Differentiated Instruction

1. Differentiated Instruction By: Frank Oliva

2. Activity Step 1 – Please read the article called Bull vs. Bear Step 2 – Prove that you understand the concepts of a Bull market by creating a political cartoon Step 3 – Prove that you understand the concepts of a Bear market by creating a political cartoon *You have ten minutes for this individual assignment

3. Share and Discuss Questions: Who clearly understood the article but could not prove it due to the assessment? Who did not understand the article but are excellent artists? Was the time allotted enough, too little, or just right? Would assigning partners make this activity more efficient? Who already knew about Bear and Bull markets? Who was bored (or challenged)? How could this assignment be changed to benefit your needs?

4. Differentiated Instruction “…ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” --Carol Ann Tomlinson

5. Breaking Down the Definition Readiness Level Was the Bull vs. Bear article difficult, easy, or just right? Students need assignments to be challenging based on their readiness (ability). Students readiness will be determined through pre-assessments, recommendations from previous teachers, discussions, and commendation plans. Pre-assessments will determine a student’s knowledge, skills, and interests.

6. Breaking Down the Definition Readiness Level

7. Breaking Down the Definition Interests Were you engaged in the Bull vs. Bear assignment? “Engagement is a nonnegotiable of teaching and learning.” Carol Ann Tomlinson “Two powerful and related motivators for engagement are student interest and student choice.” Bess and Brandt

8. Breaking Down the Definition Interests each strategy will engage class discussion

9. Breaking Down the Definition Mode of learning (learning profile) Did you use your best skills in the Bull vs. Bear assignment? Was the environment suited for you?

10. Howard Gardner

11. Pre - assessments How are students’ abilities, interests, and mode of learning determined? http://learn.eastonsd.org/mod/page/view.php?id=8935

12. Students need to take their time before picking a topic and ask themselves the following: • What topic should I pick? • What do I want to learn? • How much time do I have and when are the checkpoints? • Where can I find the materials? • What do I need before I begin? • How will my work look when completed? • How will I present it? • How will I self-assess? • How will my work be assessed? Differentiated Instruction Model • Assessment • -rubric Project – Based Model

13. Teacher’s guideline to approve student’s choose: • Is the problem worth the time? • Do thee assignment and activities enhance the content and standards required at this grade level? • Will the results be observable for the learners? • Is the material available? • How will individual roles and tasks be assigned? • How will students assess their selves? • -Are there groups or is this and individual assignment. • -Do the students understand the assessment process? Differentiated Instruction Model • Assessment • -rubric Problem – Based Model

14. Discussion How would the project – based model help the following: lower ability students, higher ability students, different interests, or one of the nine intelligences? How would the problem – based model help the following: lower ability students, higher ability students, different interests, or one of the nine intelligences?

15. “In the differentiated classroom, there must be a combination of assessments so that a true picture of the student’s performance is given in the final grade.” – Chapman and King Grading

16. Grading Using Rubrics “The best rubrics are created by the teacher, and they measure what is taught…Rubrics can be customized to assess specific content knowledge, writing, listening skills, behaviors, tasks, responsibilities, oral presentations, projects, demonstrations, or teamwork.” -- Chapman and King http://techdi.blogspot.com/2010_10_01_archive.html http://www.differentiatedinstructionactivities.com/2011/01/22/how-can-teachers-use-rubrics-to-assess-differentiate-activites/ Retrieved these rubrics from websites

17. Grading Using Rubrics http://www.teachandlearn.ca/blog/2007/05/27/making-assessment-personally-relevant/ http://www.google.com/imgres?q=self+assessment+rubric&um=1&hl=en&rlz=1W1ADFA_en&tbm=isch&tbnid=GSOzaqMftNS8gM:&imgrefurl=http://www.amersol.edu.pe/es/techlab/Rubric/index.asp&docid=_BFGrQJTz2x2gM&w=539&h=391&ei=2gxHTsPlOcTdgQf8vsDNBg&zoom=1&iact=hc&vpx=189&vpy=181&dur=3178&hovh=191&hovw=264&tx=102&ty=92&page=2&tbnh=144&tbnw=205&start=12&ndsp=13&ved=1t:429,r:0,s:12&biw=1366&bih=482 Would the Bull vs. Bear activity be easier to understand with a rubric? Retrieved these rubrics from websites

18. I blame differentiated instruction. Grading • Parent Communication • Students need to get use to differentiated instruction • (just like driving, it takes time) • Guardians need to understand how differentiated instruction challenges students(of all abilities) and grades may be lower until students are familiar with the work load

19. Portfolio Used to collect each student’s work throughout the course Student, teacher, and guardian can see progress and areas of concern Students can determine their strengths and build on their weaknesses Teachers can use the portfolio to create lessons based on the student’s strengths and weaknesses

20. What Does Differentiated Instruction Look Like? http://www.youtube.com/watch?v=uU25gNc024I&feature=related Here is clip of a classroom using differentiated instruction. You will see coaching, students working in groups, and students working individually. There is no need to watch the entire video. Differentiated classrooms: have flexible lessons have resources available for the activities are proactive are student-centered are collaborative are organized

21. References Chapman, C. & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. Thousand Oaks, CA: Corwin Press, Inc. Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, Virginia: ASCD.