Using Differentiated Instruction to Implement Connecticut Standards (CCSS):

1. Using Differentiated Instruction to Implement Connecticut Standards (CCSS): Day 2

2. One Agenda: • Introductions • What is the philosophy that supports the differentiated classroom? • How can we come to know our students in a short period of time? • How do we know if we have rigorous curriculum? • How can I preassess my students? • Once I figure out the critical learning difference I will address, how can I best use flexible small groups in my room? • What are some sample strategies—related to choice and tiering—that I can use in my classroom to address critical student learning differences?

3. Day 1 8:30- 10:30 Intro, Definitions, Knowing Students, Video clip 1:00- 2:30 Gallery walk: KUDs, Preassessment, video clip Getting Started with preassessments 10:45- 12:00 Planning for DI, KUDs 2:30- 3:15 Assignment: Gather data on a preasessment

4. Day 2 DifferentiationStrategies: Tiering Video clip, Examples and Guided Practice 8:30- 10:30 Gallery Walk : Preassessment Data 1:00- 2:15 10:45- 12:00 Debriefing, Next Steps and Closure Differentiation Strategies: Choice Video clip-flexible small groups, Examples and Guided Practice 2:30- 3:15

5. The Common Sense of Differentiation • Crafting an environment that actively supports each student in the hard work of learning • Having absolute clarity about the learning destination • Persistently knowing where students are in relation to the destination all along the way • Adjusting teaching and learning to make sure each student arrives at the destination (and, when possible, moves beyond it.

6. THE DI DECISION-MAKING PROCESS • CONTENT • INTRODUCTION • INITIAL INSTRUCTION • PREASSESSMENT • DIAGNOSIS What are the CRITICAL DIFFERENCES in my students? How can I MODIFY one or more of the 10 curriculum components to address difference? CHOICE or ALTERNATIVES Adjusting the Breadth TIERING Adjusting the Depth MANAGEMENT OF FLEXIBLE, SMALL GROUPS POST ASSESSMENT: Impact of DI

7. THE DI DECISION-MAKING PROCESS What are some possible CRITICAL DIFFERENCES in my students? • Interests • Learning styles • Expression styles • Questions • Culture • Gender • Language • Sexual orientation

8. THE DECISION-MAKING PROCESS GRPG INTRO TCHG TIME. EXT PRO LRNG RES Content Process Product How can I MODIFY one or more of the 10 curriculum components to address the ONE targeted learning difference? ASSESSMENTS of Students and Their Content Knowledge LEARNING ACTs INRODUCTION TEACHNG Ss EXTENSIONS GROUPING RESOURCES PRODUCTS CONTENT TIME Environment

9. Content Assessment Grouping Introduction Teaching Methods Curriculum Components: Advance Organizer • Learning Activities • Resources • Extensions • Time • Products

10. Grouping Strategies Definition:The varied approaches to arranging students for effective learning in the classroom Purpose: To enhance the depth or breadth of student learning; to promote reflection, to address student differences; to provide teachers with opportunities to observe students in varied settings; to provide students with opportunities to work in varied settings that nurture their unique abilities and talents; to minimize heterogeneity, to make learning more efficient Characteristics:Aligned with the content goals, teaching methods and students’ learning needs; varied

11. PROCESS HOW STUDENTS COME TO UNDERSTAND AND OWN THE KNOWLEDGE, UNDERSTANDING AND SKILLS

12. Which of these grouping formats is used for 90-95% of all teaching and learning activities? What should the percentage be? Why?

13. The Classroom Observation Study “Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.” NRC G/T Westberg, 1993, 2003

14. Comparing Small Group Options

16. Grouping Options • Homogeneous • Heterogeneous • Cross-Grade Grouping • Cluster • Interest-based • Across Class

17. Flexible, Small Groups: An Operational Definition Within class groupings in which: Membership varies according to purpose, learning goals, topics, learning activities, resources, or products Group longevity varies Group size varies (2-10)

18. Within-Class Grouping: A Meta-Analysis “To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.” Lou, Y, Abrami, P, Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-anal.ysis. Review of Educational Research, 66 (4) 423-458

19. DIFFERENCES AMONG STUDENTS Academic Differences Developmental readiness Prior knowledge/Opportunity to learn Reading level Concept and skill attainment Cognitive Differences Schemas Thinking skills Learning rate Cognitive Differences Interests Learning styles Motivation GROUPING Avoid the one-size-fits-all model of curriculum and instruction Teach to small groups to address learners’ academic and cognitive differences Use a variety of factors to group students Locate contracts and centers to deliver and manage small group learning Develop in-class extensions around the interests of individuals and small groups of students Provide opportunities for students to work in small groups or individually to pursue their own questions Provide opportunities for students to present their work to small groups of peers Offer after-school clubs and “Power Hour” programs to address students’ interests and learning needs How Can We Use Grouping Formats to Support Differentiation?

20. Which ONE Difference Will I Address With Choice? • Prior Knowledge? • Learning Styles? • Interests? • Reading Ability?

21. Choice Variations

22. Grade 5: Explorers • STRAND 1.1 – Significant events and themes in United States history. • 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin). • STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text. • 1. Locate and gather information from primary and secondary sources. • 2. Answer questions about content gathered from print and non-print sources. • 3. Summarize information about primary and secondary sources. • STRAND 3.1 Use evidence to identify, analyze and evaluate historical interpretations • 1. Make and support judgments about the quality of information in text material. • The Class • Very diverse: interests, levels of motivation, ability to engage in abstract thinking

23. Example 1: Grade 5: Explorers Ms. Johnson thoroughly enjoyed the social studies unit on explorers that she covered at the beginning of school in grade 5. She always began with a story about explorers to the new world because students always enjoyed hearing the life stories of famous explorers like Columbus. She even used some primary source documents like excepts from Columbus’s ship log Subsequently, she covered other significant explorers including Jacques Cartier (French), Henry Hudson (Dutch), and John Cabot and Francis Drake (English). For the final project, she had each student create a log of a sea voyage. They had to include the following key terms in sentences that demonstrated they understood the meaning of the terms: colony, contagious disease, expedition, navigate, Northwest Passage, and technology.

24. Example 2: Grade 5 Explorers • "We’re going to make our own definition of explorer at the end of this unit. Before we are able to make our definition, I want you to consider the names of American people on this list. When you have done some initial research about two or three, you are to choose one explorer and answer the following questions about him: • 1. Who was this explorer to the Americas? • 2. What adjectives describe him most accurately? • 3. Describe the historical time period in which he lived. • 4. Which group(s) of people value his contribution? • 5. Why is the contribution valued? • 6. In your opinion, what impact or legacy does the exploration have on • American history? • 7. Should students study explorers? Defend your answer. • You will use at least five resources, one of which must be electronic and one must be a primary source document. You will be making a presentation—alone, with a partner or in a group of three--to the class on your explorer in any format you wish. When everyone has made his or her presentation, we will work as a class to define the word ‘explorer,’ what role explorers played/play in the course of American history, and discuss the value of studying explorers."

25. Content Assessment Grouping Introduction Teaching Methods Curriculum Components: Advance Organizer • Learning Activities • Resources • Extensions • Time • Products

26. “PEELING BACK” Purposeful Choice • CHOICE of ALIGNED CONTENT(interest) • CHOICE ofRESOURCES (reading level) • CHOICE ofLEARNING ACTIVITIES, LEARNING PARTNERS(learning style preferences) • CHOICE ofPRODUCTS (expression style preferences)

27. A RAFT is… • … an engaging, high level strategy that encourages writing across the curriculum • … a way to encourage students to… • …assume a role • …consider their audience • …write in a particular format • …examine a topic from a relevant perspective • All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels. Carol Tomlinson

28. The RAFT strategy… • Forces students to process information, rather than just writing out answers to questions. • Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials

29. RAFTs can… • Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest • Be created by the students or Incorporate a blank row for that option • Be used as introductory “hooks” into a unit of study • Keep one column consistent while varying the other columns in the RAFT grid Carol Tomlinson

30. Map Reading, Grade 3 Know: Parts of a map, map symbols, different types of maps Understand: That there are many more types of maps that we imagine Depending upon one’s occupation, one is more likely to use some types of maps more than other types That we use maps for different purposes • Do: • Strand 2.1 Access and gather information from a variety of primary and secondary sources. • GLE Answer questions about content gathered from print and non-print sources. • Strand 2.2 Interpret information from a variety of primary and secondary sources • GLE Compare and summarize information from political and physical maps by using map symbols. • Compare and summarize information from charts and graphs.

31. Map Reading Skills

32. Simple Machines, Grade 7 Know: Key Concept Words: force, friction, gravity, weight, newton, joule, lever, fulcrum, pulley, inclined plane, energy, etc. Understand (Examples of Grade-Level Concepts): Work is a scientific concept that expresses the mathematical relationship between the amount of force needed to move an object and how far it moves. Simple machines can be used to do work. People do “input” work on a simple machine which, in turn, does “output” work in moving an object Simple machines work on the principle that a small force applied over a long distance is equivalent work to a large force applied over a short distance. Do: Explain in writing how the six simple machines make work easier but do not alter the amount of work done on an object. PK-8 Science Curriculum Standards and Assessment Expectations (2010 edition) http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

33. Simple Machines

34. American Revolution (AR): What’s Worth Fighting For? Grade 8 Know: Terms used in the American Revolution Understand: That the American Revolution was the result of a series of events linked together through cause and effect That the leaders of the AR played important roles in the outcome of the war That there are different perspectives about the AR, depending upon the side you were on Do: Analyze the events leading up to the AR; determine the causes and effects Explain the role of leaders in the AR Work independently Work collaboratively Draw conclusions

35. What’s Worth Fighting For?

36. Imagist Poems* Know: Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems Understand: How do we make meaning out of poetry? What makes a poet’s voice intense, meaningful, memorable? What are significant poetic forms and structures? How do they make meaning? Do Read, discuss, and appreciate a variety of poems Analyze poems, poetic forms and devices Research the cultural and historical context of poems and poets *CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American literature

37. The Red Wheelbarrow so much depends upon A red wheel barrow glazed with rain water beside the white chickens

38. The Red Wheelbarrow (RW) Crayfish

39. Guided Practice Creating a RAFT on a content area and topic of choice

40. Completing Your RAFT • Target the lesson • Identify the KUDs • Select the important info and ideas • Complete one column at a time • Brainstorm critical roles • With whom might each converse? • What is a likely format? • What are some likely topics

41. KNOW: SUBJECT: UNDERSTAND: DO: TOPIC:

42. STRONG ROLES & AUDIENCES • Branches of the Government • Presidents • Military figures • Husbands/wives • Famous cooks • Political activists • Freedom fighters • Authors • Heroes • Villains • Frontiersmen • Poets • Plants • Parents • Historical events • Literary characters • Body parts • Binoculars • Rear-view mirrors • Musicians • Artists • Ad agencies • Athletes • Cartoonist • Editors • Pen Pals • Animals • Historical figures • TV Characters • Doctors • Lawyers • Politicians

43. POSSIBLE FORMATS • Motto • News article • Picture • Post card • Poster • Puzzle • Screen play • Ship’s log • Skit • Song • Speech • Telegram • Wanted poster • Epitaph • Free verse poem • Graffiti • Greeting card • Instructions • Interview • Journal entry • Lecture • Letter • List • Map • Math problem • Advertisement • Anecdote • Application • Blurb • Board game • Brochure • Critigue • Dear Abby letter • Debate • Dialogue • Directins • Editorial • E-mail

44. Which ONE Difference Will I Address With Tiering? • Prior Knowledge? • Learning Styles? • Interests? • Readiness to Learn?

45. Ways to Address Readiness • Books, materials/resources at different reading levels • Highlighted texts • Materials in a student’s first language • Small group instruction • Peer teaching • Varied homework assignments • Provide more/less background information • More/Fewer examples • Pacing adjustments • Books on tape • Models of quality at the student’s level • Skill-based learning centers • Tiering • Different vocabulary lists • Increase/Decrease the abstractness • Increase/Decrease the familiarity

46. Highlighted Texts • About 15% of a chapter, such as introduction, conclusion, bolded text, key passages • Great for ELL, ADHD, and weak readers

47. Front-Loaded Vocabulary • WHAT? • Teach the few vocab words on which the topic pivots • Teach them before the unit to students who need extra time • Post them; refer to them; review with them • Teach root words as possible WHO? • ELL learners • Students who struggle with vocabulary • Students with learning challenges • Students with weak background knowledge • Students who didn’t know the words on the preassessment

48. Content Assessment Grouping Introduction Teaching Methods Which Components Were Modified? • Learning Activities • Resources • Extensions • Time • Products

49. Shades of Meaning Tepid Large Linda Eiler

50. What is TIERING? Tiering is a strategy teachers use to increase the match between students’ various levels of learning readiness to the content and instruction of particular lessons It is NOT TEARING!! 52