While youre waiting

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While youre waiting

• Directions
• Complete the chart to show what you know about
  Differentiated Instruction.

Write as much as you can.
Share with the people at your table.
Rationale
Definition
D.I.
Examples
Non-examples
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Professional Learning Community
Differentiated Instruction Overview from the
work of Carol Tomlinson using materials from
ASCD Conference 5/2/08with Cindy Strickland,
Judy Rex, Marcia Imbeau, Jessica Hockett

• Chrisalyn Monroe
• Jennifer Harris
• Melanie Cifonelli

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When we differentiate we give students the
tools to handle whatever comes their way
-differentiated or not. Students will do well
on standardized, undifferentiated tests only if
they have learned the material in the class, and
differentiated practices are the ways we maximize
students learning at every turn.Wormeli

• Differentiation is not WHAT we teach but HOW we
  teach.

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Objectives

• Develop an understanding of differentiated
  instruction and how it fits with good instruction
  and other district initiatives
• Analyze and discuss strategies and issues
  inherent in a differentiated classroom.

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Differentiation is a teachers response to all
learners needs. Teachers can differentiate
through Paying attention to students
Guided by general principles of
differentiation Through a range of
strategies such as
Environment
Product
Process
Content
Learning Profile
Affect
Interest
Readiness
Good curriculum
Respectful work
Positive community
Ongoing assessment
Flexible management strategies
Multiple intelligencesJigsaw4MATGraphic
OrganizersRAFTS CompactingTiered
assignmentsLeveled textsComplex Instruction
Learning contracts
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Keys to quality differentiation

• Know your kids
• Know your curriculum

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Round the Clock Learning Buddies
Make an appointment with 4 different people one
for each line on the clock. Be sure you both
record the appointment on your clocks. Only make
the appointment if there is an open slot at that
hour on both of your clocks.
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Intentional planning of differentiated classrooms
offer different approaches to

• Content How students are exposed to curriculum
• Process How they learn it
• Product How they demonstrate what they have
  learned
• Learning Environment Context in which learning
  takes place

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Ways to Differentiate the Content

• Reading Partners / Reading Buddies
• Parallel Reading with Teacher Prompt
• Read/Summarize
• Read/Question/Answer
• Choral Reading

• Varied Texts
• Varied Supplementary Materials
• Highlighted Texts
• Books on Tape
• Highlights on Tape

• Visual Organizer/Summarizer
• Note-taking Organizers
• Think-Pair-Share
• Preview-Midview-Postview

• Flip Books
• Split Journals (Double Entry Triple Entry)
• Cliff Notes

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Ways to Differentiate the Process
Fun Games RAFTS Choices (Intelligences)
Centers Tiered lessons Contracts
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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, ? examine a
topic from a relevant perspective, ? write in a
particular format
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.
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A contract is..
One of a number of forms that begin with an
agreement between student and teacher. The
teacher grants certain freedoms and choices
about how a student will complete tasks, and
the student agrees to use the freedoms
appropriately in designing and completing work
according to specifications.
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Ways to Differentiate the Product
Choices based on readiness, interest, and
learning profile Clear expectations
Timelines Agreements Product Guides
Rubrics Evaluation
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A good product is not just something students do
for enjoyment at the end of the day. It must
cause students to think about, apply, and even
expand on all the key understandings and skills
of the learning span it represents.
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Ways to Differentiate the Learning Environment
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Intentional planning for high quality
differentiation is based on a diagnosis of and
attention to a students
INTEREST
motivation
LEARNING PROFILE
efficiency
READINESS
growth
AFFECT
Reflection Emotional awareness
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INTEREST

• What does INTEREST mean?
• That which gets the students attention -either
  in what is known or what is unknown.

Find what motivates a particular student and
design work that is responsive to this
motivation.
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Tapping Student Interest

• Use Interest inventories to discern
  preferences
• Ask students to relate ideas, favorites in
  specific topics
• Link interest-based exploration with key
  components
• of the curriculum.

• Give choices of content, writing topics, self
  selected readings
• Offer product choices, menus, contracts,
  independent studies
• Develop efficient ways of sharing
  interest-based learning.
• Keep an open eye and an open mind for the
  student with a serious passion.

• Remember
• Interest differentiation can be combined
• with other types of differentiation!

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-Choice- The Great Motivator!

• Requires children to be aware of their own
• readiness, interests and learning profiles.

• Students have choices provided by the teacher
  (YOU are still in charge of crafting challenging
  opportunities for all kids.)

• Guarantees buy-in and enthusiasm for learning.

Research currently suggests that choice should
be offered 35 of the time!
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Opportunities for Choice

• Where to sit
• How the furniture is arranged
• Which problems to do
• Research or writing topics
• Partners/ groups
• What to do when finished
• How to take notes
• Products or modes of expression
• The order in which to complete work
• When the assignment is due

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Discovering interest is important Creating
interest is even more important. Inventing
Better Schools, Schlechty
If you want to build a ship, dont drum up people
to collect wood and assign them tasks, but
rather teach them to long for the immensity of
the sea. Antoine de Saint-Expuery
Roman survey
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LEARNING PROFILE
Differentiation Using LEARNING PROFILE refers to
how an individual learns best - most efficiently
and effectively. Teachers and their students
may differ in learning profile preferences.
On the given sheet, plot yourself as a learner.
Discuss with your 3 oclock partner your
different learning styles.
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Learner Profile Card
Gardner Auditory, Visual, Kinesthetic
Analytical, Creative, Modality Practical
Sternberg Multiple Intelligence Preference
Array Gardner Inventory
Gender
Stripe
Students Interests
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Partial list of learning modality tasks/skills
Kinesthetic
Visual
Auditory
Oral
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STERNBERGS THREE INTELLIGENCES
CREATIVE
ANALYTICAL
PRACTICAL
We all have some of each of these intelligences,
but are usually stronger in one or two areas than
in others.
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STERNBERGS INTELLIGENCES

ANALYTICAL
Linear Schoolhouse Smart - Sequential
CREATIVE
Street smart Contextual Focus on Use
PRACTICAL
Innovator Outside the Box What If
An example of assessing students according to
Sternbergs intelligences Imagine you are
driving with your parents and they are listening
to the radio. An interesting piece comes on about
something you do not know. As you listen, you get
more and more interested. What do you want to
know?
Do you want to know all the little details that
go into it? (analytic) Do you want to know how it
is being used? (practical) Do you want to know
only enough information to think of other
things to do? (creative)
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Personal Objectives/Personality
Components Teacher and student personalities
are a critical element in the classroom
dynamic. The Array Model (Knaupp, 1995)
identifies four personality components
however, one or two components tend to greatly
influence the way a person sees the world and
responds to it. .
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READINESS
What does READINESS mean? It is the students
entry point relative to a particular understanding
or skill.
Provide instruction that is just a little too
hard for a students current readiness levels
along with the scaffolding for success.
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Fairness is not everyone getting the same thing.
It is everyone getting what they need.
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READINESS

• Ways to differentiate by readiness
• Varied leveled texts
• Varied supplementary materials
• Varied scaffolding
• Varied graphic organizers

• Flexible time use
• Tiered tasks and procedures
• Tiered or scaffolded assessment

• Small group instruction
• Compacting
• Mentorships
• Homework options

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Tiered Tasks

• All tasks are focused on the same
• essential knowledge, understanding and skill
• At a degree of difficulty just a little too
  hard
• for that learner
• All tasks at a high level of thinking
• All tasks equally engaging
• Activities, labs, centers, journal prompts,
  homework, products, tests/assessments, discussion
  questions . .
• (Steps and samples for a tiered activity in
  packet)

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AFFECT

• AFFECT is how students feel about themselves,
  their work, and the classroom as a whole.
• An effective teacher persistently develops a
  learning environment, designs curriculum, and
  uses instructional approaches with the goal of
  fostering both cognitive and affective growth in
  learners.

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Affective Needs
Affective Skills

• Security
• Affirmation
• Validation
• Affiliation
• Affinity

• Personal competence
• Self awareness
• Self-management and
• Self respect
• Interpersonal competence
• Empathy
• Respect for others
• Communication
• Conflict management
• Effective decision making
• Reflecting
• Goal setting
• Problem solving

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AFFECT
With your 6 oclock partner, choose one of these
questions to discuss

• How might the differentiated instruction match
  the social and emotional needs of students in
  todays classroom?
• What special concerns might arise in a
  differentiated classroom and how might teachers
  address these concerns?

If a kid is chart in packet
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Principles of a High Quality Differentiated
Classroom
1 All students participate in respectful
work in a respectful environment.

• Teachers hold high expectations for ALL students
• Tasks are focused on same essential
  understandings and skills
• Activities are equally engaging/interesting
• Learning environment is welcoming, safe,
  collaborative, fair, success oriented

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Principles of a High Quality Differentiated
Classroom
2 Teachers develop positive community.

• Building positive relationships with and among
  students
• Making connections with students
• Making curriculum relevant
• Address affective needs of students in curriculum
  choices

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Principles of a High Quality Differentiated
Classroom
2 Teachers develop positive community.
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Principles of a High Quality Differentiated
Classroom
3 Start with good curriculum

• Take two minutes to write an answer to one of
  these questions
• Is some curriculum a better fit for some kids?
• Could good curriculum for one be good for all?
• How might we need to change curriculum to meet
  the varied needs of our students?

Share with your 9 oclock partner
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Curricular choices

• Designing effective instruction requires an
  answer to three basic questions
• Where are you going with this instruction
  what is the end goal?
• How do you plan to get to that end goal?
• How will you know when students have reached
  the planned goal?

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Planning a focused curriculum means clarity about
what students

• Are Able To Do
• Processes
• Skills

• Understand
• Principles/generalizations
• Big ideas of the discipline

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Scaffolding the curriculum
Task 1 Classify leaves by size and color Task 2
Classify leaves by shape and a created
category Task 3 Find 3 ways each leaf could be
classified other than color
Begin by choosing the central KUD This remains
the same for all product /tasks Determine mid
level product/ assessment that would indicate
learning.
K- Classification is determining what group an
object belongs to by certain criteria U-Scientists
classify by patterns D-Classify a set of objects
by given and/ or created categories
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Motivational Curriculum

• novelty
• cultural significance
• personal relevance or passion
• emotional connection
• product focus
• choice
• the potential to make a contribution or link with
  something greater than self

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Middle Schoolers Answer the Question,What Does
it Feel Like When Classes Move too Slowly?
Elementary Students Answer the
Question,Whats it Like When You Feel Lost in
Class?

• Each person choose a slip of paper that is at
  your table and read it aloud to the group.

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Quick check of curricular understanding
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Principles of a High Quality Differentiated
Classroom
4 Teachers use flexible grouping, time,
materials.

• Intentional teacher movement of students within a
  relatively short period of time among a variety
  of contexts related to students readiness,
  interests and learning profiles.

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Ways to be flexible
Time Negotiated deadlines Anchor
Activities Orbitals Independent
Studies Checklists/Agendas
Materials Variety Choice - interest/learning
profile Scaffolding Compacting Homework
Groups
Think/pair/share Jigsaw Clock partners Tiered
readiness groups Learning profile/interest
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Flexible Grouping

• Should be purposeful
• plan using information collected student
  interest surveys, learning profile inventories,
  exit cards, quick writes, observations
• may be based on observed needs
• geared to accomplish curricular goals (K U D)
• list groups on an overhead or place in folders
  or mailboxes on the fly as invitational groups

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Flexible Grouping

• Cautions
• avoid turning groups into tracking situations
• students to work within a variety of groups
• practice moving

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Seminar Format
Small Groups Format
Discussion Format
Debate Format
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Organized Flexibility
Anchor activities White board messages
Stackers, wall-folders, etc. by class
Signals Name sticks Question chips Expert
Yellow Pages Task Cards, tape recorders,
etc.
Classroom supplies and arrangement Turn in
folders Exit Cards Calendars Flexible
seating practice changing groupings and home
base Where to get notes, RICE (Recall, Imagine,
Check, Expert of the Day), 3 before Me
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Basic Lesson Plan
With your 12 oclock partner
Example of differentiation strategies used in
packet
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BRAIN RESEARCH SHOWS THAT. . .Eric Jensen,
Teaching With the Brain in Mind, 1998

• Choices vs. Required
• content, process, product no student voice
• groups, resources, environment restricted
  resources

Relevant vs. Irrelevant meaningful
impersonal connected to learner out of
context deep understanding only to pass a test
Engaging vs. Passive emotional, energetic
low interaction hands on, learner input
lecture ,seatwork
EQUALS Increased intrinsic Increased
MOTIVATION APATHY RESENTMENT
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Quick checks of learner preferences
Check In Name ___________________ What is going
well for you in this lesson? _____________________
______________ What is not going
well? ___________________________________ What
can I do to make this learning opportunity
better for you? __________________________________
_
Fill in the Check In sheet on your table. Leave
it at the front desk on your way out to lunch.
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Principles of a High Quality Differentiated
Classroom
5 Commit to ongoing assessment

• Teacher constantly monitors student interests,
  learning profiles and readiness in order to
  adjust to the growing child.
• Assessment and observations are USED to revise
  teaching and as a catalyst for differentiation

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• At least 2 weeks prior to a unit

• What do students already know?

• What prerequisites need to be filled in?

• What are the different levels in the class and
  who are in those levels?

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• At the end of a learning cycle (either unit or
  year)

• Long cycle of assessment (between 2 weeks or 1
  year)

• How did students do on this unit? What do I do
  now that the unit is over and I need to move on?

• How can I improve the unit or the course?

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• Take 2 minutes to jot down words or phrases that
  come to mind when you think of Formative
  Assessment

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The Whip Around

What? Diagnostic/Formative Assessment strategy
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The Whip Around

• How?

• Stand in 4 different groups with the words you
  jotted down for FA and a pen.

• The leader of each group will choose a person to
  call out a word from his or her paper.

• If the term the person says is on your paper
  also, raise your hand, say me too and cross the
  term off of your list.

• We will continue until everyone has exhausted his
  or her list.

• Each term or phrase will be recorded on chart .

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The Whip Around

• Why?

To find out what students know
To find if there might be some misconceptions
To get a feel for where the group is coming
from in terms of this concept
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• During the learning cycle

• Short Assessment Cycle (5 seconds to 1 hour)

• Medium Assessment cycle ( 1 day to 2 weeks)

• Where do I need to go with my lesson tomorrow?

• Do I need to re-teach something?

• What more, less, or different do I need to do
  for students to be successful?

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The 4 Pillars of Formative Assessment Margaret
Heritage

• Learning Progressions
• Knowing content and how students progress
• through the content

• Identifying the gap
• What are students getting and not getting
• Why are students are not getting this

• Feedback
• Regular and meaningful

• Student Involvement
• Student responsibility and understanding of
• where they need to be

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Strategies for Identifying the Gap
Use of good questioning in class

• Audience Response

• Hand signals

• Red, yellow, green light

• Question stems

• Using questions intentionally developed to
  check for understanding

• Questions which take into account Blooms
  Taxonomy

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Strategies for Identifying the Gap
Writing for Understanding

• Ticket out the door

• Quick Writes

• Interactive Writing

• Read-Write-Pair-Share

• R-A-F-T

• BINGO

• THINK-TAC-TOE

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Strategies for Identifying the Gap
Projects and Performance

• Must be very clear on objective and rubric (KUD)

• Make sure scaffolds are built in when necessary

• Great time to differentiate by interest or
  learning profile

• Build in time for revision and smaller
  assessments

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Strategies for Identifying the Gap
Using Tests to Check for Understanding

• Turn a summative assessment into a formative
  assessment by asking students to identify
  whether there was a silly mistake or do I really
  not understand the concept?

• Create test to target objectives and always keep
  in mind Blooms Taxonomy

• Use data from state and district in smart ways

• Partner Quizzes

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Ongoing assessmenta diagnostic continuum
Feedback and goal setting
Pre-assessment (finding out)
Formative assessment (Keeping track and
checking)
Summative assessment (making sure)
Conference Peer evaluation 3 min.
pause Observation Questioning Exit card Portfolio
check Writing for understanding
Pretest KWL Inventory Checklist Observation Self
evaluation Questioning
Unit test Performance task Product/exhibit Demonst
ration Portfolio review
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I like this class because theres
something different going on all the time. My
other classes, its like peanut butter for lunch
every single day. This class, its like my
teacher really know how to cook. Its like she
runs a really good restaurant with a big menu and
all.
Comment from a course evaluation written by a 7th
grader.
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10 Strategies for Managing aDifferentiated
Classroom
1. Have a strong rationale for differentiating in
struction based on student readiness, interest
and learning profile.
2. Begin differentiating at a pace that is
comfortable for you.
3. Time differentiated activities for student
success.
4. Use an anchor activity to free you up to
focus your attention on your students.
5. Create and deliver instructions carefully.
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10 Strategies for Managing aDifferentiated
Classroom
6. Have a home base for students.
7. Be sure students have a plan for getting help
when you are busy with another student or group.
8. Give your students as much responsibility for
their learning as possible.
9. Engage your students in talking about
classroom procedures and group processes.
10. Use flexible grouping.
Look Fors/check list / Observation sheet in packet
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Qualities of Effective TeachersJames Stronge,
ASCD. (2002)

• Effective teachers
• work with students as opposed to doing things to
  or for them.
• allow students to participate in decision
  making.
• pay attention to what students have to say.
• demonstrate a sense of fun and a willingness to
  play or participate.

Productive interactions involve giving students
responsibility and respect also treating
secondary students as adults when
appropriate.
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Inside Differentiated Classrooms

• At your table, each chooses one focus
  for watching the video.

• Observations about the learning environment
• Observations about the curriculum
• Observations about how assessment is used
• Observations about how grouping is used
• Observations about the quality of the tasks
  students are completing.

Complete the chart
Discuss with your table
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FINAL THOUGHT

• In a time when teachers feel almost unbearable
  pressure to standardize what we do, it is
  important to begin with the conviction that we
  are no longer teaching if what we teach is more
  important than who we teach or how we teach.
• Tomlinson Fulfilling the Promise