CONSTITUTION ES/SUNRISE ES DEER VALLEY, AZ

1. CONSTITUTION ES/SUNRISE ESDEER VALLEY, AZ DIFFERENTIATED INSTRUCTION WORKSHOP MARCH 1-2 2010 ROGER VANDERHYE, FACILITATOR E4AE

2. Today’s Morning Agenda • 8:30 Welcome • Agenda/Goals/AEIOU/Why Differentiation Matters • I Believe… • Learning Partners • Differentiation what it is/what it isn’t • Readiness, Interest & Learning Profiles • Raft, dice, tiered cake, cat’s game pair-up • Dice Dots • Sternberg and Grigorenko’s3 Intelligences • Korners

3. Today’s Morning Agenda (con’t) • Break 10 minutes • Sarah Morton’s Day – An exercise in Literacy Differentiation • Think It Through and Write • Ron Ferguson Tripod Project • Minority Student Achievement Network • RAFT & RAFTstorming • Review of Differentiated Strategies so far • 11:45 – 12:45 Lunch

4. Today’s Afternoon Agenda • 12:45 Take-Off Touchdown • Characteristics That Shape the Differentiated Classroom • Managing the Differentiated Classroom the15 Basics • Anchors Aweigh • Think Tac Toe • Little Prep/More Prep Differentiation Strategies • Flexible Grouping • Learning Logs • Graphic Organizers • Break – 10 minutes

5. Today’s Afternoon Agenda (con’t) • Mind Mapping • Choice Boards/Learning Menus • Learning Centers/Interest Centers/Interest Groups • Tiered Lessons/Assignments • Role Playing • Jig Saw • Think, Pair, Share • PMI • Give One, Get One • Closure

6. Goals For Today…Take Aways… • Participants will… • Develop a deeper understanding of how to effectively differentiate learning experiences for children of all ability levels • Increase their repertoire of and reflect upon differentiated teaching and learning strategies that can be implemented tomorrow in their class • Experience first hand the use of differentiated strategies

7. Norms for today’s workshop Appreciate one another’s expertise Engage fully in all learning experiences Invest in your own learning Open your mind to new ways of thinking United purpose- to improve student learning

8. “The mediocre teacher tells; The good teacher explains; the superior teacher demonstrates; the great teacher inspires.” - William A. Ward

9. Why Differentiation Matters… • http://www.youtube.com/watch?v=C-S54bbX6eA&feature=player_embedded

10. I Believe … • That we never outgrow the need to learn • Diversity benefits all students • We have varied teaching and learning styles • The learning process is a combination of honing current skills, experimenting with new skills, solving problems and the courage to change • Everyone has something valuable to add to the learning process • As positive models, we practice what we preach • We build relationships and cultivate respectful interactions within our school and community

11. LEARNING PARTNERS

12. Learning Partners Protocol • At your table/groups number off 1-4 and write your number on one side of an index card • Now turn your card over 2

13. Number your index card 1-4Answer the following questions: • Define the term differentiation • Identify barriers to differentiation that you see in your setting or in your classroom • Describe your rationale for differentiation in no more than three sentences • Describe two ways you differentiate instruction for your students (zero in on ESOL, SPED or Gifted student)

14. Focus on You Community Building • Different number(pair) 1. Definition • Same number (pair) 2. Barriers • Odd/Even number (pair) 3. Rationale • Quad 4. Differentiation for Students

15. Reflect at your tableHow could you use this or a modification of this in your classroom?

16. Quote: Children differ in their gifts and talents and to teach them you have to start where they are.” ~Confucius

18. You can differentiate any of the three components in response to student readiness, interest, and learning profile.

19. GROWTH If tasks are a close match for their skills MOTIVATION If tasks ignite curiosity or passion EFFICIENCY If the assignment encourages students to work in a preferred manner Readiness Interest Learning Profile

20. EFFICIENCY If the assignment encourages students to work in a preferred manner Learning Profile • How students approach, absorb and process learning best • Visual, auditory, tactile learning styles • Multiple intelligence theory • Sternberg’s creative, analytical, practical intelligences • Myer’s Briggs (Jung) introvert-extrovert etc When you differentiate to match learning profiles you allow students to learn in a more efficient way. Need to expose all students to a variety of learning modalities. Don’t pigeon hole.

21. Interest MOTIVATION If tasks ignite curiosity or passion • Understanding students’ interests helps teachers plan how to “hook” students and raise their level of engagement • Helping students understand that there is a match between school and their own desire to learn • Show connectedness between all learning • Use skills or ideas familiar to students as a bridge to ideas and skills less familiar to them • Increase motivation to learn

22. Readiness GROWTH If tasks are a close match for their skills • Dr. Lev Vygotsky (1962) Zone of Proximal Development • The zone of proximal development enables educators and parents to define the learner’s immediate needs and the shifting developmental status, which allows for what has already been achieved developmentally, and for what the learner will be able to master in the future • Teachers, parents, and mentors attuned to a learner can recognize where he or she is within the zone of proximal development by asking questions and recognizing the learner’s individual learning style. • Scaffolding is the key to learning despite age/subject

23. Readiness “When teachers use readiness level as a focus for differentiating content, process, and product, their aim is to push students just a bit beyond their particular comfort zones so that student work is a little too hard.” Tomlinson, p. 51

24. Differentiated Learning Partners

25. DICE DOTS Recall how and what teachers differentiate during instruction. Explain what is happening to a student’s learning when he/she is in the zone of proximal development. How would you apply the precepts of readiness, interest and learning profile as you plan instruction for tomorrow? REMEMBERING UNDERSTANDING APPLYING How would you modify your current lesson planning approach to infuse ongoing differentiation for your students? How is differentiated instruction related to student motivation and efficiency of learning? How would you select what to differentiate (content, process, product) when planning instruction? ANALYZING EVALUATING CREATING

26. Bloom’s Taxonomy Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

27. AT YOUR TABLE … • Discuss ways you could adapt Dice Dots to differentiate for your students.

28. Sternberg’s Three Intelligences Creative Analytical Practical • We all have some of each of these intelligences, • but we are usually stronger in one or two areas • We should strive to develop fully each of these intelligences in students, but also recognize where students’ strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas

29. I Like… • Analyzing characters when I’m reading or listening to a story • Comparing & contrasting points of view • Criticizing my own & others’ work • Thinking clearly & analytically • Evaluating my & others’ points of view • Appealing to logic • Judging my & others’ behavior • Explaining difficult problems to others • Solving logical problems • Making inferences & deriving conclusions • Sorting & classifying • Thinking about things ANALYTICAL Sternberg & Grigorenko, 2000

30. I Like… • Taking things apart and fixing them • Learning through hands on activities • Making and maintaining friends • Understanding and respecting others • Putting into practice things I learned • Resolving conflicts • Advising my friends on their problems • Convincing someone to do something • Learning by interacting with others • Applying my knowledge • Working and being with others • Adapting to new situations PRACTICAL Sternberg & Grigorenko, 2000

31. I Like… • Designing new things • Coming up with ideas • Using my imagination • Playing make-believe and pretend games • Thinking of alternative solutions • Noticing things people usually tend to ignore • Thinking in pictures and images • Inventing (new recipes, words, games) • Supposing that things were different • Thinking about what would have happened if certain aspects of the world were different • Composing (new songs, melodies) • Acting and role playing CREATIVE Sternberg & Grigorenko, 2000

32. What is your strongest intelligence? • Walk over and stand in the Korner representing your “strongest” intelligence (Analytical, Creative or Practical) find the picture…

33. Korners… Analytical Creative Practical

34. In your corner, pair up with someone you haven’t worked with today, intros please • Reflect on your “strongest” intelligence. How does having this intelligence affect your teaching; knowing that all three intelligences are represented in your classroom? • The person closest to the ceiling shares her/his reflection first, switch • Share out from various partner groups • Return to your seat…then…

35. At your seat discuss with your group how you could use the Korners strategy in your classroom to help you differentiate learning with your students…

36. Break Time!! Take 10 minutes….

37. If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work but rather, teach them to long for the endless immensity of the sea. • Antoine de Saint-Exupery • (Author of The Little Prince)

38. Using Sternberg’s Intelligences Classroom Read Aloud 2nd-3rd R.L.

39. Literacy Differentiation Sample Analytical Task: • After reading Sarah Morton's Day, have children decide what part of Sarah's day is similar or different from their own. Have them make a list of similarities and differences. Which list has more items?

40. Literacy Differentiation Sample Practical Task: • Draw children's attention to the glossary in the back of the book. Which words or phrases have changed? Which ones are no longer used at all because our lifestyles have changed?

41. Literacy Differentiation Sample Creative Tasks: • Using knowledge from the book Sarah Morton’s Day and your other knowledge about the life of pilgrims, imagine yourself as a pilgrim. Write about your day and include illustrations with your story.

42. Think It Through and Write • To be completed individually • What support would be needed to provide for each of these tasks? • What additional materials may be needed? • How would you structure these tasks if you used them in a center versus with a small group? • How could you use each task with students? • How will the students showcase their products? • Which tasks would you rewrite and revise? • Does anyone wish to share out?

43. Dr. Ronald Ferguson- economist • The Minority Student Achievement Network (MSAN) • The legs of the “tripod” in the Tripod Project are • Content: teachers need to understand what they are teaching • Pedagogy: teachers need multiple effective ways of communicating the material to students • Relationships: teachers need to relate to students in ways that motivate and enable them to succeed

44. The heartbreaking difficulty in pedagogy, as indeed in medicine and other branches of knowledge that partake at the same time in art and science, is, in fact, that the best methods are also the most difficult ones.” Piaget (1969)

45. Find your raft partner Discuss the instructional implications of Ronald Ferguson’s “legs of the tripod”

46. RAFT(Role, Audience, Format, Topic)

47. Raft Activities are the bees knees… • Engages students in a writing* technique where they demonstrate deep curricular understanding (*Non-writers may draw instead) • Challenges students to take on an unusual point of view while writing for a specific audience • Allows teachers to offer students choices, appealing to their interests and learning profiles while adapting to student readiness levels • Provides endless possibilities and the products often are very creative and high interest

48. Role • In developing the final product, what role will the students need to “take on”?   • Writer  • Character (in the novel)  • Artist  • Politician  • Scientist • Cowboy • King • Singer • Hula dancer • Dentist • Diver, Fairy, Cook, etc…

49. Audience • Who should the students consider as the audience for the product?  • Other students • Parents • Local community • School board • Other characters in the text • The President • A truck driver • An elephant trainer • The Principal • TV executives • Teacher • A writer, etc…

50. Format • What is the best product that will demonstrate the students’ in-depth understanding topic?  • A writing task  • Art work  • Action plan  • Project • Poster • A web created on Inspiration • A PowerPoint Presentation • A rap • A newspaper article • A recipe, etc.