differentiated instruction overview 2010 learner centered

Differentiated Instruction Intro

John McCarthy:[email protected], http://wb4all.blogspot.com 1

Differentiated Instruction:Starting the Journey

S t bSupport by:John McCarthy, Ed.S.Education [email protected]://wb4all.blogspot.com

Norms

• Every voice needs to be heard

• Humor is nurturing

• Monitor own Zone of Proximal Growth

• Seek to understand before being• Seek to understand before being understood –Stephen Covey (Questions are gifts)7 Habits of Highly Effective People

Please set cell phones to vibrate or silent mode, or turn off. Thank you.

– Understand the purpose and need for Differentiated Instruction (Reflective conversations).

Objectives

– Evaluate effective strategies that support all students (Reflective Feedback).

5U



If you want to feel safe and secure, continue to do what you have

always done. If you want to grow, go to the cutting

edge of your profession. Just know that h d h ill bwhen you do, there will be a temporary

loss of sanity. So know when you don’t quite know what you are doing…

You are probably growing! --Madeline Hunter

Everyone has aunique style.

Learning Profile Surveys

– Label 3 dot stickers with your grade.

– Place a dot sticker on each of the 3 charts that best describes yourself.



Starting Place for Differentiation “Differentiation is making sure that the right

students get the right learning tasks at the right time. Once you have a sense of what eachstudent 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 LearningLorna M. Earl, Corwin Press, Inc. 2003 – pp. 86-87

“Zone of Proximal Growth” - Vygotski

Understand how to read place valueAssessment: Exit Card with 3 math problems

1. State the posted learning targets and assessment

2. Explain and demonstrate place value using: pennies & dimes and a T-chart

3. Process: explain to a partner

4 Think Dot: Place value through 6 examples4. Think Dot: Place value through 6 examples

5. Process: jigsaw group members into dot teams for each of the 6 dots. Share solutions in dot groups.

6. Use students to represent 10s and 1s to do people addition and multiplication


8. Students work in pairs on a series of word problems

9. Assessment: Exit Card



The Learning Matrix

Learning Components

• Content--Access

• Process

DI Components

Readiness--Current Skill Level

I t t• Process--Sense-making

• Product/Learning Artifacts--Evidence

Interests--Choices and

Backgrounds

Learning Profile--Brain Intelligences

Relationship Building and Environment: Physical & Cultural













Think Dots• Provides up to six tasks to complete for learning skills

and/or concepts (e.g. fractions, plot analysis)• Each task is progressively more difficult and connected

to the learning objective.• Students are grouped by readiness, interest, and/or

learning profilelearning profile.• Students randomly pick (use a die) or choose a specific

number of tasks to complete out of those provided (e.g. 3 of 6, 4 of 6, 6 of 6).

• Teacher might assigned some of the tasks as mandatory, and some as optional.

Defining Fractions

• Learning Objective: Understand the parts and function of fractions.

• Evidence/Assessment: Exit Card with 1-4 fraction problems to solvefraction problems to solve.

• Set up activity: Students have done some work with fractions.

Think Dots (Tiered 1)




Exploring Writer’s Voice

• Learning Objective: Understand how authors use voice to create interesting writing or communication.

• Evidence/Assessment: 5 minute fast-write describing their understanding of Author Voice.

• Set up activity: Students wrote their meaning of voice and shared in a class discussion.





Developed by Ryan Johnson, Dearborn Heights 7, 4th Grade

Planning Questions

• What should students know, understand, and be able to do?

• How will students demonstrate what they know?

Starting Point for Unit and Lesson Planning

know?

During Development of Unit and Lesson Planning

• What will you do for students who do not succeed?

• What will you do for students who already know the unit?



Defining Fractions

• Learning Objective: Understand the parts and function of fractions.

• Evidence/Assessment: Exit Card with 1-4 fraction problems to solvefraction problems to solve.

• Set up activity: Students have done some work with fractions.

The Learning Matrix

Learning Components

• Content--Access

• Process

DI Components





Backgrounds



RAFTS• Role: Who the student must become.

• Audience: Who the message is composed for.

• Format: Medium used to present the

ideas ideas.

• Topic: The message focus. • Strong Verb: Begin topic with action verb.

= Addresses readiness based on complexity. = Deals with learning profile, such as Gardner

or Sternberg’s multiple intelligences.



Sample RAFT StripsRole Audience Format Topic

SemicolonMiddle 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

Lan

guag

e A

rts

ce 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

Sci

enc

His

tory

Mat

h

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

Once upon a time,

There’s a girl who lives in Wayne County who always wears red hooded jackets. Everyone in the neighborhood calls her Red Riding Hood, or Red for short. One morning, Red asked her mother if she could visit her grandmothermother if she could visit her grandmother. Because of her arthritis, granny didn’t do much text messaging.

"That's a good idea," her mother said.

Red dressed in her favorite color and kissed her mother goodbye. “Go straight to Grandma's house," her mother cautioned. "Don't dawdle along the way and no talking to strange boys! Michigan Ave can be d "dangerous."

“Mother," Red blushed.



But when Red biked along Michigan Ave she noticed some lovely outfits and cell phone accessories in store front windows. She forgot her promise.

She bought red sandals and a rouge phone faceShe bought red sandals and a rouge phone face plate, listened to music on her iPod and drank a Cola. Red was enjoying herself so much, that she didn't notice someone approaching behind her...

"What’s up?" a wolf purred beside her.

"I'm seeing my Granny who lives on Hemlock betweenlives on Hemlock, between Payne and Barrie, near Ford Woods Park," Little Red Riding Hood replied, “The red house.”

Realizing the time, “Oh, I’m late.” She excused herself, and biked fast to ,Grandma's house.

The wolf took a cab...



The wolf arrived at Grandma's and knocked lightly t th dat the door.

"Oh thank goodness dear! Come in, come in! There’s an e-Alert of a suspicious looking wolf. I was so worried," said Grandma thinking the knock came from her granddaughter.

The wolf entered the house. Poor Granny didn’t have time to say another word, before the wolf gobbled her up!

The wolf let out a satisfied burp. He poked through Granny's closet for a nightgown that he liked. He added a frilly sleeping mask, and dabbed some of Granny's perfume behind his pointy ears.

A few minutes later, Red knocked on the door. The wolf jumped into bed and pulled the j p pcovers over his nose. "Who is it?" he called in a cackly voice.

"It's me, Red.”

“Yo, ahem, come in, my dear," croaked the wolf.

"Granny! You sound so weird,” Red said.

"Oh, just a touch of cold," said the wolf adding a cough.



"But Granny! What big ears you have," said Red as she edged closer to the bed.

"The better to hear you, my dear."

"But Granny! What big eyes you have."

"The better to see you with, my dear."

"But Granny! What big dentures you have," said Red her voice quivering.

"The better to eat you." The wolf leapt out of the bed and chased her.

Almost too late, Red realized that this person was not her Grandmother, but a hungry wolf. She ran through the house, shouting, "Help! Wolf!" as loudly as she could, while speed dialing 911 on her cell.

A neighbor who was tending her garden heard Red’s d d t th h f t h ldcry and raced to the house as fast as she could.

A fan of the TV shows Cops and Greys Anatomy, the neighbor tackled the wolf and performed the Hiemlich Maneuver forcing him to spit out poor Granny who was now in desperate need of a towel and a shower.

"Oh Granny!" sobbed Red, "I'll never talk to strange wolves again."

"There, there, child. You've learned an i t t limportant lesson.

The neighbor knocked out the wolf and drove him to the police precinct where he wouldn't bother people any longer.

Red and Granny ate lunch and shopped at several malls. They had a long chat.



RAFTSComplete one of the following giving 2-3 reasons/points:

Role Audience Format Topic

Grandma Red 1-2 minute conversation

Save lives. Don’t talk to strangers.

Wolf Defense 1-2 minute Help me! I was

Interest: Understanding Themes

Attorney conversationp

framed!

Neighbor PTO Warning Posters

Strangers & Red –Beware(A Cautionary Tale)

Wolf Oprah Memoir Letter

Save me! I’m misunderstood.

= Interest shown here as student choice for showing whatthey learned.

RAFTSComplete one of the following giving 3 reasons/points:

Role Audience Format Topic

Grandma Red 1-2 minute conversationAnalytical

Save lives. Don’t talk to strangers.

Wolf Defense 1 2 minute Help me! I wasWolf Defense Attorney

1-2 minute conversationCreative

Help me! I was framed!

Neighbor PTO Warning PostersPractical

Strangers & Red – Beware(A Cautionary Tale)

Wolf Oprah Memoir LetterCreative

Save me! I’m misunderstood.

• Analytical– Abstract thinking & logical reasoning*– Traditional notion of intelligence (predominant

instruction in Secondary and Collegiate levels)– Verbal & mathematical skills

• Practical– Apply knowledge to the real world*– Street smartsip

le In

telli

gen

ces

m’s

Tax

on

om

y

– Street smarts– Shape one’s environment; choose an environment– Contextual

• Creative– Divergent thinking (generating new ideas)*– Creativity– Ability to deal with novel situations– Alternative solutions– Viewing from different perspectivesS

tern

be

rg’s

Mu

lti

All

Use

Blo

om



Sample RAFTS StripsRole Audience Format Topic

Gingerbread ManOur 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 Attract

Rational Numbers Irrational Numbers Song Must you go on forever?

Decimals Fractions Poem Don’t you get my point?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 saving

Thoreau Public of his day Letter to the Editor

Why 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?

• Analytical– Abstract thinking & logical reasoning*– Traditional notion of intelligence (predominant

instruction in Secondary and Collegiate levels)– Verbal & mathematical skills

• Practical– Apply knowledge to the real world*– Street smartsip

le In

telli

gen

ces

m’s

Tax

on

om

y

– Street smarts– Shape one’s environment; choose an environment– Contextual

• Creative– Divergent thinking (generating new ideas)*– Creativity– Ability to deal with novel situations– Alternative solutions– Viewing from different perspectivesS

tern

be

rg’s

Mu

lti

All

Use

Blo

om

How was Differentiation used here?



How many exposures to a concept do learners need for 80% mastery?

24

Marzano, Classroom Strategies That Work, p. 67

24

Frayer ModelDefine in your own words Draw a picture

Describe real-world benefits

Metaphor/Poem/Song

The Learning Matrix

Learning Components

• Content--Access

• Process

DI Components





Backgrounds





Planning Questions




know?




What Differentiated Instruction…

• Differentiated instruction is rooted in assessment

• Differentiated instruction is more QUALITATIVE than quantitative.Diff ti t d i t ti

• Individual instruction • Chaotic• Just another way to provide

homogenous instruction (flexible grouping)

ISIS NOT

• Differentiated instruction provides MULTIPLE approaches to content, process, and product.

• Differentiated instruction is STUDENT CENTERED.

• Differentiated instruction is a BLEND of whole class, group, and individual instruction.

• Differentiated instruction is "ORGANIC".

(flexible grouping)• Just modifying grading

systems and reducing work loads

• More work for the "good" students and less and different for the "poor" students

Data used for review practice with future curriculum and/or students.

Summative Assessments



Exit Cards

Learning Profile Cards

Learning Styles

Preference

Sternberg/Gardner

MI Preference

Interests, Hobbies, Other

Internal/External Thinker

Reading Score:

Student’s name on back of the card.

www.protopage.com/assessmentsystem



3D Experience

Classroom View

3D Instruction1. Identify the learning target(s)

-Start with a Bloom Verb

2. Decide on the (formative) assessment-address the learning target(s)

3 B i 9 1 h h3. Brainstorm 9-15 ways to teach the concept(s) of the learning target(s)-think outside of the box, less abstract, more practical

4. Build the lesson steps-include 3+ ideas from Brainstorm-include 3+ processing experiences













3D In

s

Develop/Reinvent a Crossroad Lesson

structio

n3D

Ins

1. Identify the learning target(s)-Start with a Bloom Verb

2. Decide on the (formative) assessment-address the learning target(s)

3 B i 9 1 h h

Develop/Reinvent a Crossroad Lesson

structio

n

3. Brainstorm 9-15 ways to teach the concept(s) of the learning target(s)-think outside of the box, less abstract, more practical

4. Build the lesson steps-include 3+ ideas from Brainstorm-include 3+ processing experiences



Lesson Gallery Walk

3 Kinds of Assessments


Objectives




What’s Fair for All Learners…

Fair is not everyone doing the same thing in the same way…

Fair is what YOU need to achieve.

Fair is not everybody getting the same thing…Fair is everybody getting what they need to be successful!

Fair instruction is like the cookie jar on the top shelf…

Some need a taller stepping stool than others to grasp the prize.

Defining…

StudentAchievement

Planning Questions




know?







Objectives


?

Feedback



Differentiated Instruction:Starting the Journey

S t bSupport by:John McCarthy, Ed.S.Education [email protected]://wb4all.blogspot.com