A Teachers Toolbox

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A Teachers Toolbox
How do I hit all levels at once?
multiple ability Strategies for a Multilevel
Classroom

• Lisette Spraggins
• Region 14 ESC
• lspraggins_at_esc14.net

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Window PaneFold your paper into six sections
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• When a carpenter has a new project he reviews his
  tool box to see if he needs new tools to complete
  the project.
• What should teachers do when their student
  population has changed?

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NCLB

• Section 2122 (b)(9)(A) describes training to
  enable teachers to address the needs of students
  with different leaning styles
• Essentially NCLB is saying build up your tool
  box!!!

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Do You Know These New Buzz Words ?

• Inclusion
• Response to Intervention (RTI)
• Curriculum Based Measurements (CBM)
• Science Technology Engineering and Math (STEM)
• Wrap Around Services
• Each one of these initiatives will increase the
  need for teachers to build their tool boxes

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What Goes Around Comes Around

• Field Trips
• Learning Objectives
• Multicultural
• Checklist
• Phonics/Decoding

• Excursions
• Standards
• Diverse
• Rubrics
• Phonemic Awareness

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Differentiated Instruction

• Individualized
• Personalized

Instruction
The standards are the what and the
differentiation is the how (Tomlinson 1996)
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Ways
to Differentiate Content

• Reading Partners / Reading Buddies
• Read/Summarize
• Read/Question/Answer
• Visual Organizer/Summarizer
• Parallel Reading with Teacher Prompt
• Choral Reading/Antiphonal Reading
• Flip Books
• Split Journals (Double Entry Triple Entry)
• Books on Tape
• Highlighter Tape
• Digests/ Cliff Notes
• Note-taking Organizers
• Varied Texts
• Varied Supplementary Materials
• Highlighted Texts
• Think-Pair-Share/Preview-Midview-Postview
• Tomlinson 00

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• When a teacher tries to teach something to the
  entire class at the same time, chances are,
  one-third of the kids already know it one-third
  will get it and the remaining third wont. So
  two-thirds of the children are wasting their
  time.
• -Lillian Katz
• ASCD Differentiating Instruction

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Differentiated Instruction
High Prep
Techniques Layered Curriculum Tiered Assignments
Low prep
Differentiated Strategies Think-Tac-Toe Bingo Cub
ing
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Begin Slowly Just Begin!
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• Differentiated Instruction is changes in the
  pace, level, or kind of instruction in response
  to learners needs, styles or interest
• Diane Heacox 2005

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Differentiation of Instructions Four Foundations

• Glasser /Learning situations
• Gardner/Multiple intelligences
• Blooms Taxonomy/Hierarchy of Thinking
• Products/Resources

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What are the best learning situations(Dr.
William Glasser)
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Gardners Multiple Intelligences
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Blooms Taxonomy
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Differentiation involvesbecoming more
prescriptive and increasing the match between
student learning needs and their tasks

• Not all students will do the same activities nor
  will all students do all of the activities.
• Diane Heacox, Ed.D Differentiating Instruction
  in the Regular Classroom 2004

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Differentiation is not one more product or
gimmick it is a MIND SET!!Do whatever it
takes to make sure all students succeed in
mastering the content

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Differentiation Checklist

• Content/TEKS
• Preassessment
• Instruction/Groups
• Products
• Student Choices

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1 Content

• TEKS
• A. Knowledge and Skills Statement
• The Knowledge and Skills Statement focuses on the
  student developing and understanding of a concept
• Our goal for instruction is to build a solid
  foundation of conceptual understanding and then
  build skills.

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B. Student Expectation

• B (A) model addition and subtraction
  situations involving fractions with objects,
  pictures, words and numbers
• Students will be tested on skills outlined in the
  student expectation statement.
• There is often a misconception of expectations
  if teachers only read the SE. Which leads to
  isolated skills without the conceptualization
  needed to meet the knowledge and skills
  expectations

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2PRE-ASSESSMENT The Value of Assessment
or... You cant figure out what to teach em if
you dont know em!
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Two Views of Assessment --

• Assessment is for
• Nurturing
• Guiding
• Self-Reflection
• Feedback
• Comparison to task
• Use over multiple activities

• Assessment is for
• Gate keeping
• Judging
• Right Answers
• Control
• Comparison to others
• Use with single activities

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THINKING ABOUT ON-GOING ASSESSMENT

• STUDENT DATA SOURCES
• Journal entry
• Short answer test
• Open response test
• Home learning
• Notebook
• Oral response
• Portfolio entry
• Exhibition
• Culminating product
• Question writing
• Problem solving

• TEACHER DATA MECHANISMS
• Anecdotal records
• Observation by checklist
• Skills checklist
• Class discussion
• Small group interaction
• Teacher student conference
• Assessment stations
• Exit cards
• Problem posing
• Performance tasks and rubrics

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2 PreassessmentOptions

• Textbook Pretest
• Skill Sheets
• Student/Teacher Conference - as short as a 5
  minute talk
• K-N-W Chart - What do I Know, Need to know Want
  to know
• Journal Prompts - Write what you know about...
• List - If I say ...
• What does it make you think of?
• Product - Draw a bar graph...

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Preassessment Options

• Use the graphing calculator to plot...
• Concept Map...
• Most difficult problems are
• ABC list of meaningful words, or concepts
• PMI (De Bono 1992) Plus-Minus-Interesting
• Graphing Organizer
• Venn Diagram

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Hand Signals for Assessment and Participation

• Call on me
• I understand
• I know a great deal
• about the topic

• I dont want to be called on
• I dont get it
• I do not know anything about the topic

• I think I know
• I am not sure
• I know a little

Adapted from Susan Fitzell 2006
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Preassessment is great for students because

• Motivates students to be attentive and engaged in
  more relevant learning experiences
• Saves instruction time which prevents boredom

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3 Instruction Variations

• Traditional Stand and Deliver
• Record lecture
• Text book
• Graphic novels
• Alternative novels
• Student instruction (Preview in advance)
• Group presentations
• Outside presenter
• Video
• Internet resources
• PowerPoint presentation

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• A Hallmark of an effective differentiated
  classroom .is the use of flexible grouping,
  which accommodates students who are strong in
  some areas and weaker in others
• Carol Tomlinson

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FLEXIBLE GROUPING Students are part of many
different groups and also work alone based on
the match of the task to student readiness,
interest, or learning style. Teachers may create
skills-based or interest-based groups that are
heterogeneous or homogeneous in readiness level.
Sometimes students select work groups, and
sometimes teachers select them. Sometimes
student group assignments are purposeful and
sometimes random.
1
3
5
7
9
Teacher and whole class begin exploration of a
topic or concept
Students and teacher come together to share
information and pose questions
The whole class reviews key ideas and extends
their study through sharing
The whole class is introduced to a skill needed
later to make a presentation
The whole class listens to individual study plans
and establishes baseline criteria for success
Students engage in further study using varied
materials based on readiness and learning style
Students work on varied assigned tasks designed
to help them make sense of key ideas at varied
levels of complexity and varied pacing
In small groups selected by students, they apply
key principles to solve teacher-generated
problems related to their study
Students self-select interest areas through which
they will apply and extend their understandings
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6
4
2
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Flexible Grouping

• Heterogeneous Teams-One high performing student,
  two middle, and one low student.
• Grade papers, list the students who performed the
  highest to the lowest. Split the names in half
  matching the highest with the middle student and
  so on.

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Grade Book

• Tom 88
• Randy 87

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Find Someone WhoCubit, Irvine, and Dow, 1999
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Clock
Partners
12
9
3
6
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Personality Traits
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Ways
to Differentiate Product

• Choices based on readiness, interest, and
  learning profile
• Timelines
• Agreements
• Rubrics
• Evaluation
• Refer to product list in handout

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Record Keeping

• V A K T

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5 Student Choice

• Hypothalamus is the primitive part of the brain
  that is responsible for emotions such as fear,
  anger, aggression.
• Most noted for the fight or flight response

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5 Choice

• Giving student choice enables them to assume some
  responsibility for their learning.
• Gives them a feeling of power and control in the
  educational environment
• The choices will most likely match their
  abilities or emotionalbilities
• Allows student to have a sense of accomplishment
  and success

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5 Choice

• Although students are given the ability to make
  choices, ultimately the teacher has the control
  over the activities that are presented.

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Please remember
True learning occurs when the task difficulty and
skill level are slightly above the student level.
Tiered instruction allows the teacher to create
this learning opportunity for all students. All
tiers should build understanding, challenge
students, be interesting and engaging and be
respectful.
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Hallmarks of Differentiation

• Content/TEKS is the foundation
• Assessment/ Pre-assessment/Rubrics
• Student centered strategies/activities/assignments
  , all varying to students specific needs
• Increasing variety (Gardner) while maintaining or
  increasing levels (Blooms) in learning
  activities.
• Work that is challenging and respectful
• Opportunities for students to make choices
• Contracts support students responsibility for
  learning
• Whole group instruction and flexible
  instructional groups
• Diane Heacox, Ed.D Differentiating Instruction
  in the Regular Classroom 2004

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Differentiation Checklist
Re-Cap

• Content/TEKS
• Preassessment
• Instruction/Groups
• Products
• Student Choices

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Complete a Circle Map Variation Pass the Plate
Differentiated Instruction
Thinking Maps www.thinkingmaps.com
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Writing contracts(review samples in handouts)

• Learning contracts give students freedom to plan
  their time and yet provide guidelines for
  completing work responsibly.
• Things to remember
• The various levels of contracts should look
  alike.
• The tasks parallel each other across the
  contracts.
• You can differentiate by skills and/or content
  and by a student's readiness.

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Four Elements of a Contract

• Content Component
• Use Texas Essential Knowledge and Skills
• Skills Component
• Preassessment to determine readiness of students
  and pace
• Time Line
• Completion date, set review dates, 5-10 days,
  homework expectations
• Agreement
• Students agree to use time responsibly, rules
  established, teacher allows student freedom

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• Student Contract
• I, ___________________________, agree to the
  terms and conditions of the
• following contract as negotiated with
  _____________________________
• on the _______ day of _____________ in the year
  __________.
• A. Non-negotiable Items
• __________________________________
• B. Negotiable Items
• 1.________________________________
• 2.________________________________
• 3._______________________________

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• All tasks will be completed to the best of my
  ability on or before the
• negotiated due date of _____________________.
• I agree to put forth my best effort to complete
  the items as listed above.
• _________________________ (student signature)
• I agree to provide assistance and advice
  throughout the term of this contract.
• _________________________ (teacher signature)
• I will support and assist my student in meeting
  the terms of this contract.
• _________________________ (parent/guardian
  signature)
• This contract is valid from ____________ to
  ____________.

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Stepping StonesAnne M. Beninghof

• Novelty increases the brains capacity to recall
  information
• Create a pathway into the classroom by placing
  footprints with prompts pertaining to content
• Ask the students read/answer the prompts as walk
  in the walk into the classroom.
• Vocabulary, historical dates and events, math
  problems,

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Bubble-Wrap ResponseAnne M. Beninghof

• Give students a strip of bubble wrap
• Ask simple yes/no or agree/disagree questions
• Tell students to pop the bubble if the answer is
  yes/agree and to remain silent if the answer is
  no
• Variation
• Have students generate questions
• Have them pop a bubble when they hear special
  information (i.e. parts of speech)

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Directions for Tic-Tac-ToeDiane Heacox SDE DI
National Conference 2005

• Identify TEKS/KUDOs
• 2. Focus on content, process, product
• Consider students multiple intelligences, and
  learning modalities. Also use the Blooms
  Taxonomy to create questions and the product list
  to develop activities
• 4. Insert questions/activities in a Tic-Tac-Toe
  Grid

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Directions for Tic-Tac-Toe

• May use Post-it notes to strategically place
  activities for desired outcomes
• May consider making the center area as a basic
  activity for all students
• Can arrange activities in a way that all students
  have an opportunity for a challenging activity
• Consider rubrics to grade each activity

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Language Arts Tic-Tac-Toe
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Math

• Identify actual problems

Problems 5-10
Problems 1-5
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Math

• Select Blooms or learning styles

Use manipulative to represent the problem
If you replaced operation from addition to
subtraction what will happen
Actual Math Problem
Draw a representation of the problem
Explain how you solved the problem to a classmate
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Same Concept

• Tic-Tac-Toe
• Bingo
• Cubing
• Just add more activities!

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Cubing

• Cubing is a strategy that requires students to
  think on multiple levels.
• Things to remember
• You must have more than one cube
• Cubes can be differentiated by student readiness,
  interest, or learning profile.
• Each side of the cube should have a command such
  as describe, compare, analyze, etc., and a
  prompting question or statement underneath

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Bingo

• Similar to Tic-Tac-Toe except you add more
  problems/activities
• Dont forget your
• Free center!!!

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Glove BallonsAnne M. Beninghof

• Write on a latex glove
• Who, What, When, Where, Why
• OR
• Setting, Character, Action, Main Idea, Detail
• Noun, Verb, Adjective, Adverb, Preposition
• Throw and the student has to catch the ballon by
  a finger and answer the question
• Teacher lead with the whole class or small groups

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TIEREDINSTRUCTION
One size does not fit all!
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Tiered Activities What constitutes a Tiered
Assignment?

• A focus on a key concept
• Adjustment of the task to the students' ability
  level
• Adjustment of the number of steps to the
  students' productivity level
• Students working with appropriately challenging
  tasks
• Result Respectable work for everyone
• (Use the Blooms and Product List)

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IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW,
UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS,
INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIES USE AS COMMON EXPERIENCE
FOR WHOLE CLASS
GROUP 1 TASK Below level task
GROUP 2 TASK On level task
GROUP 3 TASK Above level task
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Planning Tiered Assignments
Concept to be Understood OR Skill to be Mastered
Create on-level task first then adjust up and
down.
Below-Level Task
On-Level Task
Above-Level Task
Adjusting the Task
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Guidelines for developing tiered instruction.
Clone the activity to provide different versions
at different levels of difficulty. To help
produce the clones use The Equalizer and Bloom
Taxonomy. Match the students to a version of the
task based upon student interest, readiness, or
learning profile
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The Equalizer
5. Smaller Leap
1. Foundational
Transformational
Greater Leap
6. More Structured
More Open
2. Concrete
Abstract
7. Clearly Defined Problems
Fuzzy Problems
3. Simple
Complex
8. Less Independence
Greater Independence
4. Fewer Facets
Multi-facets
9. Slower
Quicker
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When Tiering

• Adjust---
• Level of Complexity
• (Equalizer)
• Amount of Structure
• Materials
• Time/Pace
• Number of Steps
• Form of Expression
• Level of Dependence

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What can be tiered?

• Assignments
• Activities
• Homework
• Learning Centers
• Experiments
• Materials
• Assessments
• Writing Prompts

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Character Map
Character Name____________
How the character looks ____________ ____________
____________ ____________ ____________ ___________
_
How the character thinks or acts ____________ ____
________ ____________ ____________ ____________
Most important thing to know about the
character ________________________________________
__________________________________________________
_________________________
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Character Map
Character Name____________
What the character says or does ____________ _____
_______ ____________ ____________ ____________ ___
_________
What the character really MEANS to say or
do ____________ ____________ ____________ ________
____ ____________
What the character would mostly like us to know
about him or her _________________________________
__________________________________________________
__
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Character Map
Character Name____________
Clues the author gives us about the
character ____________ ____________ ____________ _
___________
Why the author gives THESE clues ____________ ____
________ ____________ ____________ ____________
The authors bottom line about this character
__________________________________________________
__________________________________________________
__
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RAFT
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RAFT

• R ROLE OF THE WRITER who are you?. . . a
  soldier, a single parent, a blood cell, a
  calorie, a famous person, or a ripped-off
  consumer?
• A AUDIENCE to whom is this written?. . . a
  parent, a child, a famous person, a historical
  person, or a store manager?
• F FORMAT what form will it take? . . . a
  letter, a journal, a speech, a memo?
• T TOPIC STRONG VERB Topics will be related
  to the concept or unit being taught. Verbs should
  plead, convince, or clarify. Example Persuade a
  store manager to give you a refund on defective
  merchandise.
• http//www.writingfix.com/WAC/Writing_Across_Curri
  culum_RAFTS_Math.htm

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RAFTCarol Tomlinson
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RAFT Activities
Language Arts Literature
Science
History
Math
Format based on the work of Doug Buehl cited in
Teaching Reading in the Content Areas If Not Me
Then Who? Billmeyer and Martin, 1998
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Lets Make a RAFT Together!!

• Role Minnie Mouse
• Audience Donald Duck
• Format Instruction manual
• Topic Order of operations

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Find Someone Who

• Partner 4
• Create a
• One RAFT

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Layered Curriculum

• Layered Curriculum is an exciting and effective
  student-centered teaching method.
• The 3 layer model of differentiated instruction
  encourages complex thinking and holds students
  highly accountable for their learning.
• (http//help4teachers.com/index.htm)

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Five steps to create a layered curriculum cont.

• Students are presented with the lesson objectives
  and the layered curriculum menu
• Each layer has a variety of assignment options to
  meet the content/TEKS expectations
• Each assignment has a point value based on time
  and complexity of assignment
• (Recommended time for unit two weeks)

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Five steps to create a layered curriculum
http//help4teachers.com/how.htm

• First layer C Set an expectation for the number
  of activities each student will be responsible
  for to earn a C (hence the name C layer)
• Generate a variety of basic assignments that
  meets the needs of all of your students.
• There should be three times the number of
  activities expected, created to give students a
  variety of options

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Five steps to create a layered curriculum cont.

• Create a second layer B This layer will
  require more complex activities. Once students
  have mastered layer C they can use their
  knowledge to advance the next level (middle layer
  Blooms).
• Typically this layer only requires students to
  complete one assignment to receive a grade of B.

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Five steps to create a layered curriculum cont.

• 4. The final layer requires the most challenging,
  complex, critical thinking assignment (highest
  level of Blooms). This is typically one
  assignment

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Five steps to create a layered curriculum cont.

• The final step in the process is the oral defense
  of the students assignments. This requires a
  one-to-one discussion between the teacher and the
  student where the student demonstrates their
  learning.
• The teacher may use a set of questions that meet
  the pre-arranged objectives for the activities
• http//help4teachers.com/samples.htm
• Refer to handout for examples

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What does that look like in the classroom?

• Day 1 Whole class instruction 2-3 choices of C
  layer
• Day 2 Whole class instruction 2-3 choices on C
  layer
• Day 3 Whole class instruction 2-3 choices on C
  layer
• Day 4 Whole class instruction work on B layer
  assignment
• Day 5 Whole class instruction work on B layer
  assignment
• Adjust according to time, comfort, topic

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Differentiation websites

• Tiered Curriculum Project
• http//ideanet.doe.state.in.us/exceptional/gt/tier
  ed_curriculum//
• Differentiation
• http//www.openc.k12.or.us/reaching/tag/dcsamples.
  html
• Blooms http//www.teachers.ash.org.au/researchskil
  ls/dalton.htm
• Layered Curriculum
• http//help4teachers.com/

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Resources

• Model Differentiated Elementary Science
  Lessonshttp//www.mcps.k12.md.us/curriculum/scien
  ce/elem/modeldiff.htmAnchor-Crime-17304
• Differentiated Curriculum Samples
• http//www.openc.k12.or.us/reaching/tag/dcsamp
  les.html
• Tiered Lesson on Writing a Persuasive Essay
• http//208.246.68.104/training_resources/document
  s/TieredActivity.doc
• Tiered Lesson Plans
• http//www.manhattan.k12.ca.us/staff/pware/diff/

87
Resources

• Examples of Tiered Lesson Plans created by Jordan
  School District Teachers
• http//t4.jordan.k12.ut.us/teacher_resources/diffe
  rent/diffindex.htmlLessons
• Tiered Lesson in Symmetry for 2nd Grade
• http//www.wilmette39.org/CD39/iagc05tier/2ndgrade
  example.htm
• Sample Chapter 2nd Grade Plants From
  Differentiation in Practice
• http//www.ascd.org/portal/site/ascd/template.chap
  ter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?cha
  pterMgmtIdaea286b18fcaff00VgnVCM1000003d01a8c0RCR
  D
• Sample Chapter 5th 9th Grades What Makes a
  Region? From Differentiation in Practice
• http//www.ascd.org/portal/site/ascd/template.chap
  ter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?cha
  pterMgmtId32f186b18fcaff00VgnVCM1000003d01a8c0RCR
  D
• Open ended questions in math
• http//books.heinemann.com/math/construct.cfm

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Resources

• Raft samples http//www.earth.uni.edu/EECP/mid/mod
  3_la.html
• http//web.grps.k12.mi.us/academics/5E/raft.html
• http//www.greece.k12.ny.us/instruction/ela/6-12/R
  eading/Reading20Strategies/RAFT.htm

89
Resources

• Beninghof, Anne M. (2006). Engage All Students
  Through Differentiation www.crystalsprings.com
• Fitzell, Susan Successful Inclusion
  sfitzell_at_aimhieducational.com
• Heacox, Diane. (2001). Differentiating
  Instruction in the Regular Classroom How to
  Reach and Teach All Learners, Grades 3-12.
  www.freespirit.com
• Tomlinson, Carol. (2003). Differentiation in
  Practice A Resource Guide for Differentiating
  Curriculum, Grades 5-9. www.ascd.org
• Tomlinson, Carol. (2001). How to Differentiate
  Instruction in Mixed-Ability Classrooms.
  www.ascd.org

90

• "In the end, all learners need your energy, your
  heart and your mind. They have that in common
  because they are young humans. How they need you
  however, differs. Unless we understand and
  respond to those differences, we fail many
  learners."
• Tomlinson, C.A. (2001). How to differentiate
  instruction in mixed ability classrooms (2nd
  Ed.). Alexandria, VA ASCD.