Differentiation Prince  George  Intermediate/Secondary  Teachers  

Feb.  26,  2013  Faye  Brownlie  

www.slideshare.net  

Differentiated Instruction …is  a  process  to  teaching  and  learning  for  students  of  different  abiliGes  in  the  same  class.  

(NCAC  –  NaGonal  Centre  on  Accessing  the  General  Curriculum)  

The  intent  is  to  maximize  each  student’s  growth  and  individual  success  by  meeGng  each  student  where  he  or  she  is...rather  than  expecGng  students  to  modify  themselves  for  the  curriculum.”  (Hall,  2002)    

Differentiated Instruction

Content  Process  

Product  

Learning  environment  

Differentiated Instruction

An  approach  to  teaching  and  learning  that  gives  students  mulGple  opGons:  

-­‐  for  taking  in  informaGon  

-­‐  for  making  sense  of  ideas  

-­‐  for  presenGng  ideas  

-­‐  for  being  evaluated  on  their  learning  

Some Key Understandings: •  Access  to  the  content  •  Present  learning  goals,  learning  intenGons  •  Focus  on  concepts  and  principles  •  Use  flexible  groups  •  Use  on-­‐going  assessment  (assessment  FOR  learning)  

How is this differentiation?

– MulGple  opGons  in  – Access  to  the  curriculum  – OpportuniGes  for  learning  – MeeGng  students  where  they  are  – Content,  process,  product,  learning  environment  

The teeter totter

kids

kids curriculum

Frameworks

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning MulGple  means:  -­‐to  tap  into  background  knowledge,  to  acGvate  prior  knowledge,  to  increase  engagement  and  moGvaGon  

-­‐to  acquire  the  informaGon  and  knowledge  to  process  new  ideas  and  informaGon  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Backwards Design •  What  important  ideas  and  enduring  understandings  do  you  want  the  students  to  know?  

•  What  thinking  strategies  will  students  need  to  demonstrate  these  understandings?    

                 McTighe  &  Wiggins,  2001  

Teaching Approach that Differentiate

•  Open-­‐ended  teaching  •  Strategies:    connect,  process,  transform  &    personalize  

•  Workshop  

•  Choice  •  Inquiry  learning  •  Literature/informaGon  circles  

Differentiated Instruction

How  can  you  find  the  sum  of:  

6  +  8  

36  +  48                                  3.6  +  4.8  

Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about  DNA?  

•  QuesGoning  from  3  pictures  

•  AnGcipaGon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your  answer    

•  Sort  and  predict  –  groups  of  3  

•  With  Ken  Asano,  Centennial  

Before                      Aher  

cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replicaGon      replace  spindle  fibres    funcGon  for  survival  separate  

Thermal Energy/Plate Tectonics •  Sort  and  predict  with  vocab  •  Utube  clip  –  resort  your  words  as  needed  •  Scan  the  text  for  what  else  you  need  to  know  •  Use  the  words  to  make  a  concept  map  

•  Exit  slip:    how  will  you  best  remember  

•  With  Curt  Dewolff,  Moody  Secondary  

How is this differentiation?

– MulGple  opGons  in  – Access  to  the  curriculum  – OpportuniGes  for  learning  – MeeGng  students  where  they  are  – Content,  process,  product,  learning  environment  

Information Circles •  Choose  your  inquiry  quesGon  or  informaGon  focus  

•  Model  how  to  ask  quesGons  from  an  image,  within  the  framework  of  the  quesGon  

•  Fishbowl  a  circle  conversaGon  •  Other  students  observe  for  ‘what  works’  •  Build  criteria  for  effecGve  group  behaviour  

Vocabulary/terms   Images  

Ques3ons   Key  ideas  

The  10  Greatest  Canadian  Environmentalists  –  Discovery  Series,  ScholasGc  

What  worked?  

•  Eye  contact  •  On  topic  –  everyone  said  something  •  No  interrupGons  •  Everyone  spoke  •  Prepared    •  No  physical  distracGons  •  Direct  responses  –  acknowledge  and  linked  in  •  Laughing  and  then  return  to  task  •  Took  turns,  equally  •  Nodding,  watching  as  they  listened  

Information Circles •  Select  4-­‐5  different  arGcles,  focused  on  central  topic  or  theme.  

•  Present  arGcles  and  have  students  choose  the  one  they  wish  to  read.  

•  Present  note-­‐taking  page.  •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before  meeGng  in  the  group.  

•  Students  meet  in  ‘like’  groups  and  discuss  their  arGcle,  deciding  together  on  ‘key  ideas’.  

•  Students  meet  in  non-­‐alike  groups  and  present  their  informaGon  from  their  arGcle.  

Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles  –  Read  to  find  what’s  important  and/or  interesGng  and  defend  with  2  pieces  of  evidence  -­‐  “because”  

•  Co-­‐create  criteria  for  effecGve  group  •  Assign  students  to  topic  groups  •  Students  read  to  choose  ‘the  best  invenGon’  •  In  groups,  each  talks  by  supporGng  his/her  opinion  with  evidence  

•  With  Sue  Jackson,  Minnekhada  

How is this differentiation?

– MulGple  opGons  in  – Access  to  the  curriculum  – OpportuniGes  for  learning  – MeeGng  students  where  they  are  – Content,  process,  product,  learning  environment  

•  10  years  aher  high  school,  graduates  who  had  honed  their  teamwork  skills  while  sGll  in  high  school  had  significantly  higher  earnings  than  those  who  failed  to  do  so  (Science  Daily  2008).  

Inquiry based teaching … •  Is  problem  or  quesGon  driven  •  Encourages  collaboraGon  •  Makes  students  into  explorers  and  discoverers  

•  Requires  students  to  think  •  Puts  teachers  in  nonconvenGonal  roles  

–  Steph  Harvey  and  Harvey  Daniels,  2009  

Inquiry based teaching … •  Requires  explicit  teaching  of  social  skills  and  comprehension  skills  

•  Is  open-­‐ended  •  Is  inclusive  •  Can  permeate  a  day  

•  Is  fun  

What? So What? •  2  column  notes  

•  EssenGal  quesGon:  – How  does  where  you  live  affect  how  you  live?  

A  Midsummer  Night’s  Dream  –  Introduc7on  assignment  

•  Partner  draw    •  Step  one:  Choose  a  partner.    One  partner  (partner  #1)  will  

be  drawing,  the  other  (partner  #2)  will  be  describing  an  image  on  the  screen  to  the  partner  who  is  drawing.    Partner  1  must  turn  their  desk  toward  the  back  wall  so  that  their  back  is  facing  the  Smart  Board  at  the  front  –  they  cannot  see  the  picture  they  are  about  to  draw.    Once  the  picture  is  up,  partner  two  will  describe  the  image  to  partner  1  as  (s)he  draws  it.    Both  partners  should  be  able  to  see  the  drawing  as  it  is  being  created.    Once  finished,  students  may  turn  around  and  compare  their  drawings  to  the  original.          

Step  two:      Switch  partners  and  repeat  the  above  process  with  the  picture  below:  

Step  three:  “What/So  What”  

Have  students  work  again  with  their  picture  partner.    They  need  to  make  a  two  column  table  labeling  the  columns:  “What”  and  “So  What?”  

In  the  “What”  column,  students  will  make  observaGons  on  what  they  noGce  about  the  picture.    In  the  “So  What”  column,  students  will  explain  why  each  observaGon  is  important,  what  it  might  mean,  significance,  and  so  on.  

What:  What  do  you  see  in  the  image  above?  

So  What:  What  might  the  significance  of  the  image  be?  

A  garden   Gardens  are  safe  –  this  is  probably  a  safe  place  There  is  a  mask  behind  the  girl  

Maybe  this  is  not  a  safe  place;  Is  he  a  stalker?  Maybe  this  is  a  forbidden  love?  (spying?)  

The  girl  has  flowers  in  her  hair  

Maybe  he  picked  flowers  for  her  She  might  be  a  fairy  

The  man  is  part  donkey  (he  has  donkey  ears  and  a  hairy  face)  

Maybe  he  had  a  curse  put  on  him?  Is  this  a  magical  place  –  it  reminds  (me)  of  Narnia  Magic  must  be  involved  Maybe  it  has  to  do  with  his  artude  –  “ass”  

The  two  are  looking  lovingly  at  each  other  

They  must  be  in  love  Maybe  it  is  a  forbidden  love?  It  is  weird  that  she  loves  him  because  he  is  part  donkey  Maybe  she  is  under  a  love  curse  

Class  discussion  following  partner  work:  

How is this differentiation?

– MulGple  opGons  in  – Access  to  the  curriculum  – OpportuniGes  for  learning  – MeeGng  students  where  they  are  – Content,  process,  product,  learning  environment  

Erica  Foote,    Princess  Margaret  Secondary  

•  If  students  were  given  the  opportunity  (4  Gmes  per  semester)  to  show  what  they  know  in  different  ways,  would  it  not  only  increase  their  interest  and  effort  but  also  increase  their  understanding?    

English  10  

•  4  wriGng  assignments,  4  choice  assignments  –  PowerPoint  presentaGons,  drawing,  poetry,  collages,  creaGng  their  own  test  with  answer  keys,  presenGng  their  informaGon  orally  or  using  drama  to  represent  their  thinking    

•  6  students    •  AFL  strategies  –  Ranked  exemplars  with  the  PS  – Analyzed  the  exemplars  to  co-­‐create  criteria  – Used  the  criteria  for  their  work  – Ownership  –  with  choice  

2  wriGng  2  choice  assignments  –    demonstrate  your  knowledge  &  

understanding  of  various  literature  

Not  yet  %/#  

Approaching   Mee3ng   Exceeding  

WriGng  (essay/paragraph)  

16/2   41/5   25/3   16/2  

Choice   0/0   16/2   33/4   50/6  

Erica’s  ReflecGons  

•  100%  of  students  reported  they  liked  the  choice  and  wanted  to  do  have  choices  again  in  another  semester  

•  91%  of  students  felt  they  did  beter  with  choice  •  About  50%  sGll  chose  some  form  of  wriGng  when  given  a  choice,  but  liked  the  choice  

•  Fewer  complained  about  the  non-­‐choice  wriGng  assignments  

•  Fewer  assignments  were  handed  in  late