Reaching All Students

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Reaching All Students

• Differentiation

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Word Bank

• Tiered Assignment
• Flexible Grouping
• Jigsaw
• Metacognition
• Learner Centered classroom

• Differentiated Instruction
• Layered Curriculum
• Compacting
• Anchor Activity

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Dont Panic.

• Remember this is orientation.
• Experts estimate it will take 8 to 10 years for a
  school to accomplish complete differentiation.
• Jumping in too deeply, too soon will result in
  frustration.
• But you can begin.

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What is differentiation?
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Differentiation is not

• Having bright students do more exercises or a
  book report.
• Rewarding high achieving students with silent
  reading, trips to the library, or time to work on
  other subjects.

• Group work without individual accountability or
  new work for all students.
• A variety of student responses to a single
  assignment.

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Differentiation is

• Multiple assignments in a single unit that match
  students interests.
• Allowing students to choose ways to learn and to
  demonstrate learning.

• Permitting students to skip material they already
  know and continue to progress.
• Requiring high levels of critical thinking while
  permitting a range of responses.

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Why differentiate instruction?
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Its the law!

• 704 KAR 3285 Administrative Regulation that
  outlines Programs for Gifted and Talented
• Supported by a number of regulatory statutes
• School districts must identify and provide
  services to GT students which
• are qualitatively differentiated to meet student
  needs
• Result in educational experiences that match
  students interests, needs and abilities and
• Facilitate the high level attainment of goals
  established in KRS 158.6451

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Why differentiate?

• Reduce risk of underachievement
• Reduce discipline problems
• Increase motivation
• Address learner readiness
• Build self esteem

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Ways students differ

• Prior knowledge or skill expertise
• Learning rate
• Cognitive ability
• Learning style preference
• Motivation, attitude, and effort
• Interest, strength, or talent

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How do teachers differentiate?

• They rely on Blooms Taxonomy.

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Lessons have 3 layers

• The C level covers basic understanding and most
  exit expectations.
• corresponds to the first two levels of Blooms
  Taxonomy.
• constitutes the largest section of the unit
• contains projects for diverse learning styles,
  i.e. art, skits.
• includes about 3 times the options as are
  required for completion.

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Lessons have 3 layers (cont)

• B level --more complex thinking.
• Students apply or manipulate the learning in some
  way.
• Blooms application and analysis levels.
• build, design, use, apply, problem solve, create,
  brain-storm.
• interdisciplinary studies, compare contrast
  displays, problems to investigate.

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Lessons have 3 layers (cont)

• The A Layer -- most complex/critical thinking.
• mixes research with values, morality and personal
  opinion.
• involves real world issues currently debated.
• may be a persuasive letter to a legislator, a
  two-minute oral presentation on their position.

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More on Layers

• Many assignments are optional
• C assignments
• Cover the core content
• Can be defended orally (spot check)
• B assignments
• Emphasize process, not results
• Provide resources, not answers
• A assignments
• Focus on research, analysis, reporting, position

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The Teachers Role

• Guide on the side
• Speaks to every student on their own turf (at
  their desks)
• Requires an oral defense of some assignments
• Evaluates, clarifies, teaches
• Encourages students to work out solutions,
  especially at B and A levels

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Essentials for differentiation

• Teachers must
• Thoroughly know their content and the skills
  students need to learn.
• Be well acquainted with their students--
  interests, learning styles, strengths, growth
  areas.
• Have a well-organized classroom with clear
  procedures and behavioral expectations.
• Greet students and speak with them daily.

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Common laments

• "I know I'm missing lots of my students, but if I
  don't hurry to cover all the content, how will
  they succeed on the test?"
• "I know it would be good to involve students in
  thinking and problem solving, but there's just no
  time."

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Tips

• Explain the process implement slowly.
• Model the structure with whole class.
• Students will learn to
• make choices.
• manage their time.
• enjoy the novelty.
• Base grading rubrics on complexity, time, and
  effort (results).

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Introductory Example

• The Arthropods
• (a 5-day unit plan)

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Day 1

• Attend class lecture and take notes 5 pts
• Quietly watch the movie 5 pts
• Write 15 new ideas learned in movie 10 pts
• Write 2 paragraph summary of video 5 pts

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Day 2

• Attend lecture and take notes 5 pts
• Select a text and read chapter on arthropods
  answer end of chapter questions 15 pts
• Make a poster showing classes and 3 exs of each
  class 10 pts
• Listen to audio tape and answer 10 pts
• Make a paper cube and draw a representative of
  one class on each face 5 pts

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Day 3

• Attend lecture and take notes 5 pts
• Pick one class and make a mobile showing the
  orders of that class 5 pts
• Complete the computer program 10 pts
• Make flash cards from vocabulary on board and
  learn them 10 pts
• Complete the worksheet packet 10 pts

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Day 4 B level labs

• Attend lecture and take notes - 5 pts
• Complete one exercise - 15 pts
• Who jumps proportionately further, a cricket or a
  human?
• What is the average speed of an ant?

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Day 5 A level Assignments

• Attend lecture and take notes 5 pts
• Choose one 20 pts
• What poisonous spiders live in KY?
• Does the shellfish industry seriously harm the
  natural populations of these animals?
• Can AIDS be transmitted from mosquitoes to
  humans, like West Nile virus?

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Grading Scale

• C 56 - 70 pts
• B 71 85 pts
• A 86 pts

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Group Exploration

• Examine the layered curricula at your table.
• Discuss and note your observations (good and bad)
  with each other.
• Be prepared to report to the group.

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Where do I begin?

• Start slowly. This will take time for you and the
  students. You cannot do this in one year.
• Try offering only 2 options per day.
• Listen to the lecture and choose one of the
  following two assignments1. xxxxxxx2. xxxxxxx

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Where do I begin?

• Have clear deadlines. (Something is due today.)
• Grade a day behind the students
• Students turn in work, but you visit with them
  the next day.
• Dont try to conference with every student on
  every assignment at first.
• Keep note cards with expectations and
  observations for conferences.
• Work with others in your department.
• Work with your CIA.

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Anchor Activities

• Assignments students complete on their own as you
  work with others.

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Ten Teaching Tips

• Offer choices
• Keep instructions brief!
• Greet every student
• Test as you teach
• Color code unit sheets
• Post grading rubrics

• Meet students on their turf (their desk)
• Connect new learning to past experience
• Store unit sheets where students have access (a
  file cabinet?)

http//help4teachers.com
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Application

• Your group should select a class rule shared by
  all.
• Create a learning activity to teach your selected
  rule based on a level of Blooms taxonomy chosen
  by the presenter.
• Be prepared to share your rule and strategy with
  the group.

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Differentiated Instruction

• Is our goal.
• Will take time.
• Changes the role of the teacher.
• Requires advanced planning.
• Should be started gradually.
• Results in classroom dignity for students and
  teachers alike.

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T T T

• Put up in a place where its easy to see,
• The cryptic admonishment,T.T.T.
• When you feel how depressingly slow that you
  climb
• Its well to remember that THINGS TAKE TIME.