Beginning the Journey of Differentiated

Instruction

Maria MolinaEducational Consultant

Welcome!Please find a place to sit and then do the following anchor

activity.Complete the Frayer Diagram using key words and phrases.

Differentiation

Definition Information

Examples

Non-Examples

Make a date!12:00 3:00

6:00 9:00

Community Agreements• Participate Actively• Ask Questions• Learn by Doing• Set your leaning into action!

At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom

so that students havemultiple options for

taking in information,making sense of ideas,

and expressingwhat they learn.

It’s teaching so that “typical” students; students with

disabilities; students who are gifted; and students from a

range of cultural, ethnic, and language groups can learn

together, well. Not just inclusion, but inclusive

teaching.Based on Peterson, J., & Hitte, M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn & Bacon, p. xix.

It’s making sure each student learns what he or she should learn

by establishing clear goals, assessing persistently to see

where each student is relative to the goals, and

adjusting instruction based on assessment information—

so that each student can learn as much as possible as efficiently as

possible.

Differentiation is not…• New• IEP’s for all; individualized

instruction• Tracking• Constant group work• Occasional variation on teaching

style• “On the spot”

What are the students saying?When I feel lost in class…

- I play with my hair- I wish the teacher would know how I feel and would help

me.- I want to go home and watch TV.- I get mad.- I feel scared. Sometimes I try to listen harder but mostly

it doesn’t work.

What does it feel like when classes move too slowly…- I color my nails with a pen.- One thing my sister taught me to do is to listen to music

in my head or to think back to a movie, to its funny parts.

Consequences of not Differentiating

• Socrates was a famous Greek teacher who went around giving people advice. They killed him. Socrates died from an overdose of wedlock.

• Bach was the most famous composer in the world, and so was Handel. Handel was half-German, Half-Italian and half English. He was very large Bach died from 1750 to the present. Beethoven wrote music even though he was deaf. He was so deaf he wrote loud music. He took long walks in the forest even when everyone was calling for him. Beethoven expired in 1827 and later died for this.

• I am not sure how clouds get formed. But the clouds know how to do it, and that is the important thing.

• Writing at the same time as Shakespeare was Miguel Cervantes. He wrote Donkey Hote. The next great author was John Milton. Milton wrote Paradise Lost. Then his wife died and he wrote Paradise regained.

Why should I differentiate?

Differentiation Is a teacher’s response to learner’s

needsShaped by mindset & guided by general principles of

differentiation

Respectful tasks

Flexible grouping

Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…

Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.

Quality Curriculum

Bldg. Community

Interest Learning Profile

Teacher’s can differentiate by…

Content: Common Ways to Differentiate Content:

Leveled texts Same theme; different context

topic Varied math operations Interest centers; free choice time Mini lessons on how to … Books on tape; highlighted text,

reading partners

Strickland- ASCD

What students learn and the materials or mechanisms through which that is accomplished.

Process Common Ways to Differentiate Process:

Opportunity to work in pairs or groups

Group roles Dictated journal entries Use of technology Amount or kind of teacher help

available Various types of graphic organizers

and supporting documents Varied task directions Tiered activities

Strickland -ASCD

It describes activities designed to ensure that students use key skills to make sense out of essential ideas and information. How they learn it.

Product Common Ways to Differentiate Product

Product options Tiered products Varied criteria for

success Varied timelines Varied Audiences

Strickland - ASCD

They are vehicles through which students demonstrate and extend what they have learned

Community Builder: “Four of a Kind”

Differences

Differences Differences

Differences

Similarities(Find four common

similarities)

According to the students’…

Readiness refers to a student’s knowledge, understanding, and skill related to a particular sequence of learning. Only when a students works at a level of difficulty that is both challenging and attainable for that student does learning take place.

-Tomlinson 2003

Too Comfortable

Too Overpowering

Appropriate Challenge

Target ForChallenge

Zone of Proximal Development

and FlowParalyzingtask Known

task

Perspiringtask

PANIC

PANI

C

PANIC

Karen Lelli Austin

If we assume that students can do more than wethink they can and plan to prove our assumptionis correct, it most likely will be.

The most powerful differentiation will always occur when we ask ourselves the questions,“What are the essential understandings and skillsthat serve as a baseline for my most able students?”and “How can I plan to support all my students inachieving those baselines?”

Always scaffold up. Never dumb down!!

READINESS VS. ABILITY

Tiered Tasks

A readiness-based approach designed to help all learners work with the same essential information, ideas, and skills, but at a degree of difficulty “just a little too hard” for that learner.

Criteria for Effective Tiering• All tasks are focused on the same essential knowledge,

understanding and skill• All tasks at a high level of thinking• All tasks equally engaging

Many Approaches Can Be TieredActivities, labs, centers, journal prompts, homework, products, tests/assessments, discussion questions . . .

C. Tomlinson

Developing a Tiered Activity

Select the activity organizer•concept•generalization

Essential to buildinga framework ofunderstanding

Think about your students/use assessments

• readiness range• interests• learning profile• talents

skillsreadingthinkinginformation

Create an activity that is• interesting• high level• causes students to use key skill(s) to understand a key idea

Chart the complexity of the activity

High skill/Complexity

Low skill/complexity

Clone the activity along the ladder as needed to ensure challenge and success for your students, in

• materials – basic to advanced• form of expression – from familiar to

unfamiliar• from personal experience to removed

from personal experience•equalizer

Match task to student based on student profile and task requirements

1

3

5

2

4

6

Sandra Page bookpage@nc.rr.com 919/929-0681

Tiered Lesson Planning SheetTiering is a readiness response, and usually differentiates the skill levels of students. The skills are the

“Do” part of the learning goals, the verbs. Sometimes, though, the content level or the difficulty/complexity of the problem or task is the differentiating element in a tiered lesson.

1) Learning goals of lesson:What should students KNOW (facts)What should students be able to DO (verbs)What should students UNDERSTAND (statement)

2) If you have taught this lesson or activity before, what group of students would most benefit from a modification to this version? How will you preassess and find this group?

1) Describe the grade level activity for the lesson.

1)What element(s) should be changed to make the activity more appropriate in challenge to the defined group? Use the Equalizer to analyze the lesson and determine how you might improve the lesson for the defined group of learners. Write that first cloned version here.

1)If time permits, what might be a second cloned version that would benefit a different group of learners?

Sandra Page bookpage@nc.rr.com 919/929-0681

Tiered Lesson on SequenceThe teacher will assign the student the sequence task of most appropriate

challenge based on pre-assessment. Students may work alone or with a skill-alike partner. Students may present to teacher individually, or they

may present to another student who has done a different sequence.Learning Goals: Place items in order of occurrence. Use vocabulary

teacher has introduced (first, next, last; or first, second, third; or before and after)

1. Using 3 simple pictures, a student will put them in order of occurrence. (Example: Man blowing up balloon. Child with balloon in hand, smiling. Child with sad face and balloon popping.) Student will then explain aloud to another student and teacher, describing the action sequence. Remind student to use either first, next, last; or before and after.

2. Using 4-5 pictures, a student will put them in order of occurrence. (Example: Photo of bread on plate and person unscrewing peanut butter jar. Photo of peanut butter being spread on bread. Photo of second slice of bread being placed on top. Photo of knife being used to cut sandwich into diagonals. Photo of child eating sandwich.) Student will then explain aloud to another student and teacher, describing the action sequence. Remind student to use either first, second, third; or before and after.

Sandra Page bookpage@nc.rr.com 919/929-0681

Make a Pizza: a tiered Pre-K reading lesson

Learning Goals: Students will organize ideas, create a list, and learn to recognize initial consonant sounds in words,

sounds for Group B.The teacher prepares a plastic baggy for every student. Inside each

baggy are photos/pictures of food items and the names of those items. Students will sort the items onto a paper plate (labeled Dough) and will place the names of the items on a blank sheet of paper (labeled List.)

Every student will have a baggy, a Dough plate, and a blank List.Each student will have 8 pictures. Choices of pictures might

include: Cheese, Carrots, Peppers, Pears, Pineapple, Pickles, Fish, Meat, Mustard, Tomatoes, Trix cereal, Salt, Sauce, Sugar, etc. Some items should be yucky or funny.

The initial letters in each word should be ones that you have recently practiced or want the students to review. The word choices will vary with the readiness of the student, choosing easier initial letter sounds for Group A and harder words and initial letter sounds for Group B.

Group APlace 8 easier words and

pictures in baggy. Each picture will have a box below it with the word typed in easy to read font.

The students must choose items that they will want on their pizza. Each student will cut apart the picture and word and paste the word on the blank List and paste the picture on the blank Dough plate. They must choose at least 3 items from the baggy.

Using a red crayon, they may color on sauce (if you wish, do this before pasting).

The student will read and point to the list the items that they must buy to make their pizza.

Group BEight pictures and 8 words are

separately placed in a baggy. The words may have more difficult initial sounds. Students will match pictures to words, first. To do this, they may either sound out the word or look for the picture and word in a picture dictionary or teacher made reference list.

The student chooses items that they want on their pizza. They paste the picture on the blank Dough plate. (Again, they may color on the plate, if you wish, to show red sauce. Do this before or after pasting pictures.)

The student will then copy/write the words onto the blank list & read aloud the items to make that pizza. If writing is too difficult for some, student may paste words.

Tiering: Make a pizza, continued

Sandra Page bookpage@nc.rr.com

919/929-0681

Varying Journal PromptingA. Create a

fortune lines visual (with narration) that shows the emotional state of the little prince at what you believe are the 8-10 most important points in the book. Explain why you selected these events.

B. Create a fortune lines visual (with narration) that shows the emotional state of the little prince at what you believe are the 8-10 most important points in the book. Be sure to arrange them in the order in which they happened rather than the order they are written about in the book. Defend your selection of events and your chronology.

Tiered ActivitySubject: ScienceConcepts: Density & BuoyancyIntroduction: All students take part in an

introductory discussion, read the chapter, and watch a lab activity on floating toys.

Activities Common to All Three Groups• Explore the relationship between density and

buoyancy• Determine density• Conduct an experiment• Write a lab report• Work at a high level of thinking• Share findings with the class

The Soda Group• Given four cans of different kinds of

soda, students determined whether each would float by measuring the density of each can.

• They completed a lab procedure form by stating the materials, procedures, and conclusions. In an analysis section, they included an explanation of why the cans floated and sank, and stated the relationship between density and buoyancy.

The Brine & Egg Group• Students developed a prescribed

procedure for measuring salt, heating water, dissolving the salt in the water, cooling the brine, determining the mass of water, determining the mass of an egg, recording all data in a data table, pouring the egg on the cool mixture, stirring the solution and observing.

• They answered questions about their procedures and observations, as well as questions about why a person can float in water, whether it is easier to float in fresh or seawater, why a helium filled balloon floats in air, and the relationship between density and buoyancy.

The Boat Group• Students first wrote advice to college students

building concrete boats to enter in a boat race.• They then determined the density of a ball of clay,

drew a boat design for a clay boat, noting its dimensions and its density.

• They used cylinders of aluminum, brass, and steel as well as aluminum nails for cargo, and determined the maximum amount of cargo their boat could hold.

• They built and tested the boat and its projected load.

• They wrote a descriptive lab report to include explanations of why the clay ball sank, and the boat was able to float, the relationship between density and buoyancy, and how freighters made of steel can carry iron ore and other metal cargo.

Adding FractionsGreen GroupUse Cuisinaire rods or fraction

circles to model simple fraction addition problems. Begin with common denominators and work up to denominators with common factors such as 3 and 6.

Explain the pitfalls and hurrahs of adding fractions by making a picture book.

Red GroupUse Venn diagrams to model LCMs.

Explain how this process can be used to find common denominators. Use the method on more challenging addition problems.

Write a manual on how to add fractions. It must include why a common denominator is needed, and at least three different ways to find it.

Blue GroupManipulatives such as

Cuisinaire rods and fraction circles will be available as a resource for the group. Students use factor trees and lists of multiples to find common denominators. Using this approach, pairs and triplets of fractions are rewritten using common denominators. End by adding several different problem of increasing challenge and length.

Suzie says that adding fractions is like a game: you just need to know the rules. Write game instructions explaining the rules of adding fractions.

Interest refers to those topics or pursuits that evoke curiosity and passion in a learner. Thus, highly effective teachers attend both to developing interests and as yet undiscovered interests in their students.

- Tomlinson 2003

Sandra Page bookpage@nc.rr.com 919/929-0681

Reading Homework Choice BoardYou will have 3 reading assignments this week. You must choose to do an option to

respond to each reading as homework, and choose 3 different options total.

Complete a set of notes or make an outline of the key ideas

Create a Net-Knowledge Page by using the Internet to gather hyperlinks for URLs of websites related to the topic, key ideas, and images to support the reading.

Rewrite the reading as a newspaper article. Use the 5 W’s, and include details to support your main ideas.

Create a set of five newspaper headlines representing key ideas

Find 25 important words or phrases in the reading. Group the terms and create your own concept map or graphic organizer to illustrate your understanding of the reading.

Create a visual timeline with captions to highlight key events or actions in the reading.

Create a top ten list of things you should understand about the reading. Prepare the list on an overhead transparency to present to your peers.

Draw 3 pictures with captions that illustrate three important ideas.

Visit a teacher-recommended website related to the reading and summarize your findings. Be sure to relate the reading to the website.

This contract gives students choices that appeal to learning preferences. Don’t feel you must grade or go over every homework item. Ask students which of these response techniques helped them best understand the reading.

Differentiation By InterestSocial Studies

Mrs. Schlim and her students were studying the Civil War. During the unit, they did many things -- read and discussed the text, looked at many primary documents (including letters from soldiers, diaries of slaves), had guest speakers, visited a battlefield, etc.

As the unit began, Mrs. Schlim reminded her students that they would be looking for examples and principles related to

culture, conflict change and interdependence.

Differentiation By InterestSocial Studies (cont’d)

She asked her students to list topics they liked thinking and learning about in their own world. Among those listed were:

music reading food books sports/recreation transportation travel mysteries people heroes/ villains cartoons families medicine teenagers humor clothing

Differentiation By InterestSocial Studies (cont’d)

Students had as supports for their work:

- a planning calendar - criteria for quality - check-in dates- options for expressing what they

learned- data gathering matrix (optional)- class discussions on findings,

progress, snags-mini-lessons on research (optional)

40

Reading Center Choice Board: You must read 3 things in a column, a row, or a diagonal to get a bingo this week.

Read Highlights or Sesame Street magazine

Listening Center: Listen to a story on tape

Read a Map in the reading center.

Draw three or more pictures to tell a story.

Use the computer story program to read a story and answer questions.

Read a picture book from the classroom library.

Read a story or book with an adult or a 2nd grade student.

Build a model using blocks or clay or draw an animal, a person, or a place in a story that you have read.

Use Leapfrog to read a story aloud.

Sandra Page bookpage@nc.rr.com

919/929-0681

Learning profile refers to how students learn best. Those include learning style, intelligence preference, culture, and gender. If classrooms can offer and support different modes of learning, it is likely that more students will learn effectively and efficiently.

- Tomlinson 2003

Sternberg’s Three Intelligences

Analytical Practical

Creative

Sandra Page bookpage@nc.rr.com 919/929-0681

Primary Measuring: Sternberg TasksA P C

Use a ribbon to measure and find 7 things that are the same length

Which of these five items will fit into the box? You must find a way to measure the items and the box BEFORE you try each item to see if it fits

Use the strip of red paper I give you. Find some things (like the crayon as I demo-ed) and measure the strip of paper with each item. How many each _ lengths is the red strip?Children explore and discover simple

ways to measure. [HSCOF-3.3.4, 4.2.3] [GLCE-M.UN.00.01-.05]

Sandra Page bookpage@nc.rr.com 919/929-0681

Kinestheticconstruct/build a vehicle using classroom materialsdemonstrate how it goes; use vocab words to describe

Oralidentify a vehicle and its parts as you tell a storydescribe what makes it move and how it goes; use vocab

Visualdraw a picture of a vehicle and label its partsshow how you made your vehicle and how it goes by making a poster

Auditoryidentify a vehicle through the sound that it makes using sound effects tape; use vocab use a sound or song with a vehicle to show how it moves and goes

Primary Transportation by learning modality continued

Sandra Page bookpage@nc.rr.com 919/929-0681

Using Learning Modalities in Reading Practice with Sight Words

Kinesthetic • word puzzles (building sight words with form-fitting pieces)• building words with magnetic letters, letter cards, Elkonin

boxes• clapping letters and/or rhymes of wordsOral• flashcard practice with partner• saying/reading aloud sentence/book containing sight words• singing song with sight words (Humpty Dumpty – Humpty

Dumpty had to go, Humpty Dumpty then said ‘NO’!Visual• use tree map to sort sight words by 2, 3, 4,etc. letters• locate sight words within a text• word wall activities (rhyming, riddles, etc.)• cloze activity of placing sight words within a sentenceAuditory• read words with an emotion (in – scary voice, the – happy

voice)• echo reading of sight words or sentence using sight words• listen to story with text present and sight words highlighted

Window Forecasting

Learning Profile Science Activity

Meteorologist:You are a meteorologist working for Channel 29 News. The show will “air” in 10 minutes with the weekend’s forecast, but all the equipment is failing. Look out your “windows” and use the clouds to predict the weather forecast for the local community. You can either write your script for the news show explaining your prediction and your reasons for the prediction, create a poster or prop for the news show that shows the audience what you think the weather will do and why, or role-play the part of the meteorologist and verbally present your forecast predictions to the audience.

Cindy Strickland 08

Learner Cards

Jamala Fisher

3Front

Rdg Level Sch.Affil+321 – 123- + -

Int Soccer

Mysteries Video Games

LP S/PQ/N ELLV/A/KG/SA/P/CP/W

BackNanci Smith ‘03

Key Principles of Differentiated

Instruction

Community

•Pre-assessment•On-going Assessment to Inform Instruction•3-P Grading

DIFFERENTIATION

Key Principle #1: All students participate in respectful work in a respectful environment.

Respectful learning environment is:

WelcomingRespectful of differencesSafeEmphasis on growthSuccess- orientedFairCollaborative

Keys to Connecting with Kids

(Tomlinson 2008)• Start class with

kid talk• Go to student

events• Keep student data

cards• Share own

interests

• Attend extracurricular activities

• Take notes during class

• Ask for student input

Keys to Connecting with Kids

(Tomlinson 2008)• Talk at the door• Early interest

assessments• Small group

instruction• Dialogue journals• Student

conferences

• Use Socratic or student-led discussions

• Share your own stories

• Listen• Seek varied

perspectives

RECIPE OF ME!DATE DUE:_______________You're a one-of-a-kind design made up of a unique blend of ingredients. For example you may be a mix of strength, eight hours of sleep, and determination combined with your size (long or short legs,etc.) your coloring (hair,eyes,etc.) and other characteristics to make a complete recipe of you.Think carefully about your personality, values, what makes you happy, what makes you special, favorite foods, hobbies, or any other characteristics that make up you. Use strong adjectives to describe you. Brainstorm first and write down you ideas.REQUIRED MATERIALS:•Recipe or lined index card(s) (enough for your recipe)•One small picture from home (These will be put in a class recipe book for the class, so pictures will not be returned. If you don't want to give away a photo, draw a self-portrait instead.)•All of the above mounted on a 9"x12" piece of construction paper with a border drawn by hand or computer.

RECIPE OF ME!DATE DUE:_______________

DIRECTIONS:Using food recipe measurements, list the ingredients that make YOU at the top of the index card in recipe format. Then skip some lines and give directions on how to mix the ingredients together. Tell whether there is a cooking time and temperature. Give your recipe a name.EXTRA POINTS:If the name of your recipe uses alliteration (words beginning with the same letter), you will receive bonus points.

Pair & ShareWith your 3:00 o’clock partner answer the following questions…..

58

Ask Yourself about Your Classroom Community . . .

How do we begin and end our time together?

In what ways do students assume ownership of the classroom?

How do we understand and celebrate our similarities? Our differences?

How do I know that each student feels included in the community? What action do I take to ensure this?

Key Principle #2: High Quality Curriculum

“We have to know where we want to end

up before we start out – and plan to get

there”

Carol Ann Tomlinson

Planning a Focused Curriculum Means Clarity

About What Students Should …KNOW

– Facts– Vocabulary– Definitions• UNDERSTAND

– Principles/ generalizations

– Big ideas of the discipline

• BE ABLE TO DO– Processes– Skills

K

U

D

non-negotiables of differentiationMindseton-going assessment (pre-assessment, formative, summative)flexible groupingrespectful tasksreadiness, interest, learning profileteaching upKnow-Understand-Do (KUD)instructional strategies for differentiation

Differentiation is a philosophy (more than a set of strategies) designed to maximize the capacity of each learner.

Mindset shapes teaching and learning.Teacher connection with kids opens them up to the risk of learning.Community multiplies support for students & the teacher.On-going assessment guides quality differentiation.The quality of what we teach contributes to the impact of how we

teach-- & vice versa.Clarity of learning goals (KUDs)engagement & understanding

Differentiation professionalizes teachers.Reflect on your philosophy and practice.Analyze & critique differentiated tasks using key principles & vocabularyDefine differentiationDetermine next steps in implementing differentiation in your work

Sandra Page bookpage@nc.rr.com 919/929-0681

Know: Different Forms of TransportationUnderstand: Transportation/vehicles helps us move from here to there.Do: Students will describe a vehicle using the vocabulary and knowledge learned on what makes things move and go.Vocabulary: wings, wheels, pedal, sail, pull, push, float, sink

air, water, land, spacefast, slow

Transportation Pre-K/Kindergarten using Learning Modality Preferences

Please Complete the Task with the Color that Best Fits Your Role

Specialists in special ed., reading, ELL

Teachers who have taught low-end classes

Teachers who have taught high end classes/clusters

General ed. Teachers/prospective teachers, & administrators

University faculty/administrators

RAFT: ROLE AUDIENCE FORMAT TOPIC

Discouraged Math Student

Teacher Note Left on Her Desk

Here’s why I can’t do math

New Teacher A Colleague True Confession When I see that low level class coming…

A Smart Kid Himself Droodles This class is too hard…

A Kid with David Letterman Genes

Audience of other Kids

Top Ten List How you can tell who the smart kids (or dumb kids) are in school

Professor Student Teachers Chart Watch out for those subliminal messages about ability

EQ: How do perceptions of ability affect teaching and learning?

Pair & ShareWith your 12:00 o’clock partner share your RAFT activity

R.A.F.T.Role

Audience

Format

Topic

RAFT: ROLE AUDIENCE FORMAT TOPIC

Sample RAFT StripsRole Audience Format Topic

Semicolon Middle School Diary Entry I Wish You Really Understood Where I Belong

N.Y. Times Public Op Ed piece How our Language Defines Who We Are

Huck Finn Tom Sawyer Note hidden in a tree knot

A Few Things You Should Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note

Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King TV audience of 2010 Speech The Dream Revisited

Thomas Jefferson Current Residents of Virginia

Full page newspaper ad

If I could Talk to You Now

Fractions Whole numbers Petition To Be Considered A Part of the Family

A word problem Students in your class

Set of directions How to Get to Know Me

Lan

guag

e Art

s S

cien

ceH

isto

ryM

ath

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

Sample RAFT StripsRole Audience Format Topic

Gingerbread Man Our Class Oral Response I never should have listened to the fox

Squanto Other Native Americans

Pictographs I can help the inept settlers

Band Member Other Band Members

Demo Tape Here’s how it goes

Positive Numbers Negative Numbers Dating Ad Opposites AttractRational Numbers Irrational Numbers Song Must you go on forever?

Decimals Fractions Poem Don’t you get my point?Perimeter Area Diary Entry How your shape affects me

Monet Van Gogh Letter I wish you’d shed more light on the subject!

Joan of Arc Self Soliloquy To recant, or not to recant; that is the question

Tree Urban Sprawl Editorial My life is worth savingThoreau Public of his day Letter to the

EditorWhy I moved to the pond

Young Chromosome Experienced Chromosome

Children’s Book What becomes of us in mitosis?

First Grader Kindergartner Ad What’s best about 1st grade?

The Predictive Power of Mindset

Fixed Growth•Success comes from being smart • Genetics, environment determine what we can do•Some kids are smart—some aren’t•Teachers can’t override students’ profiles

•Success comes from effort•With hard work, most students can do most things•Teachers can override students’ profiles•A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

Creating common learning goals

We have to know where we want all students to end up before we can think intelligently about how we want them to get there!

In a Differentiated Classroom…The teacher may vary the KNOWS & DOs

with caution and based on evidencethat a student needs to learn

backwards as well as forward to catch up—or

that astudent needs to move ahead in

order to keep learning.

The UNDERSTANDS are the constant fulcrum

on which effective differentiation pivots

for all students.

New World ExplorersKNOW• Names of New World Explorers• Key events of contribution

UNDERSTAND• Exploration involves

– risk– costs and benefits– success and failure

Do• Use resource materials to illustrate & support ideas

New World ExplorersUsing a teacher-

provided list of resources and list of product options, show how 2 key explorers took chances, experienced success and failure, and brought about both positive and negative change. Provide proof/evidence.

Using reliable and defensible research, develop a way to show how New World Explorers were paradoxes. Include and go beyond the unit principles

An Assignment-Based Question

Elementary • What challenges

does it (might it) present for you to create & teach w/

understandings on center stage?

• What benefits might occur for students who studied your curriculum organized by KUDS?

Secondary

• Which do you feel is (will be) the greater challenge for you: teaching for engagement or teaching for understanding?

• What beliefs or attitudes might secondary teachers need to alter in order to teach for both engagement & understanding?

Key Principle #3: Commit to Ongoing Assessments

“The teacher who emphasizes assessment to inform instruction understands that only by staying close to student progress can he or she guide students success”.

Tomlinson, 2008

WHAT CAN BE ASSESSED?

Skills

Concepts/Principles

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Current Interests• Potential

Interests• Talents/Passions

• Areas of Strength and Weakness• Learning Preferences• Self Awareness

On-going Assessment:A Diagnostic Continuum

Pre-assessment(Finding Out)

Formative Assessment(Keeping Track & Checking-Up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning

Small group check Exit CardsPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk-around Self-evaluationQuestioning Windshield Check

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

Remember to check for prerequisite skills

MATH INVENTORYNAME DATE

1. How do you feel about math?

2. Do you think you are good in math? Why?

3. What are your best areas in math?

4. What are your weakest areas in math?

5. Do you think it is important to be good in math? Why?

6. What do you think are characteristics of students who are good in math? Why?

7. What do you do when you come to a math problem you can’t solve?

8. How do you use math outside of class?

9. What do you usually do after school when you get home?

10. Do you most like to do when you have free time? Why?

11. What else should I know about you to teach you effectively this year?

Jo Gusman (2005), Practical Strategies for Accelerating the Literacy Skills & Content Learning of Your English Language Learners. New Horizons

At My Best…Thinking about your strengths and best features, please answer the following:

1. A positive thing people say about me is:

2. When I’m feeling great at school, it’s probably because:

3. A dream I have for myself is:

4. A thing I like spending time on is:

5. Something that captures my imagination is:

6. The best thing about my family is:

7. My strength as a learner is:

8. What I can contribute to the classroom is:

9. A thing I wish people knew about me is:

10. I’m proud of:

Strength-Based Assessments

Typical Assessment Info.• Average IQ• Average reading

achievement• Above average math

computation• Missed 10 days of

school this quarter• 2 in-school

suspensions this quarter

Strength-Based Assessment

• Likes mechanical things• Reads magazines about

motorcycles• Wants to learn more

about computers• Seen as a big brother to

neighborhood kids• Wants to travel some

day• Likes to talk about ideas

Based on idea from Sousa & Bender (2008). How the Brain Influences Behavior: Management Strategies for Every Classroom. Thousand Oaks, CA: Corwin.

Directions: Complete the chart to show what you know about ________.

Write as much as you can.

Definition Information

Examples Non-Examples

Fractions

Useful for pre-assessment & formative assessment of readiness in many grades & subjects

Directions: Complete the chart to show what you know about Jazz. Write as much

as you can.

Definition Information

Performers/ Composers

JazzPersonal

Experience

EXIT CARDSOn your exit card---Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.

on-going assessment of readiness

EXIT CARDS - Learning Preferences

We used the followinglearning strategies in thislesson:

3 minute pauseT-P-S Visualizing

What learning strategy orstrategies seemed to work bestfor you? Why?

on-going assessment of learning profile

3-2-1 CardName:• 3 things I learned from the

friction lab…• 2 questions I still have about

friction…• 1 thing way I see friction working

in the world around me….

on-going assessment of readiness

1-2-3 SummarizerAfter reading over my rough draft---1 thing I really like about my first draft

2 resources I can use to help improve my draft.3 revisions I can make to improve my draft.

on-going assessment of to help studentself-awareness and planning

An Example of Pre-assessing Student Readiness in a Primary Classroom

High School Unit on The Agricultural Revolution

• Major Emphasis to Lay Groundwork for Rest of Year

• Reading, Lecture, Videos, Journal Entries, Homework, etc.

• Three Weeks into the Unit… “So…what’s agriculture?”

“Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of

what each student holds as ‘given’ or ‘known’ and what he or

she needs in order to learn, differentiation is no longer an

option; it is an obvious response.”Assessment as Learning: Using Classroom Assessment to Maximize Student Learning

Lorna M. EarlCorwin Press, Inc. – 2003 – pp. 86-87

It’s about guiding students, not judging them.

It’s about informing instruction, not filling grade books.

It’s about before, during, & after—not just after.

It’s about teaching for success—not gotcha teaching.

Work with a group of 3 to develop three ways to expressthe role of assessment in differentiation.

You may work collaboratively or in parallel fashion todevelop your 3 expressions.

Please be ready to share your 3 expressions with another group.

Heterogeneous Learning Profile Group

Defensible Differentiation:

Key Principle #4: Flexible Grouping

• Flexible grouping ensures that all students learn to work independently, cooperatively and collaboratively in a variety of settings and working with a variety of peers.

• Increases chance that learning activities will match more student’s needs more of the time, leading to faster, better, deeper learning…without tracking.

Teaching Time Materials & Tasks

Groups Space

Provide notes for students who struggle with taking them

Allow students to move ahead in texts & with skills

Provide reading & web material at different levels

Meet with students in small groups to re-teach or extend

Provide space for peer collaboration

Stop often for student sharing and questions

Provide 2nd opportunities for mastery

Use contracts, tiering, mini-workshops, etc.

Use heterogeneous review groups

Use cue walls, help boards, word walls

Use past student work as models

Allow drafts to be turned in early for teacher review

Use computer programs for review & extension

Use homogeneous work groups (esp. for adv. learners)

Provide space for learning &/or enrichment centers

To Address Readiness

Teaching Time Materials & Tasks

Groups Space

Attach key understandings to student interests

Use some time in each unit for relevance

Use interest-based materials

Use interest-alike groups

Devote some space in the room to student inquiry

Share your interests & how key ideas & skills relate to them

Make time for student-generated inquiry (e.g. Orbitals)

Focus RAFTs journal prompts, perf. tasks, etc. on interests

Use student expert-groups

Make space available for student collaboration

Invite students to co-teach on interests

Conclude lessons with “so what” time

Use biography & autobiography

Use Jigsaw groups

Use interest centers or boards

To Address Interests

Teaching Time Materials & Tasks

Groups Space

Present in multiple modes (visual, auditory, demonstration)

Provide time to work alone and time to work with peers

Use Analytical, Creative, & Practical Applications

Use Complex Instruction groups

Have quiet space available

Give students advance signals/cues to prompt thinking

Honor student pace of working when possible

Provide both competition & collaboration

Use similar & mixed learning profile groups as part of flexible grouping

Ensure places to work without visual distractions

Use examples related to both genders & many cultures

Honor cultural perspectives on time

Help students use auditory vs. visual preferences

Use synthesis groups to express ideas in varied modes

Use an “independent study area”

To Address Learning Profile

…to ensure

that you

connect

essential

content…

…with each

student in

your class?

Talk with someone whose role is similar to yours.

Flexible Grouping

Bluebirds Buzzards Wombats

Intentional teacher movement of studentswithin a relatively short period of timeamong a variety of contextsrelated to student readiness, interests,& learning preferenceswith the intent to “audition” studentsin varied settings, allowing both students and teacher to see other students and themselves through fresh eyes.

SMALL GROUP

PAIRSINDIVIDUAL

WHOLEGROUP

Flexible Grouping Options

By Readiness, Interest, and Learning Profile

By Group or Make up (student similarities, size,

variance)

By Teacher Choice, Student Choice, or at

Random

Classroom Instructional ArrangementsWhole Class Activities

Small Group Activities (pairs, triads; quads) Whole Class Activities

Individualized Activities

Student – Teacher Conferences

Pre-assessmentReadiness/interest

Introducing

Planning

Sharing

Wrap-up ofExplorations

Sense-MakingTeaching Skills

Directed Reading

Planning

Investigation

Compacting

Sense-Making

Practice &Apply Skills

HomeworkInterest Centers

Products

IndependentStudy

Testing

AssessmentTailoring &Planning

Guiding

Evaluation

Troubleshooting Discussing

Evaluating your Experience

Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all

participants to complete the online evaluation within the next ten (10) days. All responses will

be anonymously reported to ASCD.

http://surveys.ascd.org/wsb.dll/4/capacity_building.htm

Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive