Differentiated Instruction:Designing and Managing Respectful Tasks

Today’s ObjectivesI will understand that…

• Differentiated instruction is “a systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests or learning needs equally appropriate ways to learn. (Tomlinson & Strickland, p.7)

• Respectful tasks are purposeful tasks or activities (for each student) that are aligned to the essential outcomes of the course.

• There are a myriad of ways to evaluate respectful tasks.

Today’s Agenda

• Define Differentiation• Review a KUD Statement• Define Respectful Tasks• Share Examples of Respectful Tasks• Discuss Grading • Create a Respectful Task for Your

Next Unit!

Differentiated Instruction: Review• Differentiated instruction is “a systematic

approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests or learning needs equally appropriate ways to learn. (Tomlinson & Strickland, p.7)

Carol Ann Tomlinson (2006)

Product

Differentiation

Is a teacher's response to learner’s need

Respectful tasks Continual assessment

Flexible grouping

Teachers can differentiate through

Content Process

Readiness Interests Learning Profile

Through a variety of instructional strategies

According to students’

Differentiated Instruction :Ways to Implement

1.Learning centers2.Tiered assignments3.R.A.F.T.’s4.Choice boards (Tic-tac-toe, Bingo)

5.Flexible grouping6.And so many more

Is it Differentiated Instruction or NOT?If you think YES: Snap your fingersIf you think NO: Stomp your foot• Allowing students to choose from

three different methods to review for a test

• Trails on hikes • Random groups with the same

reading and questions• Chores with your kids • Changing activities throughout one

class period

K U D’s: NECESSARY for Differentiation!Are written for an instructional unit

• A unit will have many K’s & D’s

• A unit will have only a few U’s (approx. 1-3)

• U’s are likely to repeat themselves from unit to unit

KUD: Know, Understand, & Do

Respectful Tasks

• Respectful tasks are purposeful tasks or activities (for each student) that are aligned to the essential outcomes of the course.

Respectful Tasks are…

• Curriculum Based• Different…not more

or less• Equally active• Relevant• Equally interesting

and engaging• Fair in terms of

expectations and time

• Challenging

Always Teaches

Up

Never Waters Down

Defensible Differentiation:

Respectful Tasks- Nonnegotiables• You are part of our group.• You will be thinking and

problem solving at a high level.

• You will want to learn today.

Are These Respectful Tasks?

STRUGGLING LEARNERS:

Complete the packet of worksheets on risky situations. You may choose to work with a partner if you like. Check your work with the answer key in the back of the room.

ADVANCED LEARNERS:

Using flip cameras and your natural brilliance, create a video about handling risky behaviors. This will be presented at the next school assembly!

Are These Respectful Tasks?

• Reflection of Chocolate example• Was YOUR task…

– Curriculum Based?– Different…not more or less?– Equally active?– Relevant?– Equally interesting and engaging?– Fair in terms of expectations and time?– Challenging?

Respectful Tasks

•“Every student should be a little bit stressed out.”

• Chad Prather, 2013(Social Studies teacher, ASCD video)

Respectful Tasks- Do’s

• Give students different work• Provide choice • Ensure work is engaging and

appropriately challenging• Provide appropriate scaffolding• Match learning styles with interest• Practice flexible grouping

– Refer to the detailed Do’s & Don’ts Chart in packet!

Respectful Tasks- LTHS exampleThanks to Anuja Ashar for sharing!

Students were placed in tiered groups after an exit slip formative assessment about subjunctive verbs.

Group 1(Advanced)

Group 2(On Grade)

Group 3(Below Grade)

“Create a REALLY hard multiple-

choice test. Write questions that use

the subjunctive for each verb; try to trick the class with options they might accidentally

choose.”

“Write complete and logical

sentences for the verbs below. Use a variety of

subjunctive phrases.”

“For each verb, write the English definition and the present tense yo

form. Then complete the

sentence, making sure to conjugate

the verb in the subjunctive.

Respectful Tasks- Tiered ExampleThanks to Jennifer Setzke for sharing!After the lesson, students were placed in groups based onan exit

slip that asked them to list examples of methods from both Martin Luther King and Malcolm X.

Group 2 (On Grade) Students

who provided only one example of

each

Group 3 (Advanced) Students who

provided at least 2 examples

Read pages in the book and write the

answers to questions regarding

differing styles of civil rights leaders in

other minority groups.

Read an article on a struggle for rights on a current issue,

and create an outline that explains two

approaches being used in this movement.

Group 1 (below grade)Students who “flip-flopped” the examplesComplete a

graphic organizer to help understand the similarities and

differences between the two

leaders

So… what happens when your “plan” doesn’t work after reading the exit slips?!

Respectful Tasks- Tiered ExampleAfter reading the exit slips, students were placed into the first two

groups.

Group 2 (On Grade) Students who provided

only one example of each

“Read pages in the book and write the answers to

questions regarding differing styles of civil rights leaders in other

minority groups.”

Group 1 (below grade)Students who “flip-flopped”

the examples

“Complete a graphic organizer to help

understand the similarities and differences between the

two leaders”

“Activity ended with a productive, full class discussion. Students were engaged, and they were able to discuss concepts that were not all that familiar to them . Overall grades on the summative

assessment in this unit were pretty good!”

Grading: Thoughts to consider

Current research is making us challenge the traditional ways of grading.

Grading: Thoughts to consider

Principles of Grading in a Differentiated Classroom: Tomlinson– Clearly communicates

standards– Clearly delineates

separate grades for growth for achievement for effort

Provides full disclosure to all

Grading

• Preassessments– You would most likely never grade – Where your students are today.

• Formative Assessments– Often used as practice– On-going, used to direct instruction

More on this from our Assessment Team soon!

Grading

• Humanities Model• Rubrics• Sometimes you just

need points

Most important, remember to EVALUATE the K U D, not the task!

Now it is your Turn

1. Use the KUD you brought or write one for your next unit. (Template in packet!)

2. Describe a respectful task you may use (DI by interest, learning profile, or readiness?).

3. Consider HOW or IF you will grade the activity.

4. If time permits, we may ask for a volunteer to share.

Today’s Objectives- Thumbs up or down?I now understand that…• Differentiated instruction is “a systematic

approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests or learning needs equally appropriate ways to learn. (Tomlinson & Strickland, p.7)

• Respectful tasks are purposeful tasks or activities (for each student) that are aligned to the essential outcomes of the course.

• There are a myriad of ways to evaluate respectful tasks.

What’s Next??

• LLR’s• Formative Assessment

References

Kumpost, J. N. (2009). Understanding the “understands” in KUDS . www.differentiationcentral.com Vol 1, Issue 1, 1.

Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.

Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.

(2007). Tools for high quality: Differentiated instruction. ASCD, 12.

(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.

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