differentiated instruction workshop march 1-2 2010 roger vanderhye, facilitator e4ae constitution...

DIFFERENTIATED INSTRUCTION WORKSHOP MARCH 1-2 2010 ROGER VANDERHYE, FACILITATOR E4AE CONSTITUTION ES/SUNRISE ES DEER VALLEY, AZ

Todays Morning Agenda 8:30 Welcome Agenda/Goals/AEIOU/Why Differentiation Matters I Believe Learning Partners Differentiation what it is/what it isnt Readiness, Interest & Learning Profiles Raft, dice, tiered cake, cats game pair-up Dice Dots Sternberg and Grigorenkos 3 Intelligences Korners 2

Todays Morning Agenda (cont) Break 10 minutes Sarah Mortons Day An exercise in Literacy Differentiation Think It Through and Write Ron Ferguson Tripod Project Minority Student Achievement Network RAFT & RAFTstorming Review of Differentiated Strategies so far 11:45 12:45 Lunch 3

Todays Afternoon Agenda 12:45 Take-Off Touchdown Characteristics That Shape the Differentiated Classroom Managing the Differentiated Classroom the15 Basics Anchors Aweigh Think Tac Toe Little Prep/More Prep Differentiation Strategies Flexible Grouping Learning Logs Graphic Organizers Break 10 minutes 4

Todays Afternoon Agenda (cont) Mind Mapping Choice Boards/Learning Menus Learning Centers/Interest Centers/Interest Groups Tiered Lessons/Assignments Role Playing Jig Saw Think, Pair, Share PMI Give One, Get One Closure 5

Goals For TodayTake Aways Participants will Develop a deeper understanding of how to effectively differentiate learning experiences for children of all ability levels Increase their repertoire of and reflect upon differentiated teaching and learning strategies that can be implemented tomorrow in their class Experience first hand the use of differentiated strategies 6

Norms for todays workshop A ppreciate one anothers expertise E ngage fully in all learning experiences I nvest in your own learning O pen your mind to new ways of thinking U nited purpose- to improve student learning 7

The mediocre teacher tells; The good teacher explains; the superior teacher demonstrates; the great teacher inspires. - William A. Ward 8

Why Differentiation Matters http://www.youtube.com/watch?v=C- S54bbX6eA&feature=player_embedded http://www.youtube.com/watch?v=C- S54bbX6eA&feature=player_embedded 9

I Believe That we never outgrow the need to learn Diversity benefits all students We have varied teaching and learning styles The learning process is a combination of honing current skills, experimenting with new skills, solving problems and the courage to change Everyone has something valuable to add to the learning process As positive models, we practice what we preach We build relationships and cultivate respectful interactions within our school and community 10

LEARNING PARTNERS

Learning Partners Protocol At your table/groups number off 1-4 and write your number on one side of an index card Now turn your card over 12 2

Number your index card 1-4 Answer the following questions: 1.Define the term differentiation 2.Identify barriers to differentiation that you see in your setting or in your classroom 3.Describe your rationale for differentiation in no more than three sentences 4.Describe two ways you differentiate instruction for your students (zero in on ESOL, SPED or Gifted student) 13

Focus on You Community Building Different number(pair) 1. Definition Same number (pair) 2. Barriers Odd/Even number (pair) 3. Rationale Quad 4. Differentiation for Students 14

Reflect at your table How could you use this or a modification of this in your classroom? 15

Quote: Children differ in their gifts and talents and to teach them you have to start where they are. ~Confucius 16

You can differentiate any of the three components in response to student readiness, interest, and learning profile. 18

Readiness Learning Profile Interest GROWTH If tasks are a close match for their skills MOTIVATION If tasks ignite curiosity or passion EFFICIENCY If the assignment encourages students to work in a preferred manner 19

How students approach, absorb and process learning best Visual, auditory, tactile learning styles Multiple intelligence theory Sternbergs creative, analytical, practical intelligences Myers Briggs (Jung) introvert-extrovert etc When you differentiate to match learning profiles you allow students to learn in a more efficient way. Need to expose all students to a variety of learning modalities. Dont pigeon hole. Learning Profile EFFICIENCY If the assignment encourages students to work in a preferred manner 20

Understanding students interests helps teachers plan how to hook students and raise their level of engagement Helping students understand that there is a match between school and their own desire to learn Show connectedness between all learning Use skills or ideas familiar to students as a bridge to ideas and skills less familiar to them Increase motivation to learn MOTIVATION If tasks ignite curiosity or passion Interest 21

Readiness Dr. Lev Vygotsky (1962) Zone of Proximal Development The zone of proximal development enables educators and parents to define the learners immediate needs and the shifting developmental status, which allows for what has already been achieved developmentally, and for what the learner will be able to master in the future Teachers, parents, and mentors attuned to a learner can recognize where he or she is within the zone of proximal development by asking questions and recognizing the learners individual learning style. Scaffolding is the key to learning despite age/subject GROWTH If tasks are a close match for their skills 22

Readiness When teachers use readiness level as a focus for differentiating content, process, and product, their aim is to push students just a bit beyond their particular comfort zones so that student work is a little too hard. Tomlinson, p. 51 23

Differentiated Learning Partners 24

Recall how and what teachers differentiate during instruction. Explain what is happening to a students learning when he/she is in the zone of proximal development. How would you apply the precepts of readiness, interest and learning profile as you plan instruction for tomorrow? How is differentiated instruction related to student motivation and efficiency of learning? How would you select what to differentiate (content, process, product) when planning instruction? How would you modify your current lesson planning approach to infuse ongoing differentiation for your students? REMEMBERINGUNDERSTANDINGAPPLYING ANALYZINGEVALUATING CREATING DICE DOTS 25

Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) Blooms Taxonomy 26

AT YOUR TABLE Discuss ways you could adapt Dice Dots to differentiate for your students. 27

Sternbergs Three Intelligences Creative Analytical Practical We all have some of each of these intelligences, but we are usually stronger in one or two areas We should strive to develop fully each of these intelligences in students, but also recognize where students strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas 28

I Like Analyzing characters when Im reading or listening to a story Comparing & contrasting points of view Criticizing my own & others work Thinking clearly & analytically Evaluating my & others points of view Appealing to logic Judging my & others behavior Explaining difficult problems to others Solving logical problems Making inferences & deriving conclusions Sorting & classifying Thinking about things ANALYTICAL Sternberg & Grigorenko, 2000 29

I Like Taking things apart and fixing them Learning through hands on activities Making and maintaining friends Understanding and respecting others Putting into practice things I learned Resolving conflicts Advising my friends on their problems Convincing someone to do something Learning by interacting with others Applying my knowledge Working and being with others Adapting to new situations PRACTICAL Sternberg & Grigorenko, 2000 30

I Like Designing new things Coming up with ideas Using my imagination Playing make-believe and pretend games Thinking of alternative solutions Noticing things people usually tend to ignore Thinking in pictures and images Inventing (new recipes, words, games) Supposing that things were different Thinking about what would have happened if certain aspects of the world were different Composing (new songs, melodies) Acting and role playing CREATIVE Sternberg & Grigorenko, 2000 31

What is your strongest intelligence? Walk over and stand in the Korner representing your strongest intelligence (Analytical, Creative or Practical) find the picture 32

Korners Analytical Practical Creative 33

In your corner, pair up with someone you havent worked with today, intros please Reflect on your strongest intelligence. How does having this intelligence affect your teaching; knowing that all three intelligences are represented in your classroom? The person closest to the ceiling shares her/his reflection first, switch Share out from various partner groups Return to your seatthen 34

At your seat discuss with your group how you could use the Korners strategy in your classroom to help you differentiate learning with your students 35

Take 10 minutes. Break Time!!

If you want to build a ship, dont herd people together to collect wood and dont assign them tasks and work but rather, teach them to long for the endless immensity of the sea. -Antoine de Saint-Exupery (Author of The Little Prince) 37

Using Sternbergs Intelligences Classroom Read Aloud 2 nd -3 rd R.L. 38

Literacy Differentiation Sample Analytical Task: After reading Sarah Morton's Day, have children decide what part of Sarah's day is similar or different from their own. Have them make a list of similarities and differences. Which list has more items? 39

Literacy Differentiation Sample Practical Task: Draw children's attention to the glossary in the back of the book. Which words or phrases have changed? Which ones are no longer used at all because our lifestyles have changed? 40

Literacy Differentiation Sample Creative Tasks: Using knowledge from the book Sarah Mortons Day and your other knowledge about the life of pilgrims, imagine yourself as a pilgrim. Write about your day and include illustrations with your story. 41

Think It Through and Write To be completed individually What support would be needed to provide for each of these tasks? What additional materials may be needed? How would you structure these tasks if you used them in a center versus with a small group? How could you use each task with students? How will the students showcase their products? Which tasks would you rewrite and revise? Does anyone wish to share out? 42

Dr. Ronald Ferguson- economist The Minority Student Achievement Network (MSAN) The legs of the tripod in the Tripod Project are 1) Content: teachers need to understand what they are teaching 2) Pedagogy: teachers need multiple effective ways of communicating the material to students 3) Relationships: teachers need to relate to students in ways that motivate and enable them to succeed 43

The heartbreaking difficulty in pedagogy, as indeed in medicine and other branches of knowledge that partake at the same time in art and science, is, in fact, that the best methods are also the most difficult ones. Piaget (1969) 44

Find your raft partner Discuss the instructional implications of Ronald Fergusons legs of the tripod 45

RAFT (Role, Audience, Format, Topic)

Raft Activities are the bees knees Engages students in a writing* technique where they demonstrate deep curricular understanding (*Non-writers may draw instead) Challenges students to take on an unusual point of view while writing for a specific audience Allows teachers to offer students choices, appealing to their interests and learning profiles while adapting to student readiness levels Provides endless possibilities and the products often are very creative and high interest 47

Role In developing the final product, what role will the students need to take on? Writer Character (in the novel) Artist Politician Scientist Cowboy King Singer Hula dancer Dentist Diver, Fairy, Cook, etc 48

Audience Who should the students consider as the audience for the product? Other students Parents Local community School board Other characters in the text The President A truck driver An elephant trainer The Principal TV executives Teacher A writer, etc 49

Format What is the best product that will demonstrate the students in- depth understanding topic? A writing task Art work Action plan Project Poster A web created on Inspiration A PowerPoint Presentation A rap A newspaper article A recipe, etc. 50

Topic Westward expansion Living by the golden rule Reasons for living in a teepee The life cycle of a butterfly When to use perimeter and when to use area How to grow a pumpkin Similarities and differences between characters in a story Mule shortage in Cuba Desert flora and fauna 51

RAFT chart examples ROLEAUDIENCEFORMATTOPIC DesertSunThank you noteSuns role in the desert RaindropEarthPoemBeauty of the water cycle LungOwnerOwners GuideTo maximize product life MLK Jr.TV audience of 2030SpeechThe Dream revisited ColonistsKing GeorgeAdvice columnHow to make us happy Mixed NumberImproper FractionPersuasive LetterConvince us to convert Equivalent Fraction Song or Rap or Ballad How we became equal 52

Group RAFTstorming Get in like grade level groups Based on your knowledge of the DVUSD grade level curriculum decide as a group on a curricular subject (math, LA) Each member completes one row of the blank RAFT worksheet Share with your team Select one RAFT to share out with the whole group 53

RAFTstorming Chart ROLEAUDIENCEFORMATTOPIC 54

Strategies Used /Learnings Discussed Learning Partners Product, Content, Process Differentiation Readiness, Interest & Learning Profile Differentiation Dice Dots The Revised Blooms Taxonomy imbedded in Dice Dots Analytical, Creative & Practical Intelligences ala Sternberg Korners Literacy Differentiation Modeling Sarah Mortons Day Think It Through And Write Content, Pedagogy & Relationships Fergusons Tripod Model Minority Student Achievement Network RAFT (Role, Audience, Format, Topic) Group RAFTstorming 55

Boy, n.: a noise with dirt on it. ~Not Your Average Dictionary 56

Chow Time See you back at 12:45 57

Todays Afternoon Agenda 12:45 Take-Off Touchdown Characteristics That Shape the Differentiated Classroom Little Prep/More Prep Differentiation Strategies Flexible Grouping Jigsaw Managing the Differentiated Classroom the15 Basics Anchors Aweigh Give One Get One Think Tac Toe Learning Logs Graphic Organizers Break 10 minutes 58

Todays Afternoon Agenda (cont) Mind Mapping Choice Boards/Learning Menus Learning Centers/Interest Centers/Interest Groups Tiered Lessons/Assignments Role Playing Think, Pair, Share PMI Give One, Get One Closure 59

Take-off - Touchdown! Take off if you need an energy jolt for the afternoon you like to take long hikes in the desert you like to shovel 35 inches of snow you have a pet you watched the Olympic Games on TV you have a child in school you believe in the benefits of differentiation 60

61 Characteristics that shape teaching and learning in a differentiated classroom Instruction is concept focused and principle driven-the stress is on understanding and making sense of the information, not on regurgitation of facts. Ongoing assessment of student readiness and growth are built into the curriculum. Teachers match their instruction to students needs Ongoing flexible groupings. Students work alone, in pairs, and in groups. Groups are formed based on interest, learning profile, and readiness. Teachers facilitate students' exploration of curricular concepts and ideas.

Differentiated Strategies Little Preparation More Preparation Book choices Use of a variety of computer programs Individual or pair work Choice of graphic organizer Using Blooms multiple level ?? Jigsaw or modified Jigsaw Allowing students choice by interest On the spot mini re-teaching Student/Teacher goal setting Variety of journal prompts Flexible Seating/Grouping Options based on Multiple Intelligence theory Spelling by readiness Tiered assignments (products, activities) Literature Circles Stations Think-Tac-Toe boards Dice dots Learning agendas/contracts Interest centers RAFT 62

Differentiated Strategies (cont) Little Preparation Learning Contracts Role Playing Learning Logs Journals Graphic Organizers Mind Mapping PMI Model Making Think/Pair/Share Reading Buddies Games to practice skill mastery More Preparation Mind Mapping Cubing Learning Centers Cooperative Controversy DeBonos 6 Hats Labs Differentiated graphic organizers Alternative assessments Learning menus 63

Flexible Grouping What is it? Students are grouped in many different ways during a school day Key is group fluidity Groupings are skills-based, interest-based, or readiness- based Groups can be heterogeneous or homogenous, can be selected by students or by teacher, and group assignments can be purposeful or random Caution: Do not pigeonhole students 64

Flexible Grouping What is its purpose? Allows for both quick mastery of information/ideas and need for additional exploration by students needing more time for mastery Allows both collaborative and independent work Gives students and teachers a voice in work arrangements Allows for students to work with a wide variety of peers- Guided Reading excellent example Keeps students from being labeled as advanced or struggling 65

Jigsaw Articles Two, Four, Six, Eight, Let's All Differentiate! Differential Education: Yesterday, Today, and Tomorrow Stephanie Bravmann Education professor profiles the history of differential education, shows the failings of NCLB today, and points us to a positive future. Two, Four, Six, Eight, Let's All Differentiate! Differential Education: Yesterday, Today, and Tomorrow Leveling the Playing Field Johnnie McKinley Professor highlights the results of a two-year study to examine the student- teacher interactions with African American students that boost student achievement. Leveling the Playing Field Can Novice Teachers Differentiate Instruction? Yes, They CAN! Holly C. Gould Education professors their process of helping new teachers to become more adept at differentiating instruction. Can Novice Teachers Differentiate Instruction? Yes, They CAN! Differentiated Curriculum for Classrooms with Gifted Children Sue Hovis Educator describes some basics for the differentiation of curriculum for gifted students. Differentiated Curriculum for Classrooms with Gifted Children 66

While you read Place a next to the ideas that you find interesting or relevant Place a ? next to ideas that are significant to your work at school Place a next to ideas you want to explore further 67

After reading Share with your tablemates your symbols that capture the essence of the article and its significance with regards to differentiated instruction 68

Jigsaw What is it? A cooperative learning strategy that enables each student of a home group to specialize in one aspect of a learning unit. Each students part is essential for the completion and full understanding of the final product What is its purpose? Allows students to be introduced to material and yet maintain a high level of personal responsibility Develops teamwork Develops depth of knowledge not possible if the students were to try and learn all of the material on their own Process will disclose a students own understandings/misunderstandings of a concept since students must present their findings to the home group 69

Jigsaw How can I do it? Expert groups discuss/research the material and brainstorm ways to present their understandings to the other members of their home group. They should decide how to teach their portion of the topic to their home group Experts return to home groups to teach their portion of the materials and learn from other members home group home group members take notes or record the information they learn (graphic organizers, journals, and so on) Involve the entire class in a whole-group review of all the content expected to be mastered for assessment 70

Managing a Differentiated Classroom: The 15 Basics 1. Have a strong rationale for differentiating instruction 2. Begin differentiating at a pace comfortable for you 3. Time differentiated activities to support success 4. Use an anchor activity 5. Create and practice instructions carefully 71

Management Basics, continued 7. Have a home base/signal 8. Be sure students have plans for getting help 9. Minimize noise 6. Assign groups thoughtfully 10. Make a plan for students to turn in work 72

Management Basics, continued 13. Plan for quick finishers with appropriate challenge 14. Call a halt to the unit 15. Give children as much responsibility as possible 11. Minimize stray movement 12. Promote on-task behavior 73

Anchor Activities What are they? Engaging, ongoing assignments that tie to the content and instruction which students can work on independently for varied lengths of time What is their purpose? To provide meaningful work for those students who finish an assignment or project To free up the teacher to work with small groups of students when necessary Can be interdisciplinary, tiered to meet the needs of different students, and can be in any subject area 74

Anchor Activities A task to which a student automatically moves to when an assigned task is finished, TRAITS OF EFFECTIVE ANCHOR ACTIVITIES: Importantrelated to key knowledge, understanding, and skill Interestingappeals to student curiosity, interest, learning preference Allow Choicestudents can select from a range of options Clear Routines and Expectationsstudents know what they are to do, how to do it, how to keep records Seldom Gradedteachers should examine the work as they move around the room. Students may turn in work for feedback. Students may get a grade for working effectively, but seldom for the work itself. The motivation is interest and/or improved achievement. Student graded 75

Ideas for Anchor Activities: Create an advertisement or book jacket for a book Define, illustrate, and make connections to vocabulary words Create a game or book for a unit of study Interest centers/Interest Groups Learning Centers Work on long-term independent interest project Various Think-Tac-Toes Use classroom computer to extend learning Math games Versa tiles and other self checking activities 76

What works for you? Give One, Get One Steps 1. Individually brainstorm and jot down anchor activities that you have used in your classroom in the Give One column 2. When your Give One column is full, stand up 3. When announced, find any partner. Give One idea to your partner and Get One idea from your partner and write it down in your Get One column 4. Move on to find another random partner in the room 5. Continue this process until your Get One column is full. Then have a seat. 77

Think Tac Toe Board With your tablemates, take turns choosing one idea from the board and sharing your response with the group Choose if you are an X or an O Similar to a tic tac toe board, mark an X or an O over the box after you have discussed with group Try to complete 3 xs in a row, column or along a diagonal or complete all boxes if its a Cats Game 78

Think-Tac-Toe What Is It? Its a differentiation tool that offers various student activities from which students can demonstrate their understanding of curricular material Is usually presented in the form of a nine square grid similar to a tic-tac- toe board and students may be expected to complete from 1-3 in a row Why Do We Use It? The activities vary in content, process, and product and can be tailored to address different levels of student readiness, interests, and learning styles. Involvement in this strategy encourages independent learning How Do We Use It? The center square may be left open for the student to select an activity of their own Think-Tac-Toe activities may be given to every student in the class, higher ability students for extension activities, or lower students for review and practice Teachers check in with students periodically and may ask students to keep a log of their progress 79

Think-Tac-Toe board for a math unit: Write clear directions for performing the math computation skills from this unit Solve two of the five challenge problems Create a math rap or rhyme that will help someone remember a concept from this unit Define the units vocabulary words with sketches or drawings Student Choice (with teacher approval) Create three word problems from information learned in this unit Complete the review problems in the text book Identify four ways the concepts in this unit are used in the real world Develop a game using skills learned in this unit 80

Draw a picture, Write 3 sentences about the main character in the story based on the picture Perform a play that shows the conclusion of the story Write a song about one of the main events in the story Write a poem about two main events in the story Make a poster that shows the order of events in the story Create a puppet that looks like the main character in the story Dress up as your favorite character in the story Create a Venn Diagram comparing and contrasting two story characters Draw a picture that illustrates the setting in the storyS Think-Tac-Toe Story Assignment Board 81

Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) Blooms Think-Tac-Toe Board 82

Logic Smart Technology: Product: Body Smart Technology: Product: Wonder Smart Technology: Product: Music Smart Technology: Product: People Smart Technology: Product: Picture Smart Technology: Product: Nature Smart Technology: Product: Word Smart Technology: Product: Self Smart Technology: Product: MI/Technology Think-Tac- Toe 83

QUESTIONING: WRITE 5 QUESTIONS YOU HAVE ABOUT THE PASSAGE OR COMPLETE THE 5 W S CHART. MAIN IDEA: WHAT IS THE MAIN IDEA OF THE PASSAGE? WRITE THREE SUPPORTING DETAILS OF THE PASSAGE. MAKING PREDICTIONS: WRITE AT LEAST 4 PREDICTIONS YOU HAVE BASED ON YOUR PICTURE WALK. AFTER READING FINISH YOUR CHART. VISUALIZING: DRAW A PICTURE OF WHAT IS HAPPENING IN THE BEGINNING, MIDDLE, AND END OF YOUR PASSAGE. SET YOUR PURPOSE: WHAT ARE YOU READING TO FIND OUT? WHY ARE YOU READING THIS PASSAGE? COMPARE/CONTRAST: MAKE A CHART ABOUT WHAT IS SIMILAR OR DIFFERENT IN THIS PASSAGE COMPARED TO ANOTHER PASSAGE, TOPIC, OR CHARACTER. MAKING CONNECTIONS: WHAT DO YOU HAVE IN COMMON? *TEXT TO SELF *TEXT TO TEXT *TEXT TO WORLD SUMMARIZE: WRITE A SHORT SUMMARY ABOUT WHAT HAPPENED IN THE PASSAGEINCLUDE BEGINNING, MIDDLE, AND END. MAKE AN INFERENCE: MAKE A GUESS ON WHAT IS HAPPENING IN THE PASSAGE OR WHY A CHARACTER DID SOMETHING THAT THE AUTHOR DIDN T TELL YOU Reading Comprehension Think-Tac-Toe 84

3-2-1 Think Tac Toe 3 ways I could use Think Tac Toe in my classroom tomorrow 2 ideas I have about using Think Tac Toe that would benefit my entire team 1 obstacle I may need help overcoming in implementing Think Tac Toe 85

Learning Logs What is it? A way to help students integrate content, process, and personal feelings Based on belief that students learn from writing What is its purpose? Assist in learning process in content areas: is meta-cognitive Vehicle of exchange among students, teachers, and parents As students write, they learn to recognize their own and others good work. Can be used as a formative assessment tool 86

Learning Logs How can I do it? Students make entries in their logs in the last 5 minutes of class Can include problem solving entries, questions about readings, homework assignments and so on: What did I do in class today (this week)? What did I learn? What was the point of todays lesson? What did I find interesting? What did I find frustrating/confusing? What questions do I have about what I learned? What connections did I make to previous learning/reading/ideas? 87

Learning Log Sample Ideas Focused Writing Students write non-stop for five minutes on a specific topic they are studying. The purpose is for students to find out what they know about the topic/explore new ideas/need to learn about a topic History Students place themselves in an historical period/event and write from the POV of someone who is there. Students focus on what, where, why, how, when, and what if? Students write a dialogue between themselves and an historical personage, focusing on the same details. Math Write an explanation to another student about how to solve a particular math problem. In responses, students should include the why of the solution as well as the how. 88

Graphic Organizers What are they? A pictorial way of constructing knowledge and organizing information Whats their purpose? To help students convert/compress seemingly disjointed information into a structured, simple to read, graphic display Gives student an increased understanding of topic Encourages students to prioritize information Helps students generate ideas as they develop and note their thoughts visually 89

Graphic Organizers How may students use them? To structure writing projects To help in problem solving/decision making As a study aid/note taking aid To plan research Brainstorming 90

Nothing great was ever achieved without enthusiasm. Ralph Waldo Emerson 91

Take 10 minutes. Break Time!!

Do You Know Who I Am? http://www.youtube.com/watch?v=HTbSo139ZYE 93

Mind Mapping What is it? The process of visually depicting a central concept with symbols, images, colors, key words, and branches A visual-spatial means of representing information, organizing ideas, planning projects, and taking notes Whats its purpose? Fosters creativity Stretches visual thinking skills Makes learning contextual and meaningful Promotes active involvement with the learning content Strongly engages Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, and Intrapersonal intelligences Provides a global perspective on a central topic Visual presentation of info assists ESOL students grasp concepts 94

Mind Mapping (continued) What do I ask the students to do? Start with a large piece of paper turned landscape position Create the central image based on the central idea, topic, or theme by writing the name and illustrating the central concept Brainstorm main ideas Draw branches for each of the sub-themes using different colors for each branch and write the word along the branch adding a suitable illustration Try to organize new ideas so that it connects with previous ideas Add details using colors, images, symbols, and words drawing details branching out of each of the main ideas 95

Mind Mapping Differentiation Complete a mind map together as a group of 4 about your understanding of differentiated instruction get a piece of chart paper and lots of colored markers. Now create!! 96

Choice Boards/Learning Menus What are they? Organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product. The boards/menus can be organized so that students are required to choose options that focus on different skills Whats their purpose? Allow students choice Incorporate learning preferences Takes readiness into account (basic, mid-range, advanced) Provides framework for learning 97

Choice Boards/Learning Menus What do I do as a teacher? Determine the essential skills, understandings or knowledge related to the topic Determine the focus of the board (reinforcement, extension or enrichment) Determine a series of learning activities from which the students will choose 98

Learning Menu Planner Menu: ________________________________________________ Due: All items in the main dish and the specified number of side dishes must be completed by the due date - ________. You may select among the side dishes, and you may decide to do some of the dessert items, as well. Main Dish (Complete all) 1. 2. 3. Side Dish (select _________ ) 1. 2. 3. Dessert (Optional) 1. 2. 3. 99

Learning Menu In your groups: How might they best be used to enhance student learning? Share your experiences... How are they considered differentiated instruction? What are your recommendations for incorporating this strategy in your classroom? 100

Learning Centers What are they? Stations or collections of materials learners use to explore topics or practice skills What their purpose? Allows matching task with learners skill level Encourages continues development of student skills Matches task to students learning style or MI preferences Enables students to work at their appropriate pace Helps develop student independence 101

Learning Centers How can I do it? Have clear directions and clear criteria for success at centers Match task to learner interest, readiness, and learning style Avoid having students do all work at all centers Teach students to record their own progress at centers Be sure to have a system for monitoring what students do and understand at centers 102

Learning Center Planning Sheet Center: ___________________ Content Area: ___________ Grade: ____ Curricular Connection: How is the Learning Center linked to the Essential Curriculum? Purpose: Is the purpose of the center for reinforcement, extension or enrichment? (Note that a tiered center may have more than one purpose.) Materials: Student Directions for the Learning Center: (Note that different sets of directions may be needed if the center is tiered.) Assessment: How will students learning at the center be assessed? 103

Interest Centers/Interest Groups What is it? Stations or collections of materials that provide enrichment for students who demonstrate mastery/competence with required work What is its purpose? Allows student choice Taps into student interests and satisfies curiosity (explore how/why) motivating Allows study of topics not in regular curriculum Can allow for study in greater depth and breadth Can encourage students to make connections between fields of study or between study and life 104

Interest Centers & Groups How can I do it? Build on student interest, have students help to develop interest based tasks Develop clear (differentiated) criteria for success Adjust for student readiness Allow students with like interests to work together 105

Stand Up, Hand Up, Pair Up Take a sticky note and write down one way you could use interest or learning centers with your students. Stand up, put your hand up, high five another and introduce yourself Take turns sharing your idea and exchange notes Thank your partner Put your hand up and find another partner with her/his hand up Continue until the time expires 106

What are tiered lessons? Tomlinson (1999) describes tiered lessons as "the meat and potatoes of differentiated instruction." A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles. A lesson tiered by readiness level implies that the teacher has a good understanding of the students' ability levels with respect to the lesson and has designed the tiers to meet those needs. 107

Tiered Assignments 6 ways* 1. By Challenge Level 2. By Complexity 3. By Resources 4. By Outcomes 5. By Process 6. By Product *From: Differentiation Instruction in the Regular Classroom, Diane Heacox, Free Spirit Publishing 108

Super differentiation resource http://www.doe.in.gov/exceptional/gt/tiered_curriculum /welcome.html http://www.doe.in.gov/exceptional/gt/tiered_curriculum /welcome.html 109

Planning Tiered Assignments Concept to be Understood OR Skill to be Mastered Below-Level Task On-Level Task Above-Level Task Create on-level task first then adjust up and down. Adjusting the Task 110

Think about the readiness levels of students in the class based on pre-assessment, ongoing assessment, and continually growing teacher knowledge of students general skills levels This involves the following: Be sure students have the background necessary to be successful in the lesson. Are there other skills that must be taught first? What content must you already have covered? What scaffolding is necessary? To tier an activity or work product... 112

Tiering SampleKindergarten Counting Tier 1: Find a way to count and show how many students are in our class today Be ready to tell how you found out the answer Tier 2: Find a way to count and show how many students are in our class today Count how many are absent today Be ready to tell how you found your answers 113

Tiering Sample: Kindergarten Tier 3: Find a way to count and show how many girls are in our class today Count and show how many girls are absent today Count and show how many boys are here today Count and show how many boys are absent today Be ready to prove you are right (Source: Tomlinson, 2003, p. 138) 114

Think, Pair, Share Think about: how could you use tiered assignments in your classroom? What subject(s) would you focus on? How would it benefit your students? Find your cake tiered partner. The partner with the shortest hair shares first, then second partner shares Thank your partner 115

Think/Pair/Share What is it? A strategy designed to provide students with food for thought on a given topic, enabling them to formulate individual ideas and share these ideas with another student What is its purpose? Students become actively involved in thinking about the concepts presented in the lesson Students make sense of new ideas in terms of their prior knowledge. Misunderstandings are often revealed and resolved during the discussion stage More of the critical information on the topic is retained Students are more willing to participate since they do not have the peer-pressure of talking in front of the entire class Encourages a high degree of pupil response and keeps students on task 116

Role Playing What is it? Students act out characters in a predefined situation What is its purpose? Allows students to take risk free positions by acting out characters in hypothetical situations Allows students to process knowledge and demonstrate skills in an emotionally laden context Helps students understand the range of concerns, values, and positions held by other people Helps students see problems from another perspective Affords students opportunities to examine and organize information to create or re-create situations that have meaning Allows students to be involved at their own level Places information and key concepts in contextual learning situation and increases chances for understanding and retention 117

Role Playing How can I do it? Determine the role play situation Determine the different points of view to be taken and the characters that hold the points of view Allow students the opportunity to be involved when they are comfortable and encourage volunteers who are willing to participate work within student comfort zones 118

Role Playing (cont) Initially, may need to engage in improvisation, pantomime, or provide a script As students become comfortable with the strategy they may write script, provide props and scenery and so on Reflections and reactions should be processed after each role play experience Identify, practice, and monitor appropriate audience interaction and behavior 119

Strategies Used / Learnings Discussed A.M. Learning Partners Product, Content, Process Differentiation Readiness, Interest & Learning Profile Differentiation Dice Dots The Revised Blooms Taxonomy imbedded in Dice Dots Analytical, Creative & Practical Intelligences ala Sternberg Korners Literacy Differentiation Modeling Sarah Mortons Day Think It Through And Write Content, Pedagogy & Relationships Fergusons Tripod Model Minority Student Achievement Network RAFT (Role, Audience, Format, Topic) Group RAFTstorming 120

Strategies Used / Learnings Discussed P.M. Take Off, Touch Down Four characteristics of differentiation High Prep/Low prep differentiation strategies Flexible Grouping Jigsaw Anchor activities Give One, Get One Think-Tac-Toe 3-2-1 Learning logs Graphic organizers Mind Mapping Choice Boards/Learning Menu Learning Centers/Interest Centers Stand Up, Hand Up, Pair Up Tiered Assignments Think, Pair, Share Role Playing Plus, Minus, Interesting Implications 121

Plus/Minus/Interesting Implications What is it? Plus, Minus, Interesting/Implications is a lateral and creative thinking strategy What is its purpose? See both sides of an argument View a topic from different points of view Think broadly about an issue Suspend judgment Make informed decisions 122

PMI How can I do it? Provide students with PMI chart for recording responses Individually, in pairs, or in small groups students apply three questions to a statement/task provided by the teacher: what are the positive ideas about this? What are the negative ideas about this? What is interesting about this OR what are the implications of this? Students brainstorm answers for set period of time In large group students report back their most original/creative ideas 123

PMI Chart Plus (+) What are the positives about applying a variety of differentiation strategies in the classroom? Minus (-) What bumps on the differentiation road will I encounter and what type of support will I need? Interesting/ Implications What are the implications of what I have learned to day for my teaching and student learning? 124

Diversity: the art of thinking independently together Malcolm Forbes 125

And I leave you withnumbers Beauty-of-Mathematics.pps Please remember to fill out the workshop evaluation! 126

differentiated instruction workshop march 1-2 2010 roger vanderhye, facilitator e4ae constitution...

Documents

learning strategies

student learning

learning process

learning experiences

learning styles

az slide

learning partners protocol

learning profiles raft