Ticket In

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Ticket In

• Complete the DI Self-Assessment

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Enhancing Teaching Learning Through Differentiat
ed Instruction (DI)

• Upper Dublin School District
• February 2015

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Session Objectives

• Recognize and respond to differences among
  learners
• Identify techniques and processes that teachers
  can use to adjust instructional delivery to meet
  their students needs
• Actively engage learners
• Plan for Differentiation

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Todays Agenda

• Honor/Assess Current Knowledge and Expertise
• Set Personal Learning Goals
• Establish a Culture of Engaged Learning
• Anchor Activities
• Parking Lot of Engagement Strategies
• Develop Common Language around DI
• Know the Learner
• Provide Student Choice
• Apply Strategies in Personal Practice

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Checking In

• Your DI Self-Assessment

Getting Started Along the Way Regular /Frequent Practice
Collaboration Line-Up (day of birth)
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In pairs, share the evidence you based your
self-assessment on.
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Processing the Activities

• What did we do?
• Why did we do it?
• How does it support differentiation?

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for this Session (one per post-it)

Wish 1 - What do you want to learn to do better
or differently with regard to differentiation? Wis
h 2 - What aspect of teaching or learning do you
hope to enhance? Wish 3 - What question/clarificat
ion do you have/need regarding differentiation?
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Norms for Working Together

• Equity of Voice
• Active Listening
• Respect for All Perspectives
• Safety and Collegiality

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Anchor Activities

• Characteristics

• Role

• Independent learning level
• Meaningful
• Respectful
• Supportive
• Routine based
• Introduced gradually
• Limited preparation time
• Varied

• Supports small group instruction
• Permits differentiation
• Fosters self-regulatory behaviors
• Teaches time management
• Provides additional practice

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Potential Anchoring Activities

• Just a few-
• Journals/Learning Logs
• Student Reflection
• Writers Workshop
• Vocabulary Work
• Independent Reading
• Computer-Based Activities
• Listening/Video Center

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Todays Anchoring Activity

• Text passage
• The Role of the Teacher in a Differentiated
  Classroom
• Differentiating Instruction Rules of Thumb
• Explore the Rules of Thumb general guidelines
  that make differentiation possible.
• Use the graphic organizer, or create your own, to
  help you process the reading.

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Processing the Activities

• What did we do?
• Why did we do it?
• How does it support differentiation?

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Lets recall

• What is Differentiated Instruction?

Quick Write 5 words or ideas that come to
mind Turn and Talk
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What Is DIFFERENTIATION?

• Differentiation is
• a process which teachers can use to increase
  achievement by improving the match between
  learner's current unique characteristics and
  curriculum components.
• - Dr. Deborah Burns, University of Connecticut
• planning instruction in a variety of ways to
  meet the needs of a variety of learners.
• - Dr. Kathie F. Nunley, Differentiating the
  High School Classroom

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Differentiated Instruction is

• Engaging instruction that is -
• Challenging and grounded in essential learning
• Responsive to students varying background
  knowledge and learning preferences/needs
• Varied and flexible

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Why Differentiate?

• All kids are different
• One size does not fit all
• Best practice
• Effective instruction
• Maximize potential
• Growth and access

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Why Differentiate?

• Standards-based classrooms
• High expectations for ALL children
• Multicultural diversity
• Student diversity
• Research on human learning
• Rapid technological change

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Not all students will make the same journey as
they learn, but this diversity of learning styles
enriches the classroom community.
- Jennifer, Student
Teacher Adapted from Touch the FutureTeach!,
2006
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Differentiated Instruction means

• Following the DI Rules of Thumb

• Curriculum Clarity
• Ongoing Assessment
• Critical and Creative Thinking
• Engagement
• Choice

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Differentiated Instruction requires

• Flexibility of
• Teaching
• Learning
• Ongoing assessment
• Formal
• Informal

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Check and Perfect

• What is DI?
• Add/Adjust/Extend
• Turn and Talk Someone Different!

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Processing the Activities

• What did we do?
• Why did we do it?
• How does it support differentiation?

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Knowing the Learner

• Student Learning Profiles

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Stand-Up Team-Up
Numbered Heads Together
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What powerful differences exist among students?

• Prior Knowledge or Skill Expertise
• Learning Rate
• Cognitive Ability
• Learning Style Preference
• Motivation, Attitude, Effort
• Interest, Strength, Talent
• Gender
• Culture
• Language
• Economics

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As a result, which groups of students may have a
learning gap?

• Low income
• Culturally diverse
• English language learners
• Special education
• Disengaged
• Male or female students
• Career and technical education students
• American students (NAEP/TIMSS)
• Gifted education

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The Roots of Student Differences
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Critical Components of Differentiation

• Get to know your students
• Build Community in your classroom
• Assess students regularly
• Formal/Summative
• end of unit tests, essays, product)
• Informal/Formative
• pretests, exit cards, KWHL, student surveys
  (thumbs up/down, questioning)

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Learning Styles
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Multiple Intelligences

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Learning Styles vs. Multiple Intelligences
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Your Profile Card
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Quick Check

• How comfortable were you completing this task?
• Very NOT So-So
• What more might you seek to learn about your
  students?

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Processing the Activities

• What did we do?
• Why did we do it?
• How does it support differentiation?

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Engaging through Choice

• Learning Menus

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What is a Learning Menu?

• A learning menu is an array of independent
  learning activities presented in a choice or
  menu format to provide students with options
  for extending or enriching the essential
  curriculum.

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Why use a Learning Menu?

• Satisfies Rules of Thumb by promoting
  engagement, allowing choice and offering
  challenge
• Increases motivation- Students choices reveal
  their interests, abilities and learning styles
• Allows teachers to provide for students at
  varying degrees of readiness

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Advantages of Learning Menus

• Strategy spans all curricular areas
• Can target specific learning activities for an
  individual student or small group
• Promotes higher level thinking skills
• Encourages the development of independent thinking

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Many Different Names for Learning Menus

• Dinner Menu
• Choice Board
• Think-Tac-Toe
• Agendas
• Must Do Can Do
• Extension Menu

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Classroom Uses of Learning Menus

• Follow-up activity
• Culminating activity
• Anchoring activity
• Learning center
• Independent activity
• Extension activity

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Menu by Content
Fractions Fractions Fractions
Decimals Decimals Decimals
Percents Percents Percents
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Menu by Readiness
Basic Basic Basic
Mid Mid Mid
Advanced Advanced Advanced
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Menu by Learning Profile
Visual Auditory Kinesthetic-tactile
Visual Auditory Kinesthetic-tactile
Visual Auditory Kinesthetic-tactile
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Guidelines for Development Use(What and How)

• Informed choice
• Vary offerings (based on intent)
• Structure accountability
• Discuss the process and develop management
  guidelines
• Provide early feedback

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You Choose

• Differentiated Instruction Choice Board

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Who

• Did the same as you!
• Share your product (30 seconds each)
• Be prepared to share your partners with the
  larger group (Random Reporter)

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Processing the Activities

• What did we do?
• Why did we do it?
• How does it support differentiation?

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Planning to Differentiate

• The Purposeful Design
• of Learning

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Lets recall

• Why must I plan to differentiate?

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(No Transcript)
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Before you begin, ask yourself

• Am I clear about what I want students to know, do
  and understand in this unit?
• What pre-assessments and formative assessments
  will I use?
• What instructional strategies will actively and
  cognitively engage the learners?
• How will I balance student-selected and
  teacher-assigned tasks and groupings?

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One Possible Instructional Sequence

• Class Meeting, Overview, or Introduction
• Pre-assessment
• Large Group Teaching and Learning Activities
• Small Group Activities
• Small Group Instruction
• Differentiated Learning Activities
• Anchoring Activities (Differentiated and
  Independent)
• Large or Small Group Problem Solving and
  Application Activities
• Debriefing and Reflection
• Extension Activities

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Next StepsWhat do I do now?

• Focus/Plan
• Apply Choose from
• Anchor Activities
• Learning Profiles
• Choice Board/Menu
• Engagement Strategies from Today
• Share (February 26th half-day PD)
• See Sharing of Application Handout
• Try again

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My 3 Wishes

• What personal wishes were you granted?
• As a result of our learning, what aspects of your
  teaching and student learning will be enhanced
  through differentiated instruction?
• What wish remains for follow-up?

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Tear and Deposit

• dgaffney_at_mciu.org

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Parking LotRunning Record of Engagement
Strategies

• Think-Write-Pair-Share
• 10-2
• Check perfect
• Numbered Heads
• Graphic Organizer
• Choice Options
• Find Someone Who
• Random Reporter
• Exit Slip

• Ticket In
• Parking Lot
• Collaboration Line-Up
• Self-/formative Assessment
• Self-Directed Learning
• Group Norms
• Anchor Activity