Charlie

Activity:

Build a tower.

Build a model of

two of your

strongest

personality traits

Build a model of

what

Thanksgiving

means to you.

For Madison

Differentiation Finding Manageable Ways to Meet Individual Needs

Community Agreements

• Be an active participant (it’s more fun) • Extend professional courtesy to others (be nice) • Strive to be solution oriented (children need this)

Outcomes

Add to your toolbox of strategies to differentiate in your classroom.

Understanding how differentiation is a mindset/philosophy

Supports for assessing differentiated products.

1

2

3

A manageable plan…

Year 1: 3 or 4 low prep each week 1 high-prep per marking period

Year 2 3 or 4 more low prep each week ADD: 1 more high-prep per marking period (doubles the toolbox)

Thoughts?

Children come to us in a variety of shapes, sizes, intellectual abilities,

creative abilities, inter/intra personal skills, and a myriad more

characteristics that makes each child we deal with unique and special.

Carol Ann Tomlinson

Read: Teach Like a Four Star Chef

The Student The Content

The Teacher

BAM:

What is “good” teaching?

What does it look like?

http://padlet.com/flofamily/madison

Differentiation

More than a series of strategies

What is Differentiated Instruction?

• Teaching with individual students in mind.

• Starting where the kids are and takes the ceiling off of their learning

• Responsive teaching rather than one-size fits-all teaching.

• Respectful teaching and honors students time and abilities.

Qualitative rather than quantitative

Rooted in assessment

Multiple approaches

Student centered

Blend of whole class, small group and individual instruction

Dynamic and evolving

DI is:

Finding appropriate resources to meet student needs.

There’s an app for that!

Mindset

Growth Mindset vs.

Fixed Mindset

Carol Dweck Mary Cay Ricci

An educator’s mindset directly influences how a child feels about him or herself and how he or she views him-or herself as a learner.

Mary Cay Ricci, Mindset in the Classroom, 2013

TedX Manhattan Beach, 2012

-Eduardo Briceno

“When we directly try to build grit or

persistence, it is not as nearly as effective as

addressing the mindset that

underlies them”

What do I think kids need to know?

Hallmarks of Effective Teaching

Environment Curriculum

Assessment Instruction

Leadership/ Management

At the of Differentiation is

Respectful

Teaching

Backwards Design

Understanding by Design McTighe & Wiggins

Planning with the end in

mind

KUD

Know The facts, events, people, dates, definitions, etc.

Information that has an answer.

Abraham Lincoln Multiplication tables There are 50 states in

the USA ….

Understand Represent the big ideas. Essential truths that give meaning to the topic.

Students will understand that…

Multiplication is another way to do addition.

People migrate to meet basic needs

Voice reflects author

Do Thinking skills, habits of mind, organizational skills

Presented in verb phrases.

Analyze Solve a problem to

find perimeter Evaluate work

according to a criteria

TRY IT! Knowledge/Understanding/Be Able to Do

• Locate places on a map using a geographic grid including latitude and longitude

• Fair play is an essential part of all sports

• Scientists record the results of their experiments in a careful and detailed manner

• Analyze the traffic flow of the school.

• Count to one hundred in units of ten.

What are students thinking?

http://www.visiblethinkingpz.org/

Core Routines

Group of routines that

target different learning.

Easy to start with and

commonly used.

Visible Thinking: 4 Types of Routines

Fairness Routines

Routines that ask students

to consider perspective,

fairness (gray), influences

and point of view.

Truth Routines

Students engage through point

of view and reasoning. Students

learn to identify claims of truth

and uncover truths.

Creativity Routines

Students begin to look at trade-

off and creative solutions.

Students also look for hidden

options when making decisions.

Strategy: Jigsaw

Jigsaw Activity:

Break into four small groups

Look at the routines… identify

one you might be able to use in

your class. At the end, we will

be sharing in expert groups.

http://www.visiblethinkingpz.org/

From this training:

• Differentiation is a mindset • Knowing students is key to differentiation

(assessment is necessary) • Effective differentiation involves proactive planning

• Mindset • What is and isn’t differentiation • Strategies of differentiation

• Supports for assessing differentiated products • Reflect on your professional practice • Define differentiation • Determine YOUR first steps – get started!

K

U

D

Strategies to support the mindset. Leading a differentiated classroom.

Bring: Unit/Lesson that you are preparing

(or your favorite)

Check this out!

http://www.byrdseed.com/

For Madison

Differentiation Pt 2 Finding Manageable Ways to Meet Individual Needs

http://bit.ly/1zpnroh

http://bit.ly/1zpnroh

To find some of the handouts and additional files:

The power to make change…

KUD

Quick Review

KUDs in Action!

Excerpt from A Differentiated Approach to the Common Core by Carol Ann Tomlinson & Marcia B. Imbeau

An educator’s mindset directly influences how a child feels about him or herself and how he or she views him-or herself as a learner.

Mary Cay Ricci, Mindset in the Classroom, 2013

Getting to Know Students

Interest-A-Lyzer Multiple

Intelligence Survey

Grit: Angela Lee Duckworth at TED Education

http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit

We need to be gritty about getting our kids grittier.

So, how do we do that?

Angela Duckworth

Grit: The Perseverance Walk

http://www.edutopia.org/research-made-relevant-grit-perseverance-walk-video

2 ROLLS OF SMARTIES

RECORDING SHEET

PENCIL

3 ROUNDS

SETTING GOALS

SCORING YOUR CHALLENGE

CANDY MUST BE STANDING 5 SECONDS AFTER BUZZER TO COUNT

IF YOU, DON’T REACH YOUR GOAL SETTING, 5 POINTS PER STACKED CANDY

IF THE GOAL IS REACHED, 10 POINTS FOR EACH CANDY UP TO THE GOAL, THEN 5 POINTS FOR EACH ADDITIONAL CANDY

SCORE: IF GOAL WAS 6: IF GOAL WAS 8: IF GOAL WAS 5:

Round 1:

Set a goal.

How many Smarties can you stack in 1 minute with one

hand?

Round 2:

Use your experience and set a goal.

How many Smarties

can you stack in 1 minute?

Round 3:

Using your experience, set a goal.

How many Smarties

can you stack in 1 minute?

In the first round, how accurate were your goals? Too high/too low/right on target?

What “environmental influences” into play? How did you respond?

Which was your best round?

How did table mates encourage and motivate you?

What did you learn about goal-setting?

S M A R T

SPECIFIC (detailed)

MEASURABLE ATTAINABLE (amibitious)

RESPONSIBLE TIMED (timeframe)

Differentiation is a teacher’s response to learner’s needs

Content Process Product

Teachers can differentiate through

According to students

Readiness Interest Learning Process

Through a variety of instructional strategies such as:

RAFT…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe… Learning Contracts…Tiering…Learning/Interest Centers…

Independent Studies…Intelligence Preferences…ETC.

Environment

High Quality Curriculum

• Real to students (satisfying)

• Coherent (organized, sensible)

• Stretches students (the R word)

• Rich and is concept based (big ideas)

Content

Taking in Information

Concepts, principles and skills that teachers want students to learn.

The vehicles teachers use to give

students access to skills and knowledge

Adapting Content Strategies

• Centers/Stations • Curriculum

Compacting • Jigsaw • Learning

Contracts

• Literature Circles • Menus • Scaffolding • Think-Tac-Toe • Varied Organizers • Varied Texts

Curriculum Compacting

Strategy: Compacting

When students demonstrate mastery

Process

Making sense of information

Activities that help students makes sense of the ideas and

skills being presented.

Cubing Scaffolds

Questioning

Strategy: Questioning Cubes

On the first cube:

Who, what where,

when, why, how

On the second cube:

can/can/t,

will/won’t, was, will,

might/might not

Strategy: Tiered Lessons

You are forming tiers based on your assessment of your students’ abilities to handle the material particular to this lesson. Students are re-grouped the next time you use tiering as a

strategy.

Group 1 Group 2 Group 3 Group 4

The emphasis is on connecting to background

knowledge and clarifying vocabulary

terms using many visual prompts.

Numerous nonfiction materials at

instructional reading levels are provided with strong teacher

coaching.

The emphasis is on building on existing knowledge of plate

tectonics. Nonfiction materials at a range

of levels are provided. The

teacher models thinking and sets up tasks that reinforce the content. The

teacher coaches and monitors the

progress of the students.

The emphasis is on providing numerous resources that affirm

and enhance basic knowledge. A range

of tasks that build connections are provided with

student choices built in. Students may

work independently or with a partner.

The teacher serves as a resource.

The emphasis is on broadening access to

resources at many levels and expanding

vocabulary and connections.

Students define and identify real-life

topics to be explored and work with a partner or small

group. The teacher serves as a resource.

For the teachers Website

www.fortheteachers.org/descartes.htm

Product

Expressing student understanding

Creative Tools

Adapting Product

Product By Interest

Product By Readiness

Product By Learning Profile

• Choice Boards

• Compacting

• Graduated Rubrics

• Learning Contracts

• Independent Studies

• Guided Explorations

• Learning Contracts

• Enrichment Clusters

• Multiple Intelligences

• RAFT Assignments

Strategy: RAFT

Role

Audience

Format

Topic

Strategy: RAFTS

Strategy: RAFTS

Strategy: RAFTS

Strategy: RAFTS

Goldilocks and the Three Bears

Goldilocks

Goldilocks’ Parents

Goldilocks

The three bears

Invitation

Talk/presentation

The three bears

Community

Strategy: Think-Tac-Toe Helps students express key ideas and skills.

Changing the tools we use

If a student asks a question, try responding: “That’s a research question, who wants to find out?”

Environment

The way the classroom works and feels

Space for activities/groupings

Access to materials Learner-centered

Complex

Adapting Environment

Are there quiet spaces? Floor space?

Tables?

Group and individual

spaces?

Variance in

teaching

strategies?

A manageable plan…

Year 1: 3 or 4 low prep each week 1 high-prep per marking period

Year 2 3 or 4 more low prep each week ADD: 1 more high-prep per marking period (doubles the toolbox)

Sandbox

fortheteachers.org

Daretodifferentiate.wikispaces.com

Byrdseed.com

The Differentiator

What makes a fire burn

is the space between the logs,

a breathing space.

too much of a good thing,

too many logs

packed in too tight

can douse the flames

almost as surely

as a pail of water would

so building fires

requires attention

to the spaces in between

as much as to the wood.

when we are able to build

open spaces

in the same way

We have learned

to pile on the logs,

then we can come to see how

it is fuel, and the absence of fuel

together, that make the fire possible

We only need to lay a log

lightly from time to time.

A fire grows

simply because the space is there,

with openings

in which the flame

that knows just how it wants to burn

can find its way.

~Judy Sorum Brown The Art and Spirit of Leadership

For Madison

Differentiation Pt 3 Finding Manageable Ways to Meet Individual Needs

http://bit.ly/1zpnroh

http://bit.ly/1Aa2oTD

To find some of the handouts and additional files:

CLASSROOM SYSTEMS

What if we asked kids…

What does different

sized learning look

like?

Activity 1: Respectful/Not-So Respectful

Working in table groups, review the scenarios and note your answers to the questions below until you have

reviewed all 12 scenarios.

• Is it an example of a respectful task? Why or why not?

• How would you improve the assignment and adapt it for your class?

Classroom management is not a

synonym for control.

Sets the stage for a battle of wills.

Instead…

What do children need?

How can we work together to meet those

needs?

An analysis of 100 studies on classroom management revealed that the

quality of student-teacher relationships is the most important factor in all aspects

of classroom management.

Marzano, R. (2003). Classroom Management that Works. Alexandria, VA: ASCD.

What do Children Need?

What do Children Need?

• Acceptance • Understanding • Respect • Belonging • Evidence of contribution • Challenge • Support

Learning Environments

Orderly Restrictive Environments

Orderly Enabling Environments

versus

Establishing Routines: Building Community

• Purposeful Talk

• Keeper of the Book

• Integrating New Students

• Welcoming Guests

• Working on a Sustained and Meaningful Product

• Model What Matters

Establishing Routines: Giving Directions

• If the activity is for all students, give the directions to all students.

• Don’t give multiple sets of directions to small groups in a whole group setting

• Consider setting up directions at stations for students to refer to (Auditory or visual).

• Set expectations about when teacher can be approached during small group work.

Strategy: Exemplars

Consider hanging high quality work of

students from previous years.

Differentiated, of course!

Strategy: Hint Cards

Collect directions for

previous learning.

Hang on a bulletin board.

Students can refer to the

cards if they have

forgotten.

Strategy: Anchor Activities

“ragged” time

Routine activities that

students can initiate and

follow through with

independently.

Intended to review or

extend student learning.

Strategy: Anchor Activities

These activities are:

• Important

• Interesting

• Provide Choice

• Clear Expectations

• Seldom Graded

Strategy: Anchor Activities

Questions: • How can you ensure that all students have

opportunity to work with anchor activities?

• A student finishes work early every day. What

might this mean?

• How can anchor stations be targeted for

students?

Strategy: Independent Projects/Orbitals

**Also could be supported by buy-back time from Compacting

3 Rules:

• Has to have a driving question (answer can’t be found in an internet search

• Has to involve research • Project should be shared

Activity 2: Organizing Projects

I am teaching... It’s kind of like having a love affair with a rhinoceros.

Anne Secton

Quotations on Education - Compiled by Rosalie Maggio, Prentice Hall, Paramus, N.J. p. 40

ASSESSING DIFFERENTIATED PRODUCTS

Assessment OF learning

and

Assessment FOR learning

DAP Tool

The “Developing and Assessing Products Tool”--or DAP Tool--provides a framework for designing and assessing products at various levels. For example, two students with different abilities might be working in the same content area (poetry) and creating the same product (a poster), yet--due to their varying levels of ability--their work might be evaluated using different criteria.

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Components:

Content • Accurate and Thorough • Complexity of Thought • Organization • DOK, Blooms, 6 Hats

Creativity • Consider content from

varying angles, perspectives & insights

• Develop something unique • SCAMPER

Presentation • Individualized • Product specific

characteristics

Reflection • Metacognition • Self-Reflection • Capacity for accepting and

acting on feedback

Multi-Level Performance Scale

6 - Professional Level 5 - Advanced Level 4 - Proficient Level 3 - Progressing Level 2 - Novice Level 1 - Non-Performing Level 0 - Non-Participating Level

Rubrics available in 3

Tiers for Differentiation

DAP Tool Rubrics

http://bit.ly/1Cg1BDh

This is a shortened URL.

Be sure to bookmark the

original!

ADDITIONAL RESOURCES

Bloom’s

DeBono’s 6 Thinking Hats

DOK (Depth of Knowledge)

Low Prep, High Impact

Strategies to implement and stretch

Higher Prep, High Impact

Differentiating content through adapting what we teach and how we

provide access to what we want students to learn.

A manageable plan…

Year 1: 3 or 4 low prep each week 1 high-prep per marking period

Year 2 3 or 4 more low prep each week ADD: 1 more high-prep per marking period (doubles the toolbox)

Sandbox

fortheteachers.org

Daretodifferentiate.wikispaces.com

Livebinders.com

Geniushour.com

Next Steps

Our grandparents, Our parents, Ourselves, Our students…

Pre-Assessment

SIGS is nationally normed and students with scores greater than 130 are very likely to be

gifted. (Ryser and McConnell, 2004)

Research based-teacher rating scales should be included in the process to

address those things not addressed by other tools.

(Westberg in Hunsaker, 2012)

The true sign of intelligence

is not knowledge but

imagination.

-Albert Einstein

Grouping

SIGS is nationally normed and students with scores greater than 130 are very likely to be

gifted. (Ryser and McConnell, 2004)

Research based-teacher rating scales should be included in the process to

address those things not addressed by other tools.

(Westberg in Hunsaker, 2012)

The true sign of intelligence

is not knowledge but

imagination.

-Albert Einstein

Strategy: Learning Contracts

Mapping out plans

Strategy: Graduated Rubrics

Scaffolding questioning skills.

Next Steps

?

Resources

Clark, Barbara (2008). Growing up gifted, 7th edition. Pearson: Upper Saddle River, NJ. Gadzikowski, Ann. (2013). Challenging exceptionally bright children in early childhood classrooms. St. Paul, MN: Readleaf Press. Karnes, F. and Bean, S. (2009) Methods and materials for teaching the gifted. Waco, TX: Prufrock Press. NAGC (2010). NAGC pre-k – grade 12 gifted programming standards: A blueprint for quality gifted education programs. Purcell, J. H., Eckert, R. D. (Eds.). (2006). Designing services and programs for high-ability learners. Thousand Oaks, CA: NAGC & Corwin Press. Ricci, M.C. (2013) Mindsets in the classroom. Waco, TX: Prufrock Press Sousa, D. A. (2009). How the gifted brain learns. Thousand Oaks, CA: Corwin. Wash. Leg. Code ch. § 392.170.005 – 392.170.095. Special service program – highly capable students. April 2013.