Meeting the Needs of All our Students

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Meeting the Needs of All our Students

• Differentiated Instruction
• What does it look like?

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Goals

• Address learning profile
• Understand the extensive ways differentiation can
  be addressed in the classroom
• Provide tools for differentiating lessons
• Apply strategies to own lesson

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Differentiation of Instruction

• Is a teachers response to learners needs
• Guided by general principles of differentiation
  such as
• Respectful tasks
• Flexible grouping
• Ongoing assessment and adjustment

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Reflection on Reading

• Organize into groups of 3 or 4
• Briefly explain metaphor for article read last
  night.
• Group discusses impact on teaching practice.

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Differentiation of Instruction

• Teachers can differentiate by content

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Content
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Differentiation of Instruction

• Teachers can differentiate by process

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Process
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Differentiation of Instruction

• Teachers can differentiate by product

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Product
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Differentiation of Instruction

• According to students readiness

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Readiness
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Differentiation of Instruction

• According to students interests

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Interest/Choice
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Differentiation of Instruction

• According to students learning profile

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Learning Profile
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Learning Profile-Modalities

• Auditory
• Visual
• Kinesthetic/Tactile

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Learning Profile-Modalities

• Auditory,Visual, Kinesthetic/Tactile
• Assessment Tools

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Learning Profile Multiple Intelligences

• Linguistic
• Logical/Mathematical
• Musical
• Spatial

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Learning ProfileMultiple Intelligences

• Bodykinesthetic
• Interpersonal
• Intrapersonal
• Naturalist

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Learning ProfileMultiple Intelligences

• Read assigned section from MI and Teaching
  Strategies and highlight noteworthy elements
  that impact curriculum and instruction.
• Meet with your partner and create a graphic to
  share with the rest of the group that explains
  what you have learned about Multiple
  Intelligences and implications for instruction.

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Break

• Return ready to explain your section to the group

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Learning ProfileMultiple Intelligences

• Share Multiple Intelligences through graphic,
  words and explanation.

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Learning ProfileMultiple Intelligences

• Buddy Quiz on Multiple Intelligence Instructional
  Strategies

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California Standards for the Teaching Profession
Leading to Differentiation

• Using a variety of instructional strategies and
  resources to respond to students diverse needs
• Developing and sequencing instructional
  activities and materials for student learning
• Modifying instructional plans to adjust for
  student needs
• Using the results of assessments to guide
  instruction

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Differentiated Curriculum Flexible Grouping

• Based on
• Readiness
• Interests
• Learning profile

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Differentiation in the Classroom How

• How would it begin?
• Content Standards
• Pre-assessment
• Lessons are developed with the following in mind
• Learning styles
• Multiple intelligences
• Blooms Taxonomy
• Teaching strategies
• Flexible grouping
• Choice
• Tiered Assignment
• Assessment and opportunities of student
  self-assessment

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Differentiation in the Classroom What

• What might it look like?

• Flexible grouping based on interest/skill
• Open-ended questioning
• Independent contracts
• Analysis, Synthesis, and Evaluation - the higher
  order thinking skills
• Variety of reading levels in texts resources
• Rubrics and anchor papers that show exemplary
  written work and final products

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Differentiation in the Classroom Why

• Why is differentiation essential?
• Learning should provide a moderate challenge
• When a task is too difficult learner feels
  threatened and downshifts into protective
  mode Students who consistently fail
  lose their motivation to learn
• When a task is too simple
• learners thinking/problem solving coasts
  into relaxation mode Students
  who succeed too easily lose their motivation
  to learn

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In a Brain Compatible Environment the Teacher...

• appreciate each child as an individual
• teaches the whole child
• strives for joyful learning
• offers high expectations and lots of ladders
• helps students make their own sense of ideas
• shares the teaching with the students

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• A really good teacher is someone who knows that
  a student can teach and a teacher can learn,
  integrates himself or herself into the learning
  environment, literally taking a seat among the
  conglomerate of desks, proving that he or she
  enjoys associating with the minds made of
  sponges, ready to absorb, appreciates that what
  one thinks and says is more important than what
  one uses to fill in the blanks.
  Krista, Age 17

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Teachers are no longer the Sage on the Stage
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Teachers are the Guide on the Side
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• Teacher adjusts content, process and product in
  response to students readiness, interest and
  learning profile

Flexibility is the hallmark of a differentiated
classroom
A student competes more against himself or
herself than others
Teacher begins where the students are
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All students participate in respectful work

• Excellence is defined in large measure by
  individual growth from a starting point

Multi-option assignments are frequently used
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Teacher helps students become more self-reliant
learners
Students are assessed in multiple ways
Students work with the teacher to establish both
whole-class and individual learning goals
Focus on multiple forms of intelligence is evident
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Through the Cracks

• Carolyn Sollman

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• Seeing stars, it dreams of eternity.
• Hearing birds, it makes music.
• Smelling flowers, it is enraptured.
• Touching tools, it transforms the earth.
• But deprived of these sensory
• experiences, the human brain withers
• and dies.
• Ronald Kotulak
• Inside the Brain

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3-2-1 Exit Cards

• 3 important things Ive learned are
• 2 ideas or insights I would like to share
  with colleagues at school are
• 1 action I will take immediately is

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Break for lunch
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Wilma Unlimited

• Process and product strategies/tools modeled
  through Wilma Unlimited by Kathleen Krull
• Q-Matrix
• Extension Menu
• Cubing
• RAFT

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On the Page
Off the Page
Between the Lines
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Q-Matrix Questioning Stems Developed by Dr. C.W.
Wiederhold

• The Question Matrix Stems connected to Blooms
  Taxonomy.
• Recall question prompts are in the upper left
  hand corner of the Q-Matrix and as one moves out
  from that corner, the more the prompts encourage
  comprehension, application, analysis, synthesis
  and evaluation questions.

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Wilma Unlimited

• Model Q-Matrix

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CUBING

• Cubing is a strategy that adds Novelty to your
• differentiation tool box.
• Cubing can be used to differentiate by
• Readiness
• Interest
• Learning Profile

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C1
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Extension Menu

• Strategy for
• Independent Work Contracts
• Inclusion of Choice
• Tiered
• Im Done! Now What Should I Do?
• Developed by Susan Winebrenner

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Break
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RAFT
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RAFT
Role Audience Format Topic
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RAFT
Raft is a strategy that employs writing to learn
activities to enhance understanding of text.
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RAFT

• Role
• R Writers role
• Reporter
• Observer
• Eyewitness?

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RAFT

• Audience
• A Who will be reading
• the writing
• The teacher
• A city planner
• Another student?

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RAFT

• Format
• FWhat is the best way
• to present the writing
• Letter
• Poem
• Report
• Play?

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RAFT

• Topic
• T Who or what is the
• subject of the Writing
• Famous mathematician
• Prehistoric cave dweller
• Reaction to an event?

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RAFT forces students to process information,
rather than merely write out the answer to a
question.
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Steps to Getting Started

• Get a buddy
• Align your objectives and start slowly
• Plan for ongoing and varied opportunities for
  students to demonstrate their knowledge
• Find out what your students know
• Plan for flexible groups
• Provide choice
• Encourage student to take responsibility for
  their learning
• Incorporate student-self assessment and goal
  setting in your learning environment

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Teachers Role

• Make connections across the curriculum
• Allow students to demonstrate their learning
  using a variety of assessments
• Create environments that encourage students to
  collaborate in a variety of settings

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Teachers Role

• Encourage questioning by students
• Actively engage students
• View Students as problem solvers inquiring about
  the world

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3 Minute Pause to Reflect
Think about a Concept you teach and a lesson plan
you have developed in the past. Now think about
some of the strategies we have explored today
and answer the following question. v What of
todays work might you apply as a strategy?
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APPLY IT!

• Review differentiation strategies
• Cubing
• Extension
• RAFT
• Draft for a lesson you already teach or practice
  with a provided text
• Share how you would apply strategy with group at
  your table
• Prepare to share with large group

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Success Every child, in addition to challenge,
needs success. One of the problems with a
classroom that is not differentiated is
somebody is challenged and has a chance to
succeed, but somebody is under-challenged and
succeeds without challenge, while someone else
is over-challenged and does not have the
opportunity for success. Carol Ann Tomlinson
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Tiered Lesson
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Tiered Lesson
Skill Dribbling and Basketball
Dribble from point A to point B in a straight
line with one hand. Switch to the other hand and
repeat. Use either hand and develop a new floor
pattern
Zigzag one hand then the other hand Increased
speed Change pattern to simulate going around an
opponent
In and out of pylons as fast as possible Dribble
with one hand - partner playing defense Increase
speed and change hands
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Tiered Lesson
Creating Tiered Assignments
The Equalizer
Tiered Lesson Examples