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Differentiating for All Learners

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Then, write at least three sentences summarizing your Venn diagram. ... 'Kings' and 'foot soldiers' Brighter students teach others. Not fair. Myths of Differentiation ... – PowerPoint PPT presentation

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Title: Differentiating for All Learners


1
Differentiating for All Learners
Topics
  • Basics of Differentiation
  • Understanding the Resource
  • Different Differentiation Strategies
  • Differentiated Assessment
  • Quick Differentiation Ideas

2
Your Classroom
What words come to mind when I say . . .
  • gifted students
  • English language learners
  • special education students
  • children of poverty

3
Your Classroom
Its important to be open-minded about the
students in your classroom. Try to become aware
of your preconceptions so that you can work
through them. A sense of community is important
to establish in a differentiated classroom.
Forsten et al. (2006)
4
Theory Overview of Strategy
Understanding the Resource
  • Research based
  • General explanation of strategy
  • Background information

5
Step-by-Step Directions
Understanding the Resource
  • English language learners
  • Below-grade-level students
  • On-grade-level students
  • Above-grade-level students

6
Concrete Example Lesson
Understanding the Resource
  • Makes the abstract strategy more concrete
  • Two objectives
  • content area
  • literacy
  • Assessmentsuggestions

7
Student Reproducibles
Understanding the Resource
  • Completed examples
  • Blank templates

8
Quick Differentiation Ideas
  • Explain your thinking
  • Modeling
  • Using at least
  • Anchor activities

9
Differentiation is simply a teacher attending to
the learning needs of a particular student or
small groups of students, rather than teaching a
class as though all individuals in it were
basically alike. Carol Ann Tomlinson (2000)
What Is Differentiation?
10
What Is Differentiation?
  • Fair is not everyone getting the same thing.
    Fair is everyone getting what they need.
  • Anonymous

11
What Is Differentiation?
  • The primary intent of differentiation is to
    maximize student capacity and to find different
    pathways for students to learn and practice
    skills and concepts.
  • Forsten et al. (2006)

12
What Is Differentiation?
  • All students can learn, but all students do not
    learn in the same ways.
  • Forsten et al. 2006

13
The changing face of todays classrooms . . .
What Is Differentiation?
  • Diverse subpopulations
  • Poverty
  • De-tracking Americas schools
  • Drop-out situation
  • Higher expectations and pressure

14
Differentiate for . . .
What Is Differentiation?
  • English language learners
  • gifted students
  • special education students
  • regular education students
  • minority students
  • at-risk students

15
Why Differentiate?
  • Differentiate because of
  • Readiness
  • Learning styles
  • Interests
  • Differentiate through
  • Content (what is taught)
  • Process (how it is taught)
  • Product (what they produce)

16
Why Differentiate?
17
Developing Vocabulary
  • Frontload the lesson
  • Revisit past vocabulary words
  • Repeat games and activities
  • Clearly set up expectations

18
Developing Vocabulary
  • Content vocabulary words are used within the
    subject matter you are teaching (e.g.,
    fractions, decimals).
  • Academic vocabulary is the higher-level language
    needed to understand the content (e.g.,
    analyze, identify).

19
This product clearly models how to differentiate
through . . .
Differentiating by Content
  • content (what they learn)
  • process (how they learn)
  • product (how they share)

20
Differentiating by Content
  • You cant learn much from books you cant read.
  • Educational Leadership

21
Differentiating by Content
  • Read the first two paragraphs of The Roaring
    Twenties.

22
Differentiating by Content
23
Differentiating by Content
  • Level the Text

Shorten sentences Define vocabulary Try
not to use many pronouns Give context to names
24
Differentiating by Content
  • Lower the level of these sentences.
  • In Venice, Italy, a 35-year-old mathematics
    teacher named Galileo Galilei heard about a new
    tool that made it possible for people to see
    distant objects as if they were nearby. This new
    tool was called the telescope. Galileo had never
    seen one, but he figured out how it should work
    just by thinking about it. He decided to build
    his own and by early 1610, he had a telescope
    that could magnify distant objects up to 30
    times. For the next two years, he wrote down his
    observations and discoveries. Isnt that
    fascinating?
  • Level 7.2

25
Differentiating by Content
  • There was a man who lived in Venice, Italy. His
    name was George. He was a mathematics teacher.
    George heard about a new tool. This tool made
    things that were far away look really close. The
    tool was called a telescope. George was a very
    smart man. He had never seen a telescope. But,
    he wanted to make one himself. So, George
    thought about how he would make one. In 1610, he
    came up with a plan. George built his own
    telescope. This telescope magnified objects.
    This means it made objects look 30 times larger
    than they were. George used his telescope for
    years. He wrote down what he saw with the
    telescope. These are called his observations.
  • Level 3.4

26
Differentiating by Content
  • Organize text
  • Tier graphic organizers

27
Differentiating by Content
28
Differentiating by Content
29
Differentiating by Content
  • Leveling Graphic Organizers
  • Change what is expected
  • Change the number of items needed to be listed
  • Change the resources
  • Change the look of the organizer

30
Differentiating by Content
  • Revise this graphic organizer for the following
    levels
  • Above grade level
  • Below grade level
  • English language learners

- Change what is expected - Change the number of
items needed to be listed - Change the
resources - Change the look of the organizer
31
Differentiating by Content
32
Differentiating by Content
33
Differentiating by Content
34
Differentiating by Content
  • Good Strategies for Differentiating by Content
  • Tiered Assignments
  • Self-Paced Strategies
  • Personal Agendas
  • Orbital Studies
  • Independent Investigations
  • Learning Contracts

35
Quick Differentiation Ideas
  • Rephrasing
  • Most difficult first
  • Word stairs

36
Quick Differentiation Ideas
Word Stairs
37
This product clearly models how to differentiate
through . . .
Differentiating by Process
  • content (what they learn)
  • process (how they learn)
  • product (how they share)

38
Differentiating by Process
Start with the whole class topic
  • Tiering/Leveling
  • Questions

Increase the complexity of the question
Narrow the scope of the question
Add context to the language
39
Differentiating by Process
  • Tiering/Leveling Questions

? In what ways . . . ? How might you have done
this differently . . . ? How does this affect .
. . ? Explain several reasons why . . . ? What
problems does this create . . . ? Describe the
ways . . . ? What are some possible explanations
for . . .
? Predict the outcome . . . ? Form a hypothesis
. . . ? What are ways to classify . .
. ? Support your reason . . . ? Make a plan for
. . . ? Propose a solution . . . ? What is an
alternative to . . .
40
Differentiating by Process
  • Tiering/Leveling Questions
  • Describe water when it is a liquid and a solid.
  • Describe water when you leave it on the table.
    Describe water in your freezer.
  • Describe water when it is a solid and a liquid.
    The third state of water is gas. What do you
    think that looks like?

41
Differentiating by Process
  • Tiering/Leveling Questions
  • Compare and contrast the characters of Romeo and
    Juliet.
  • How are Romeo and Juliet alike? How are they
    different?
  • Describe Romeo. Describe Juliet.

42
Differentiating by Process
  • Tiering/Leveling Questions
  • Why and how did the northwestern Indian tribes
    carve detailed totem poles?
  • What was carved into totem poles? Why?
  • Name or sketch at least two things carved into
    totem poles. Tell why you think one was
    included.
  • For what reasons was it important to be chosen
    to carve the lowest portion of the totem pole?
    What would you carve at the bottom of a
    personal totem pole?

43
Tiered Assignments
How to Differentiate
  • Complex strategy
  • The grand daddy of all differentiation
    strategies
  • Different paths lead to the same objective.

44
Tiered Assignments
How to Differentiate
above
Objective
on
below
45
Tiered Assignments
How to Differentiate
  • Strategy Overview
  • In small groups read the Tiered Assignments
    Overview.
  • Create a mind map or graphic organizer to
    represent the most important ideas from the
    Tiered Assignments Overview.

46
Tiered Assignments
How to Differentiate
  • Begin by thinking about the enduring
    understandings.
  • What do you want students to learn during the
    activity?
  • All students should work toward the same
    objective.

In what ways did immigrants affect life in
America?
47
Tiered Assignments
How to Differentiate
  • Create the activity you want your on-grade-level
    students to complete.
  • When you tier your first assignments, start
    small. Dont tier an entire unit, tier just one
    day or one assignment.
  • Write a letter from the point of view of one of
    the immigrants we read about in class.
  • Use the narrative we read as a resource.
  • Describe the immigrants new life in America.
  • Include at least two ways that the immigrant
    changed lives in America.

48
Tiered Assignments
How to Differentiate
  • Revise the activity for your below-grade-level
    students.
  • Make the activity more focused or narrowed.
  • Write a one-paragraph letter from the point of
    view of one of the immigrants we read about in
    class.
  • Use the narrative we read as a resource.
  • Describe at least two details about the
    immigrants new life in America.
  • Include at least one way that the immigrant
    changed lives in America.

49
Tiered Assignments
How to Differentiate
  • Revise the activity for your English language
    learners.
  • Add context to the activity so focus of lesson is
    not on the language.
  • Create a Venn diagram comparing your life in
    America with the experiences of an early
    immigrant.
  • Some ideas to include are
  • What it feels like to arrive
  • What jobs immigrants do
  • How immigrants spend their free time
  • Ways immigrants change America
  • Then, write at least three sentences summarizing
    your Venn diagram.

50
Tiered Assignments
How to Differentiate
  • Revise the activity for your above-grade-level
    students.
  • Add complexity to the activity. Dont make it
    harder just more complex.
  • Write the final chapter of an autobiography from
    the point of view of one of the immigrants we
    read about in class.
  • Use at least three resources as you write your
    chapter.
  • Describe in detail how his or her life changed
    after moving to America.
  • Include at least three specific examples
    describing how the immigrant affected American
    society.

51
Differentiating by Process
  • Good Strategies for Differentiating by Process
  • Tiered Assignments
  • Questioning
  • Blooms Taxonomy
  • Kaplans Depth and Complexity
  • Three-Story Intellect
  • Multiple Intelligences
  • Inquiry-Based Learning
  • Problem-Based Learning/ Creative Problem
    Solving
  • Discovery Learning

52
Quick Differentiation Ideas
  • Scaffolded questions
  • Wait time

53
This product clearly models how to differentiate
through . . .
Differentiating by Product
  • content (what they learn)
  • process (how they learn)
  • product (how they share)

54
Differentiating by Product
Multiple Intelligences Product Grid
  • Verbal/Linguistic
  • Logical/Mathematical
  • Visual/Spatial
  • Bodily/Kinesthetic
  • Rhythmic/Musical
  • Interpersonal
  • Intrapersonal
  • Naturalist

55
Choices Board
Differentiating by Product
  • Easy to understand
  • Easy to implement
  • Easy to learn
  • Easy to explain

56
Menu of Options
Differentiating by Product


57
Differentiating by Product
Good Strategies for Differentiating by Product
  • Choices
  • Menu of Options
  • Choices Board
  • Open-Ended Tasks
  • Stations/Interest Centers
  • Leveled Learning Centers

58
Assessment
  • Difficult with differentiated activities
  • No option will work for every activity
  • Summative assessments
  • individual
  • grade-level criterion-referenced tests
  • authentic assessments
  • Formative assessments
  • group and individual
  • authentic assessments

59
Assessment
  • Types of authentic assessment
  • matrix rubric
  • point-based rubric
  • individual writing sample

60
Assessment
  • Matrix Rubric

61
Assessment
  • Matrix Rubric

62
Assessment
  • Checklist

63
Assessment
  • Point-based Rubrics

64
Assessment
Point-based Rubrics
65
Assessment
  • Individual Writing Sample

66
Myths of Differentiation
  • Only one way
  • Use all the time
  • All-purpose problem solver
  • No whole-group instruction
  • Bad for high-stakes testing
  • Special education only
  • Same as individualization

67
Myths of Differentiation
  • Means lack of mastery
  • Unbalanced workloads
  • Kings and foot soldiers
  • Brighter students teach others
  • Not fair

The above list was adapted from the following
resources Benjamin, Amy. 2002. Dispelling some
myths about differentiated instruction.
Differentiated instruction A guide for middle
and high school teachers. Larchmont, NY Eye on
Education. Wormeli, Rick. 2005. Busting myths
about differentiated instruction. National
Association of Secondary School Principals.
http//wwwfindarticles.com. Accessed October 1,
2007.
68
Truths of Differentiation
  • Choice
  • Variety of assessments
  • Working together
  • Open-ended assignments
  • Multiple learning modes
  • Connections across disciplines
  • Different teaching styles

The above list was adapted from the following
resource Benjamin, Amy. 2002. Dispelling some
myths about differentiated instruction.
Differentiated instruction A guide for middle
and high school teachers. Larchmont, NY Eye on
Education.
69
Applying Differentiation Strategies
Thank You! Emily R. Smith esmith_at_tcmpub.com http/
/www.teachercreatedmaterials.com/newsEvents/shows
Conferences_html
http//www.shelleducation.com
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