Differentiated Instruction

1. Content, Process, and Product Conemaugh Valley School District Differentiated Instruction

2. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Respectful tasks Formative assessment Flexible grouping

3. Teachers Can Differentiate Through: Environment Content Product Process According to Students’ Readiness Interest Learning Profile Through a range of strategies such as: Multiple intelligences…Jigsaw…Graphic Organizers…RAFTs…Learning Contracts…Tiered Assignments…Authentic Instruction… Learning Centers

5. Learning Profile Factors Learning Environment quiet/noise warm/cool still/mobile flexible/fixed “busy”/”spare” Group Orientation independent/self orientation group/peer orientation adult orientation combination Gender & Culture 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

6. KNOW(facts, vocabulary, dates, rules, people, etc.) ecosystem elements of culture (housing/shelter, customs, values, geography) UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts. Culture shapes people and people shape culture. DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs) Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives Work collaboratively Develop a timeline Use maps as data Tomlinson * 02

7. Gardner’s Multiple Intelligences • Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: • Linguistic intelligence ("word smart"): • Logical-mathematical intelligence ("number/reasoning smart") • Spatial intelligence ("picture smart") • Bodily-Kinesthetic intelligence ("body smart") • Musical intelligence ("music smart") • Interpersonal intelligence ("people smart") • Intrapersonal intelligence ("self smart") • Naturalist intelligence ("nature smart")

8. Multiple-Intelligences • Complete Multiple Intelligences Survey • Web-Based Surveys • Birmingham Grid for Learning http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm • LiteracyWorks http://literacyworks.org/mi/intro/index.html • Love to Know Kids http://kids.lovetoknow.com/wiki/Multiple_Intelligence_Test_for_Children • MI Snowflake http://www.thirteen.org/edonline/concept2class/mi/w1_interactive1.html

9. Sternberg’s Intelligences • Creative • Attracted to novelty • Likes to produce knowledge or ideas instead of consuming them • Sees the world from a unique perspective • Often prefers to work alone • Doesn’t like to be rushed • Often works in “bursts”

10. Sternberg’s Intelligences • Analytical Thinker • Likes to break things into parts • Likes to know how things work • Enjoys facts or ideas • Likes “thinking” not “doing” • Attracted to logical thinking • Usually good at school • Enjoys solving problems • Focus • Does like creative assignments • Needs a right answer

11. Sternberg’s Intelligences • Practical Thinkers • Likes real-world applications • Great at implementing plans • Organized • Interested in action not ideas • Likes to move and do when learning • Can work well in groups

12. Knowing the Learner • Complete a Learner Profile First Name and Last Initial written in marker—large enough to see across the room Kinesthetic Visual Auditory Oral Favorite Content Area Gender stripe List 3 Interests By yourself With partner Small group Whole group Creative Analytical Practical

13. Grouping • Determine the appropriate type of group • Flexible—based on needs • Ability/Aptitude—based on performance or achievement • Co-operative—random as to ability or learning preference

14. Managing Groups • Be flexible with the amount of time you spend with groups. • Create manageable tasks. • Provide checklists or rubrics. • Establish behavior guidelines. • Talking Chips • Colored Cups • Establish procedure for when work is completed. • Utilize whole group share.

15. Anchor Activities • Anchors are purposeful, worthwhile activities • Deepen student understanding of content and enrich the skills students need to acquire. • Meaningful, self-directed work (at the beginning of class or when they finish work early). • Anchors meet varying student learning profiles and interests. • A logical extension of learning. • Anchors may include extended content, related content, additional practice activities, or new applications of material. • usually designed for individuals to complete alone, but can be created for pairs or small groupings.

16. RAFTs

17. RAFTs

18. Learning Contracts • Agreement between the teacher and the student. • The teacher specifies the necessary skills and the required components • The student identifies methods for completing the tasks.

19. Learning Contracts • Allow students to work at an appropriate pace • Can target learning styles • Helps students work independently, learn planning skills, and eliminate unnecessary skill practice.

20. Learning Contract • In writing, with a clear timeline and expectations • Include both skill- and content- based learning • Allow the student a choice in the way in which material is accessed and products are developed • EX. Research the topic of mitosis, create a visual model to share with the class, and write a report.

21. Tiered Assignments • What information can be tiered? • Content, Process, Product • Tiered Assignment Planning Sheet

22. Structuring Tiered Assignments • By Challenge Level – Bloom’s Taxonomy • placing information learned on a chart...comparing and contrasting…using the information learned to create something new • By Complexity – Simple to Complex • Reporting information on an issue/topic… reporting different points of view on an issue/topic…determining a position on an issue and presenting a convincing argument to defend that position) • By Resources • Choose materials at various reading levels and complexity of content

23. Structuring Tiered Assignments • By Outcome - basic tasks to advanced tasks • presenting what was learned on a topic studied…presentation comparing same topic to today’s similar issues and looking at impact, concerns, changes, etc.  • By Process -basic tasks to advanced tasks • Research consumer information about a product and report findings …establish criteria for purchasing a product based on information learned about the product…interview 3 people who have purchased the product and identify the criteria they used in making a decision when purchasing this product and drawing conclusions 

24. Structuring Tiered Assignments • By Product - Verbal/linguistic; visual/spatial; logical/mathematical; bodily kinesthetic; musical • student products reflect their learning preferences and interests • Examples of Tiered Assignments • http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

25. Cubing • Cubing is an instructional strategy that asks students to consider a concept from a variety of perspectives. • The cubes are 6-sided figures that have a different activity on each side. • A student rolls the cube and does the activity that comes up. • Cubes can be differentiated according to readiness, learning profile, or interest.

26. Suggested Cube Sides Describe It—Compare It—Associate It Analyze It—Apply It—Connect It—Illustrate It—Question It—Rearrange It—Satirize It—Evaluate It—Contrast It—Relate it to something else—Investigate It—What is the significance—Put in historical perspective—What is the cause/effect of It—Tell the Parts—Put it in chronological order—Argue for/against It

27. Formative Assessment • Formative Assessment Strategies: • Criteria and goal setting—students need to understand and know the learning target/goal and the criteria for reaching it. Teachers move around the room to see if students are on task or need clarification. Observations assist teachers in gathering evidence of student learning to inform instructional planning. • Questioning strategies—questions allow an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. ("exit slip“, quick checks—”thumbs up/down“, colored cups).

28. Formative Assessment • Self and peer assessment helps to create a learning community within a classroom. Students see each other as resources for understanding and checking for quality work against previously established criteria. • Student record keeping helps students better understand their own learning. This process of students keeping ongoing records engages students and allows them see where they started and the progress they are making toward the learning goal. Observations assist teachers in gathering evidence of student learning to inform instructional planning.

29. Rubrics • Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" Rubrics help the student figure out how their project will be evaluated. • Rubrics can help students and teachers define "quality". Rubrics can also help students judge and revise their own work before handing in their assignments.

30. Rubrics • http://rubistar.4teachers.org/index.php • http://school.discoveryeducation.com/schrockguide/assess.html • http://www.rubrics4teachers.com/

31. Extreme Makeover • Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does , however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find Learning a fit much of the time. • Carol Tomlinson

32. Differentiation Different paths to the same worthwhile destination. • Pre-Assessment—”Information for planning the route.” • Instruction—The route—how we will get there? • Formative Assessment—”Are we there yet?” • Summative Assessment—What getting there looks like. • Curriculum—The destination.

33. Respectfully Differentiated Tasks • Are equally appealing • Encourage students to learn • Aligned with same high-quality learning goals • Strive for authenticity • Require all students to think at high levels • Allow for latitude in interpretation, with compromising goals • Invite different modes of expression

34. Differentiation Road Blocks • Different…but not Differentiated • Lack of clarity about learning goals • Low-level goals • Overemphasis on a product • Products that obscure understanding, or make assessment a challenge • Too many choices • Misaligned choices • Differentiation by “chance” • Giving students option of growing • Motivation using grades

35. Content Groups • Special Groups • Math (Grades 4-8 and 9-12) • Science (Grades 4-8 and 9-12) • Language Arts (Grades 4-8 and 9-12) Work only with the teachers of your content area.

36. In your Group… • Choose a lesson someone in your group would like to makeover. • Complete Lesson Plan form for that lesson. • Share Promising & Puzzling thoughts on the backchannel or paper. (Title the lesson—fractions, etc.) • Answer the following questions • With what does the lesson need guidance? • What kinds of advice would help move the lesson forward? • The person with the next birthday should keep the group on task.

37. In your group… • Consider your own ideas and the list of criteria for “Respectfully Differentiated Tasks”. • Use coaching questions. • Makeover the lesson and submit on the Google form posted on the wiki.

38. Share Makeovers

39. Learning Pyramid

40. Questions? • Final Video