Creating Differentiated ClassroomsCreating Differentiated Classrooms

Teachers and Special Educators CollaboratingTeachers and Special Educators CollaboratingMichelle Doucett, BA, BEDMichelle Doucett, BA, BEDKaren Godsoe-Daigle, BA, BED, MEDKaren Godsoe-Daigle, BA, BED, MEDLausanne 1:1 Conference, Memphis TNLausanne 1:1 Conference, Memphis TN

July 2009July 2009

My ClassMy Class

ExceptionalitiesExceptionalities ADHD, ADDADHD, ADD Intellectual Disability –intermittent, Intellectual Disability –intermittent,

extensive or pervasive extensive or pervasive Slower to LearnSlower to Learn Down SyndromeDown Syndrome MicrocephalyMicrocephaly Learning DisabilitiesLearning Disabilities Autism Spectrum Disorders (ASD)Autism Spectrum Disorders (ASD) PDD NOS PDD NOS Asperger‘s SyndromeAsperger‘s Syndrome Sensory Impairments:Sensory Impairments: Visual ImpairmentVisual Impairment DeafDeaf Central Auditory Processing Disorder Central Auditory Processing Disorder

(CAP)(CAP) Speech and Language impairments Speech and Language impairments

(articulation & language reception)(articulation & language reception)

Fetal Alcohol Syndrome (FAS/E)Fetal Alcohol Syndrome (FAS/E) Medically FragileMedically Fragile Physical Disabilities such asPhysical Disabilities such as Muscular DystrophyMuscular Dystrophy Spina Bifida Spina Bifida Tourette Syndrome Tourette Syndrome Emotional & Behavioral disabilities Emotional & Behavioral disabilities Obsessive Compulsive Disorder Obsessive Compulsive Disorder

(OCD)(OCD) Oppositional Defiance Disorder (ODD) Oppositional Defiance Disorder (ODD) Conduct DisorderConduct Disorder Borderline Personality DisordersBorderline Personality Disorders Anxiety DisordersAnxiety Disorders Social PhobiaSocial Phobia Bipolar DisorderBipolar Disorder Schizophrenia Schizophrenia Garden variety behavioral issuesGarden variety behavioral issues

Differentiation

Is a teacher’s response to learner’s needs

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 Interest Learning Profile

Through a variety of instructional strategies such as:

Guided Reading…Graphic Organizers…Scaffolding Reading…Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…

Intelligence Preferences..Orbitals..Complex Instruction…4MAT…WebQuests & Web Inquiry…ETC.

Quality Curriculum Building Community

Change the environment to a 1:1 web-Change the environment to a 1:1 web-based environmentbased environment

Suddenly everything becomes easierSuddenly everything becomes easierFramework for organizing plans:Framework for organizing plans:

•http://godsoe-daigle.wikispaces.com/Differentiated+Instruction+Portfolios

Collaborating on a Unit PlanCollaborating on a Unit Plan

What subject? – What topic?What subject? – What topic?What do you want your students to learn?What do you want your students to learn?

Essential and desirable outcomes?Essential and desirable outcomes?Skills to reinforce?Skills to reinforce?

What timeframe?What timeframe?

Subject-Topic-Outcomes-TimeSubject-Topic-Outcomes-Time Language Arts – Grade 8Language Arts – Grade 8 Novel StudyNovel Study Reading skillsReading skills

SummarizingSummarizing Vocabulary buildingVocabulary building Inferential reading of character traitsInferential reading of character traits Figurative languageFigurative language

Writing skillsWriting skills Sentence structureSentence structure ParagraphingParagraphing PunctuationPunctuation Use of the Writing ProcessUse of the Writing Process

SpellingSpelling Write Character Essay –Write Character Essay – 6 week time frame - flexible6 week time frame - flexible

Method of PresentationMethod of Presentation

Think about how you are going to present the Think about how you are going to present the ideas to the learner.ideas to the learner.

Remember that your class is made up of visual, Remember that your class is made up of visual, auditory, and tactile/kinesthetic learnersauditory, and tactile/kinesthetic learners

Mini lessons? Does it always have to be you? Mini lessons? Does it always have to be you? (Don’t choose frontal teaching as the only (Don’t choose frontal teaching as the only option.)option.)

Technology – How is the 1:1 environment going Technology – How is the 1:1 environment going to assist?to assist?

To Present MaterialTo Present Material Mini lessons (15 min max)Mini lessons (15 min max) Teacher tube, You Tube, Brain Pop Teacher tube, You Tube, Brain Pop Student presentationsStudent presentations Wiki SpaceWiki Space All supporting documents on Wiki Space for All supporting documents on Wiki Space for

students/parents to access both at school and students/parents to access both at school and homehome

http://mrs-doucett.wikispaces.comhttp://mrs-doucett.wikispaces.com http://www.brainpop.com/http://www.brainpop.com/ http://www.xtranormal.com/http://www.xtranormal.com/

NovelNovel

Choice of novel to be read – student Choice of novel to be read – student choice - small group or individual – choice - small group or individual – teacher directedteacher directed

Ranged from Paul Kropp to Jane AustinRanged from Paul Kropp to Jane AustinTumblebooks for auditory learners, Tumblebooks for auditory learners,

visually impaired, and beginning readersvisually impaired, and beginning readershttp://www.tumblebooks.com/http://www.tumblebooks.com/

Key Teaching PointsKey Teaching Points

Organize key teaching points for the unitOrganize key teaching points for the unitBreak the key teaching points into mini Break the key teaching points into mini

lessonslessonsThis helps the teacher think of different This helps the teacher think of different

ways to present concepts that will allow ways to present concepts that will allow multiple viewings and the opportunity for multiple viewings and the opportunity for students to pace themselvesstudents to pace themselves

Tiering and scaffoldingTiering and scaffolding

Typical Mini LessonTypical Mini Lesson Could feature a Brain Pop.com video clipCould feature a Brain Pop.com video clip

VisualVisual AuditoryAuditory Able to be revisited by students independentlyAble to be revisited by students independently

Could be a modeling of one of the daily activity tasks Could be a modeling of one of the daily activity tasks eg how to collect character traits; how to complete chapter eg how to collect character traits; how to complete chapter

summary sheetssummary sheets Could feature a teacher-prepared PowerPoint Could feature a teacher-prepared PowerPoint

eg coherent paragraphingeg coherent paragraphing Could be one more step in the scaffolding of moving from Could be one more step in the scaffolding of moving from

the simple collection of character traits to the more complex the simple collection of character traits to the more complex task of writing a character essaytask of writing a character essay eg. Frameworks, sentence starters, paragraph hookseg. Frameworks, sentence starters, paragraph hooks

Simple and to the pointSimple and to the point

Planning Content: Planning Content: The portfolio is organized into 5 sectionsThe portfolio is organized into 5 sections

#1 Daily Activities or On-going Work#1 Daily Activities or On-going Work

#2 In-Depth Practice of Concepts#2 In-Depth Practice of Concepts

#3 End Products of Objectives#3 End Products of Objectives #4 Long-term Multiple Intelligences Projects#4 Long-term Multiple Intelligences Projects

#5 Self-Evaluation#5 Self-Evaluation

Planning ContentPlanning Content Daily Activities: Daily Activities:

Read your novelRead your novel Chapter summariesChapter summaries Collection of character traitsCollection of character traits

PracticePractice On-line exercises targeting outcomes at different levels depending on student readinessOn-line exercises targeting outcomes at different levels depending on student readiness Rough copies of writing pieces to demonstrate use of writing processRough copies of writing pieces to demonstrate use of writing process

My Best:My Best: Weekly tests/quizzesWeekly tests/quizzes Good copies of writing piecesGood copies of writing pieces Re-tests were availableRe-tests were available

Multiple Intelligence ProjectMultiple Intelligence Project Tic Tac Toe board for project choicesTic Tac Toe board for project choices

Self-EvaluationSelf-Evaluation DESCA Questionnaire DESCA Questionnaire My Growth As a Reader paragraphMy Growth As a Reader paragraph Feedback to teacherFeedback to teacher

Routines & StandardsRoutines & Standards

Think about how each class and each week will Think about how each class and each week will be structured. be structured.

Making the classes predictable helps minimize Making the classes predictable helps minimize time wasted and behaviour problems. time wasted and behaviour problems.

Set standards for behaviours and a marking Set standards for behaviours and a marking rubric for quantity and quality of work submitted.rubric for quantity and quality of work submitted.

Think “flexible but predictable” time blocking for Think “flexible but predictable” time blocking for teacher-whole group time/solo time/pair timeteacher-whole group time/solo time/pair time

Routines & StandardsRoutines & Standards 11stst of class was always teacher of class was always teacher

directed with either a mini lesson or a directed with either a mini lesson or a reminder of what to focus on todayreminder of what to focus on today

Solo time Solo time Pair timePair time Friday was check-in day for minimum Friday was check-in day for minimum

requirementsrequirements Weekend was a catch-up timeWeekend was a catch-up time Multiple Intelligence project – was Multiple Intelligence project – was

interwoven and depended on their rate interwoven and depended on their rate of progressof progress

AccountabilityAccountability

Daily checklist posted in classroomDaily checklist posted in classroomMinimum weekly requirement checked on Minimum weekly requirement checked on

FridayFriday If minimum not met – had to stay in on If minimum not met – had to stay in on

Monday noon to catch upMonday noon to catch upEasy to communicate progress with Easy to communicate progress with

parentsparents

EvaluationEvaluation Do not make work for yourself! Do not make work for yourself! Your students will be producing more work than Your students will be producing more work than

usual. Do not feel that you must mark usual. Do not feel that you must mark everything.everything.

Look at evaluating the portfolio as a whole Look at evaluating the portfolio as a whole based on your rubric.based on your rubric.

You are now a facilitator not the main person on You are now a facilitator not the main person on stage doing all the talking (it will feel different)stage doing all the talking (it will feel different)

Work on eliminating student learned Work on eliminating student learned helplessnesshelplessness

May look like organized chaos!May look like organized chaos!

Evaluation:Evaluation:

Evaluated the portfolio as a whole at the end of the unit Evaluated the portfolio as a whole at the end of the unit Made rubric available at the beginning with a description of each rating’s Made rubric available at the beginning with a description of each rating’s

criteria criteria Character essay was given a separate grade Character essay was given a separate grade

Gave those not meeting minimum requirements opportunities to re-Gave those not meeting minimum requirements opportunities to re-submit submit Weekly checks minimized thisWeekly checks minimized this Knowing the unit outcomes and SEP outcomes was importantKnowing the unit outcomes and SEP outcomes was important

Made a sample binder or on-line portfolio availableMade a sample binder or on-line portfolio available

Self Assessment Self Assessment Self correcting activities (on-line)Self correcting activities (on-line) Weekly checksWeekly checks Self-reflection at the end of the unitSelf-reflection at the end of the unit

Benefits:Benefits:

Encourages professional collaboration between teacher and special Encourages professional collaboration between teacher and special educatoreducator

Frees up class time so the Frees up class time so the teacherteacher can work with small groups or can work with small groups or individual students individual students

Frees up planning time on a day-to-day basis – Lesson plans can Frees up planning time on a day-to-day basis – Lesson plans can be done a week at a time AND unit plans can be shared and re-be done a week at a time AND unit plans can be shared and re-cycled.cycled.

Diminishes discipline problemsDiminishes discipline problems Students are on-task because they have choiceStudents are on-task because they have choice They are working at their own ability levelThey are working at their own ability level

Motivates students to achieve Motivates students to achieve Appeals to both global and analytic learnersAppeals to both global and analytic learners Allows students to take responsibility for their own learning, rather Allows students to take responsibility for their own learning, rather

than waiting for teacher directionthan waiting for teacher direction

How 1:1 Facilitated InclusionHow 1:1 Facilitated Inclusion Suddenly everything becomes easierSuddenly everything becomes easier Text to speech, zoom text, speech to text, Text to speech, zoom text, speech to text, Leveled booksLeveled books Easy access to leveled reading (Tumble books)Easy access to leveled reading (Tumble books) Multiple opportunities to see mini lessonsMultiple opportunities to see mini lessons Skill exercises in infinite levels of difficulty for patient self-Skill exercises in infinite levels of difficulty for patient self-

correcting practicecorrecting practice Digital method of presenting finished productsDigital method of presenting finished products Access work and resources from homeAccess work and resources from home Parental involvementParental involvement Click N Read addressed “improving reading skills” at the Click N Read addressed “improving reading skills” at the

early reading levelearly reading level

How 1:1 Facilitated InclusionHow 1:1 Facilitated Inclusion All learning styles accommodated through multi-modal All learning styles accommodated through multi-modal

presentations and methods of practicepresentations and methods of practice Multiple intelligence projects allowed students to present learning in Multiple intelligence projects allowed students to present learning in

preferred mode – Photostory, powerpoint, non-technology hands-preferred mode – Photostory, powerpoint, non-technology hands-on,on,

All students stay in class and are part of the whole group – All students stay in class and are part of the whole group – individualized programs are the normindividualized programs are the norm

Minimizes need for Resource Room interventionsMinimizes need for Resource Room interventions Choice of novel to read gave both autonomy and motivation based Choice of novel to read gave both autonomy and motivation based

on interest and readinesson interest and readiness WikisWikis CAI both web-based & stand alone CAI both web-based & stand alone Collaboration with students across the room, across the country, Collaboration with students across the room, across the country,

around the worldaround the world Web 2.0 - Creators of ContentWeb 2.0 - Creators of Content

Sample Student WorkSample Student Work

Matt & Shane – grade 8 students with beginning Matt & Shane – grade 8 students with beginning literacy skills create photostory of Paul Kropp literacy skills create photostory of Paul Kropp novelnovel

Same as above but on Wiki: Same as above but on Wiki: http://laptopspotlight.wikispaces.com/Leveling+The+Playing+Field%3B+1-http://laptopspotlight.wikispaces.com/Leveling+The+Playing+Field%3B+1-to-1+in+the+Differentiated+Classroomto-1+in+the+Differentiated+Classroom

Children’s picture book Children’s picture book

MI Projects MI Projects

What’s NextWhat’s Next More opportunities for More opportunities for

connections with students connections with students around the worldaround the world

Students creating contentStudents creating content Fast ForWord Fast ForWord Text to Speech animation Text to Speech animation

programsprograms Social Stories to teach Social Stories to teach

behaviours for ASD studentsbehaviours for ASD students Dialogue writingDialogue writing Mini lessonsMini lessons Reinforcing conceptsReinforcing conceptshttp://www.xtranormal.com/watch?http://www.xtranormal.com/watch?

e=20090706102345557e=20090706102345557

Link to Jesse’s Social Story

Want to Learn More About Want to Learn More About Differentiation?Differentiation?

How to Differentiate Instruction How to Differentiate Instruction in Mixed-Ability Classroomsin Mixed-Ability Classrooms

The Differentiated ClassroomThe Differentiated Classroom Differentiation in Practice, A Differentiation in Practice, A

Resource Guide for Resource Guide for Differentiating CurriculumDifferentiating Curriculum

All byAll by Carol Ann Tomlinson Carol Ann Tomlinson Differentiation Through Differentiation Through

Learning Styles and MemoryLearning Styles and Memory   By Marilee SprengerBy Marilee Sprenger

Differentiation in Action: A Differentiation in Action: A Complete Resource with Complete Resource with Research-Supported Strategies Research-Supported Strategies By Judith Dodge By Judith Dodge

Various journal articles by Rick Various journal articles by Rick Wormeli such as “Busting Myths Wormeli such as “Busting Myths about Differentiated Instruction” -about Differentiated Instruction” -

Learning More About DifferentiationLearning More About Differentiation

Helps teachers inform their Helps teachers inform their instruction through on-going and instruction through on-going and frequent assessments, access frequent assessments, access multiple pathways for learning, foster multiple pathways for learning, foster "intrinsic" motivation, use "intrinsic" motivation, use "instructional intelligence" and "instructional intelligence" and flexible groupings, harness the power flexible groupings, harness the power of visual tools, scaffold instruction for of visual tools, scaffold instruction for struggling learners, and provide struggling learners, and provide challenging options for advanced challenging options for advanced learners. learners.

For More InformationFor More Information

• http://godsoe-daigle.wikispaces.comhttp://godsoe-daigle.wikispaces.com• karen.godsoe-daigle@nbed.nb.cakaren.godsoe-daigle@nbed.nb.ca

• http://mrs-doucett.wikispaces.comhttp://mrs-doucett.wikispaces.com• michelle.doucett@nbed.nb.camichelle.doucett@nbed.nb.ca