: Phase 2
Analyze data
Mastery : Skills, concepts
What have they mastered?
Needs to Master:
What else do they need to know?
How will they learn it?
Whole class, independent study, homework, mentor/buddy in or out of school, online?

63. Curriculum Compacting: Phase 3
Advanced Level Challenges
Investigations, service learning, projects, contracts
Opportunities to be analytical, practical, creative
Assessment

64. Concept Mastery Routine
Research-based Strategies
University of Kansas
SIM

65. Concept Comparison Routine
Research-based Strategies
University of Kansas
SIM

66. Differentiating Process
Modifying the “sense-making” of the lesson
Teachers can offer more than one way to process the ideas and concepts.
Examples:
Learning Centers
Role-playing
Hands-on activities
Parallel tasks
Tiered/Adjusted assignments
Learning contracts
Choice boards

67. Differentiating Process con’t
Use flexible groupings
Use varied teaching methods/strategies
Create learning stations
Establish learning contracts
Allow student self assessments and goal setting

68. Creating a Layered Lesson John Lester
Identify the grade level for the lesson.
Introduce the standard to the students (objective of your lesson)
Teach either an initial lesson or a partial lesson.
Diagnose students in order to create instructional groups and layers (pre-assessment)
Create the instructional layers based on instructional need from the pre-assessment.

69. Creating a Layered Lesson (con’t)
Engage each student in instructional layers according to instructional need.
Provide instructional assistance to each group based on need.
Share student products either individually or in groups.
Provide teacher feedback and facilitate student reflection.
Provide assessment methods for mastery of the objective in the lesson.

70. Tiered Lesson/Assignment
Examples

71. Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
Write the chemical equation for photosynthesis.
Entrée (Select One)
Draw a picture that shows what happens during photosynthesis.
Write two paragraphs about what happens during photosynthesis.
Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
Define respiration, in writing.
Compare photosynthesis to respiration using a Venn Diagram.
Write a journal entry from the point of view of a green plant.
With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)
Create a test to assess the teacher’s knowledge of photosynthesis.

72. THINK-TAC-TOE Book Report Draw a picture of the main character.
Perform a play that shows the conclusion of a story.
Write a song about one of the main events.
Write a poem about two main events in the story.
Make a poster that shows the order of events in the story.
Dress up as your favorite character and perform a speech telling who you are.
Create a Venn diagram comparing and contrasting the introduction to the closing.
Write two paragraphs about the main character.
Write two paragraphs about the setting.

73. Tiered Activity – Writing a Persuasive Essay
4th–6th Grade Classroom
Beginning
Intermediate
Advanced
Outcome/ Objective
Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.
Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.
Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.
Instruction/ Activity
Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.
As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.
Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.
As a prewriting activity, students will use the graphic organizer to plan their writing.
Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.
Assessment
Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.
Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.
Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

74. What Do I Do When I am Finished??
Anchor Activities
What Do I Do When I am Finished??

75. Role, Audience, Format, & Topic
R.A.F.T.
Role, Audience, Format, & Topic

76. A technique that will assist students to consider a concept from six
Cubing
A technique that will assist students to consider a concept from six
points of view, by giving students suggestions on how to conceptualize a particular concept

77. Bloom’s Taxonomy Knowledge Application Analysis Synthesis Evaluation
Comprehension
Application
Analysis
Synthesis
Evaluation

78. Now It’s YOUR Turn!
Practice Activity – Appendix D – Cubing/Potential Questions

79. Learning Contracts
Strategy for DI

80. Learning Contract #1 Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will write:
I will draw:
I will need:
Here’s how I will share what I know:
I will finish by this date:

81. Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___

82. Learning Centers
Strategy for DI

83. Definition
A classroom area that contains a collection of activities or materials designed to teach, reinforce or extend a particular skill or concept.
Kaplan, et al. 1980

84. Suggested Learning Center
Transitional Center – for those students who have not met the necessary knowledge and skill levels <re-teach or remediate>
Essential Center – for those students who are about to meet the levels <instructional>
Exploration Center – for those students who are ready for independent work

85. Critical Reminders!
Based on ongoing formative assessments, students are placed in the appropriate center.
Students may need to be reassigned based on ongoing assessment.
Students are allowed to “test” out of each group.

86. Benefits
Allows the teacher to better understand each student as a learner
Reduces time between instruction and assessment
Students may self - assess work
Students may peer – assess work

87. Bloom and Learning Centers
Transitional Level:
Knowledge and Comprehension
Essential Level:
Application and Analysis
Exploration Level:
Synthesis and Evaluation

88. Potential Challenges Creating formative and exit assessments
Preparation needed to create learning centers
Physical space available in the room

89. Differentiated Product
The product assignments must match the essential learning and include expectations for quality.
Examples:
Cubing
Exit Cards
Assessments

90. Assessment in the Differentiated Classroom
Ongoing
Instruction-dependent
Student-dependent
Informative for continued instruction

91. Differentiation Practice
Differentiation Scenario

92. Differentiation Activity – Reading
Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective.
Objective: Students will complete a report on the book Charlotte’s Web.
Identify the pros and cons of using both strategies in a class of 25 students that includes these 5 students:
Sherry likes to be asked to do things by the teacher. She is interested in fitting in and speaks out often in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level.
Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, is a solid reader, and enjoys excelling and being the “best.” He gets very excited to start new books, but they don’t hold his attention for long.
Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work.
Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.
Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.