Differentiated Journey

1. Differentiated Journey June Preszler Systems Change November 13, 2006

2. The Plan • Working definition • Beginning steps • Take home one strategy to use with students or staff

3. Beauty or Hag?

4. One Possible DI Definition • Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. (From Carol Ann Tomlinson, ASCD)

5. Beliefs Behind DI • Learning profiles differ • Active learners, decision makers, problem solvers • Making meaning priority • Opportunity for choice

6. What DI Is… • Proactive • Varied approaches • Multiple approaches to content, process and product • Student centered • Ebb and flow of whole-class, group and individual instruction • Carol Ann Tomlinson, The Differentiated Classroom, 1999

7. What It Is Not… • Individualized instruction • Chaotic • Homogeneous grouping • Bluebirds and buzzards • Hard questions for the gifted, easy questions for the struggling • Carol Ann Tomlinson, The Differentiated Classroom, 1999

8. DI Classroom Characteristics • Teachers engage students in instruction through different learning modalities. • A student competes more against self than others. • Teachers provide specific ways for individuals to learn. • Teachers use classroom time flexibly. • Carol Ann Tomlinson, The Differentiated Classroom, 1999

9. Making It Easy On Ourselves • Simple but meaningful activities that connect to learners • Anchors that provide consistency to your classroom • Large-scale projects • If you’re a baby in the process, treat yourself gently and with care!

10. What to Differentiate? • Content (what students learn) • Process (how students learn) • Product (how students show what they know)

11. Differentiation of Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation such as: respectful tasksflexible groupingongoing assessment and adjustment teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies

12. Prep Steps • Start small—one strategy, one area. • Start with what is—mine ideas; determine what all students will do, what some students will do; identify basic and advanced activities. • Get students ready—discuss differences, organize, “fair” not “same.”

13. Before You Begin, You Need to KnowWhat You Want Your Students to • Know • Understand • Do

14. Tiered Instruction • Make slight adjustments within same lesson to meet individual needs. • Students learn same skills and concepts but through varying modes and activities. • Appropriately challenges ability levels

15. Steps in Tiering • Identify key concepts and understandings • Pre-assess based on readiness, interests or learning profiles • Identify how you will cluster groups/activities • Select elements to tier (content, process, product) • Create variations for each group • The Equalizer

16. Teacher’s Challenge Develop Respectful Activities • Interesting • Engaging • Challenging • Montgomery County, MD

17. What Can Be Tiered? • Assignments • Homework • Assessments • Writing prompts, projects • Learning centers • Dang near anything… (See examples/also packet)

18. Tiered Assignments • Tiered assignments are multiple versions that allow students to build on their prior knowledge and that prompt their continued learning. • Readiness based approach that is challenging but not frustrating.

19. The Ladder Approach • Imagine a ladder as you tier. • The bottom rungs represent the easiest levels. • As you climb higher up the ladder, the tasks become more difficult. • http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

20. Layered Curriculum • Kathy Nunley • Levels or layers of learning • The 3-layer model requires more complex thinking to earn a higher letter grade. • Focus on quality of learning and thinking rather than quantity of time and activities for higher grades

21. The Levels C Level reflects what EVERY student must be able to KNOW, UNDERSTAND and DO.

22. Menu Approach • Main dish: Everyone • Side dish: Pick and choose • Dessert: Optional but irresistible

23. Cubes • Looks at topics from different angles • Eliminates flat thinking • Includes six commands and a prompt

24. ThinkDots • Strategy used to review, demonstrate, and extend thinking • Can be developed to respond to learner readiness, learning profiles, student choice • Variation of cubes; works well with older students

25. Think Tac Toe • Allows students choice • Incorporates learning preferences • Takes readiness into account (basic and advanced) • Provides framework • http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tictactoeoceania.htm

26. Exit Cards • Easy strategy for assessing student learning • Students respond to prompts or questions; turn in cards as they leave • Teacher uses card to help create groups, monitor student progress, revise lessons

27. EXIT CARDS Exit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles. The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject. The teacher reviews the student responses and separates the cards into instructional groups based on pre-set criteria. Montgomery County Public Schools, Rockville, Maryland

28. EXIT CARD GROUPINGS Group 2 Students with some understanding of concept or skill Group 1 Students who are struggling with the concept or skill Group 3 Students who understand the concept or skill Readiness Groups Montgomery County Public Schools, Rockville, Maryland

29. Examples of Exit Cards Let’s take a look at some examples---

30. 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 Montgomery County Public Schools, Rockville, Maryland

31. EXIT CARDS Today you began to learn about hyperbole. • List three things you learned. • Write at least one question you have about this topic. Montgomery County Public Schools, Rockville, Maryland

32. 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? Montgomery County Public Schools, Rockville, Maryland

33. EXIT CARDS We have begun a study of author’s craft. List and identify three examples of figurative language used in the novel Morning Girlby Michael Dorris. Montgomery County Public Schools, Rockville, Maryland

34. EXIT CARDS On your Exit Card--- Explain the difference between prime and compositenumbers. You may wish to give some examples of each as part of your explanation. Montgomery County Public Schools, Rockville, Maryland

35. EXIT CARDS On your exit card--- Explain the difference between simile and metaphor. Give some examples of each as part of your explanation. Montgomery County Public Schools, Rockville, Maryland