The Differentiated Journey: Exploring New Territory

1. June Preszler, TIE, Spearfish School District Jan. 18, 2010 http://jpreszler.tie.wikispaces.net/ The Differentiated Journey:Exploring New Territory

2. http://www.tie.net/content/showcase/booklets.htm S

3. Defining differentiation Considering choice Finding differentiation through choice Using differentiation and choice Goals:

4. Differentiation Defined On note card: • Your impression of differentiated instruction • One way you differentiate in your classroom • One concern regarding differentiation Share with two or three others and create an agreed upon working definition of differentiated instruction.

5. 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)

6. What DI Is… • Multiple approaches • Student centered • Ebb and flow • Different learning modalities • Student competes against self • Flexible use of classroom time • Carol Ann Tomlinson, The Differentiated Classroom, 1999

7. Beliefs Behind DI • Learning profiles differ • Making meaning priority • Opportunity for choice • Greatest challenge? Developing respectful activities that are interesting, engaging, challenging

8. Differentiation of Instruction Differentiation Strategy Booklets, 4-6 guided by general principles of differentiation such as: respectful tasks flexible grouping ongoing assessment teachers can differentiate Content Process Product Sometimes Classroom Environment according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies

9. 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.

10. Before You Begin… • Know • Understand • Do • Differentiate Instruction, K-4, page 5

11. The concept: Counting Coup • What do you think it means? • Think-Pair-Share • Strategies That Differentiate Instruction, K-4, pages 12-13 Counting Coup

12. Not a person But a thing “The biggest enemy our children have are those things sitting in front of you and they’re called books.”—Gerard Baker The Enemy in Front of Us

13. “What do you do with your enemies? You conquer them.” “We have to redefine our enemies and conquer them.” The Warrior

14. “We have to count coup on books.” • Vocabulary Notebook/Map • Define Counting Coup in your own words • Compare it to something else • Draw it • Explain it Counting Coup

15. In what ways did the Counting Coup activity differentiate? • How could you use this type of activity or a variation of it when teaching vocabulary? • Other DI frames to integrate: • Clock Buddies, 8-9 • Seasonal Partners, 10 • Popsicle Sticks, 11 How Did We do?

16. Know the historical context of counting coup. Understand that counting coup can be applied to more contemporary situations, including the struggles that students face in schools. Draw your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students. I Wanted You to

17. Think-Tac-Toe (Choice Board) • Allows students choice • Incorporates learning preferences • Takes readiness into account (basic and advanced) • Provides framework • Elementary Example: Ruby Bridges Lesson • http://teachers.net/lessons/posts/4207.html • On Target Differentiated Instruction , Grades 4-12, pages 14-15

18. Learning Contracts

19. 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 • On Target, Differentiated Instruction, Grades 4-12, pages 8-9 See Handout

20. 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

21. Cubing • Looks at topics from different angles • Eliminates flat thinking • Includes six commands and a prompt • Describe, compare, associate, analyze, apply or use, argue for or against • On Target, Differentiated Instruction, Grades 4-12, pages 12-13

22. Three Facts and a Fib Strategies to Help Struggling Readers, page 25 A Little Lie Goes a Long Ways

23. How It Works…Simple Sample • Three Facts and a Fib • Basically a reading strategy • Encourages group interaction • Allows for different learning styles • Takes readiness into consideration • Follows a process/not an activity

24. 1.When I took my son to college, I camped out in the dorm parking lot for the first night…just in case. 2.I played soccer for a championship youth team in Brazil in the 1970s. 3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets. 4. I began my professional career as a recipe writer for the Aberdeen American News. Three Facts and A Fib

25. 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 • On Target, Strategies to Help Struggling Readers, page 27

26. 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

27. 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

28. 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

29. 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

30. 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

31. Refer to Differentiation Scenario Handout

32. List three things you learned today. List two questions you’d still like to explore. List one method of differentiation and/or choice that you might apply in your classroom. Our Exit Card

33. http://www.teach-nology.com/litined/dif_instruction/ http://www.help4teachers.com/ http://www.internet4classrooms.com/di.htm http://www.learnerslink.com/curriculum.htm http://webhost.bridgew.edu/kdobush/strategies%20for%20teaching%20reading/handbook/diff_inst/differentiated%20instruction.htm http://www.k8accesscenter.org/training_resources/differentiationmodule.asp http://www.differentiatedresources.com/ Web Sites to Explore