DIFFERENTIATED INSTRUCTION WORK

SESSION

Special Education Teacher Institute

Who are you? Make a creative name tag/tent You will have 10 minutes to make your

own name tag. Make sure you list hobbies, draw a picture

or two, give a self profile,etc. Don’t forget your name, years of teaching

experience, and what you teach. Introduce yourself and share out with the

your table.

Ground Rules Please silence your cell phones

Please take breaks as needed. Due to our short time together we will not have

a scheduled break.

Be open minded!

Think of a Time…

Turn to a partner at your table and talk about a time when you were really engaged in learning… What did that look like? What did that sound like? Why do you think you were so

engaged?

What is differentiation?Differentiation is classroom practice

that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

-Tomlinson (2001)

Content Process Product

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

Did you know…When a teacher tries to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t.

Lillian Katz

So two thirds of the kids are wasting their time.Willis, S (November 1993). “Teaching Young Children: Educators Seek

‘Developmental Appropriateness.” Curriculum Update, 1-8.

Pyramid of Learning

READING10 %

HEARING20%

SEEING30%

HEARING & SEEING40%

DISCUSS WITH OTHERS70%

TALK/WRITE OR DO/APPLY90%

We also know…People learn differently—we have

various learning styles, learning strengths, abilities, and interests.

We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

We know from research…• Students learn 90% of what they say or

discuss as they complete an activity.• Drawing figures helped improve critical

thinking skills in learning-disabled children.• Play is the brain’s link from the inner world

to reality and the foundation of creativity.• Mind mapping engages all the brain’s

functions and captures the total picture.• Laughter and humor maintain students

attention, reduce mental and physical tension, relieve stress and make the school day shorter.

Differentiated or Different?

Flexible GroupingShould be purposeful: may be based on student interest, learning profile and/or readiness may be based on needs observed during learning times geared to accomplish curricular goals (K-U-D)

Implementation: purposefully plan using information collected – interest surveys, learning

profile inventories, exit cards, quick writes, observations, etc. list groups on an overhead; place in folders or mailboxes “on the fly” as invitational groups

Cautions: avoid turning groups into tracking situations provide opportunities for students to work within a variety of groups practice moving into group situations and assuming roles within the group.

GRAFITTI FACTS

Discuss at your table for 2 minutes what is differentiated instruction.

Pick someone from your table to go Graffiti on the chart what you agree to

share.

The Key The Key to a differentiated classroom is that all

students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

Curriculum should be differentiated in three areas:1. Content:

Multiple option for taking in information2. Process:

Multiple options for making sense of the ideas3. Product:

Multiple options for expressing what they know

MULTIPLE INTELLIGENCES

Bodily-Kinesthetic

Naturalist

Verbal-LinguisticIntrapersonal

Musical-Rhythmic

Interpersonal

Visual-Spatial

Logical-Mathemati

cal

VISUAL AUDITORY KINESTHETIC

LEARNING STYLES

-CHOICE-The Great Motivator!

Requires children to be aware of their own readiness, interests, and learning profiles.

Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!)

Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .

GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!

Choice Boards

Purpose of Choice Boards

Homework After Reading or Problem Solving Learn a vocabulary word Projects for a certain topic or

book Presentation or Demonstration Independent Work Demonstrate a Skill

What is your learning target?

Primary Consideration:

What must ALL students:•Know•Understand•be able to Do

Fractions Choice Board Learning Goals: Students will…

KNOW: Fractions show parts of a whole and can be expressed numerically.

UNDERSTAND: Fractions represent equal sized portions or fair shares.

Be able to DO: Use different materials to demonstrate what the fraction looks like.

Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student Interest

Insects Choice Board Learning Goals: Students will…

KNOW: The characteristics of insects. UNDERSTAND: Insects have particular

characteristics and parts and are different from other kinds of bugs.

Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects.

Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student Interest

THINK-TAC-TOEBook Report

Draw a picture of the main

character.

Perform a play that shows the conclusion of a

story.

Write a song about one of the

main events.

Write a poem about two main

events in the story.

Make a poster that shows the

order of events in the story.

Dress up as your favorite character

and perform a speech telling who you are.

Create a Venn diagram

comparing and contrasting the introduction to

the closing.

Write two paragraphs

about the main character.

Write two paragraphs

about the setting.

Differentiation Strategy: STUDENT CHOICE

Structures, Processes and Responses of PlantsTic-Tac-Toe for Student Choice Activities

1. Draw some type of visual that differentiates the two types of reproduction in flowering plants

2. Write a short essay explaining the structures flowering plants have for defense.

3. Search the Internet for information about a plant’s response to external stimuli. Print out what you find and summarize your information into your own outline.

4. Create a lesson plan on the life cycle of a flowering plant and teach this lesson to the class.

5. Write a newspaper article highlighting the poisonous plants common to South Carolina (i.e. Mississippi)

6. Write a short story about the life cycle of an apple seed.

7. Create a Venn Diagram comparing and contrasting vascular and nonvascular plants.

8. Design a poster shows the parts of a flowering plant that function for survival.

9. Make a collage of various organisms from the five kingdoms. Label and give the characteristics of each kingdom.

Name: ________________________ I/We choose activities #____, #____, #____.Today’s Date _________________________ Due Date ___________________

TIERED ACTIVITIES

WHAT CAN BE TIERED? ASSIGNMENTS

ACTIVITIES CENTERS & STATIONS

LEARNING CONTRACTS ASSESSMENTS

MATERIALS EXPERIMENTS

WRITING PROMPTS HOMEWORK

What is Tiered Instruction?Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:

1) each student comes away with pivotal skills & understandings

2) each student is appropriately challenged.

OPTIONS FOR DIFFERENTIATION OF INSTRUCTION

To Differentiate Instruction By

Readiness

To Differentiate Instruction By

Interest

To Differentiate Instruction by

Learning Profile

,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience

encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies

create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.

useful instructional strategies:- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment

useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors

useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT

CA Tomlinson, UVa ‘97

THINK DOTS

Just a different approach

STUDENTS USETHINKDOT’s

ThinkDots:• Students begin ThinkDots by sitting with other

students using activity cards of the same color.• Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die.• If the first roll is an activity that the student does not

want to do a second roll is allowed.• Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.

THINKDOTS Suggestions:• Use colored paper to indicate different readiness levels, interests or learning styles.• Have students work in small groups.• Let students choose which activities- for example: choose any three or have students choose just one to work on over a number of days.• After students have worked on activities individually, have them come together in groups by levels,

interest or learning style to synthesize.

DIFFERENTIATED LESSON PLAN

LET’S GET TO WORK!

You have time now to work as you please. Take this time to work on Choice Boards, Tiered Activities, a Differentiated Lesson

Plan, or whatever will benefit you the most.There are some examples for you to look at

around the room and supplies for you to use.

Walkaway thought…“In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”

- Carol Ann Tomlinson

We hope you enjoyed the presentation and

learned something you can take back to your

classroom/school!

Instructional Facilitators with the Exceptional

Education Department

Thanks for your time and attention!

KRISTI COGGINKRISTI.COGGIN@MNPS.ORG

WWW.MNPSTEACHER.ORG

HTTP://DARETODIFFERENTIATE.WIKISPACES.COM/CHOICE+BOARDS