The Marriage of DI and CCSS

Deborah Jones Riley/driley@ccboe.comCharles Co. Public Schools

Gifted Resource Teacher

DI and CCSS pre-nupsKnow

– Mindset– Ongoing assessments– High quality connected curriculum– Teaching up– Student interest, readiness and learning profile– Respectful tasks– Common core shifts in math– Common core shifts in literacy

UNDERSTAND• The basis for differentiation must be your knowledge of

the standards that your students must achieve and of where each of them is with respect to those standards.

• Environment, curriculum, assessment, instruction and leadership create a classroom system of interdependent parts.

• Quality curriculum begins with a set of goals and objectives that represent the essence of the discipline students will study

• Quality curriculum makes explicit the knowledge, understanding and skills that students should acquire during a segment of study in order to achieve the specified learning goals

Do

• Explain how CCSS calls for attention to student differences

• Recognize the ways differentiation supports the instructional shifts of the CC

• Engage in hands on DI activities that can be readily adapted and supported by CCSS

DIFFERENTIATEDINSTRUCTION • At its most basic level,

differentiating instruction means ‘shaking’ up what goes on in the classroom while allowing each student to learn at the depth, complexity and pace that is most beneficial. It is a rich, proactive and effective approach to providing for the needs of all students so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

• The nature of the core is of an essential, irreducible set of knowledge and skills. The common core standards establish appropriate benchmarks for all students and provide a common framework to guide each state in helping all students succeed. The CCSS do not specify how the states will implement and use these standards. Overall there is an increased level of rigor expected when using the CCSS.

General Principles of Differentiation

Teachers can differentiate…

ContentContent ProcessProcess Product

…according to students’…

Readiness Interest Learning Profile

…using a range of strategies…

tiered assignmentscontracts

Rafts Interest groups

Think-pair-shareGraphic organizers

Cubing

Learning Environment

Guided by a growth mindset and a teacher’s response to learner’s needs

Guiding Principle:

Differentiation is a PHILOSOPHY, not a “Bag of Tricks.”

1.Non negotiables for effective implementation

Quality Differentiation• Build a student-teacher

connection• Possess a growth mindset

CCSS• Believe every child is

worthy of complex curriculum, and complex thought

• Have a growth mind set

Find an elbow partner and talk about how this might look in your

classroom

Elbow

Practical, school-friendly, growth- mind setting connection strategies

• Take photo’s of students as they are working on projects

• Ask a nonparticipating student an open-ended question

• Respond nonevaluatively at least 3 times per class

• Make mistakes• Specify daily learning objectives

more strategy ideas

• Acknowledge the benefits of ‘problem’ behavior

• Be curious together• Refuse to be bias by standardized test scores

2. Non negotiables for effective implementation

Quality Differentiation • Routed in rich, meaningful

curriculum.• Differentiate to enable the

largest possible number of students to succeed

• ALWAYSTEACH UP!NEVER WATER DOWN!

CCSS• Common Core emphasizes

engagement and understanding and requires ‘teaching up!’

• FEWER STANDARDS• CLEARER STANDARDS• HIGHER STANDARDS

Teaching up supports the mathematical shifts

Common Core MathMind map

Deborah Riley

Teaching up supports the literacy shifts

• Determine the ways differentiation supports the instructional shifts in the common core.

• Discuss what it mean to challenge learners?• Review requirements/non-negotiables for successful

differentiation of Common Core standards and learning experiences

• What will teachers need help in understanding and doing?• What steps should we be commending in helping teachers

learn to “teach up”?

Common Core Literacy Mind map

Deborah Riley

K.U.D.’s are…..

• A road map to essential outcomes.• The basis of engagement• The insurance policy for student

understanding• The foundation for differentiation

On your way to the beach, you are driving through Traffic Ticket, USA. Suddenly, you realize that the local police officer is signaling to you to pull over and stop. When Officer U. R. Speeden approaches your car, you ask him, “What’s the problem, Officer?”What will Officer Speeden make certain you know? KNOW •The speed limit in Traffic Ticket, USA•The speed at which your vehicle was traveling•The procedures for paying speeding tickets

K.U.D.

Officer U. R. Speeden willmake certain you…

UNDERSTANDWhat will he make certain you understand? Speeding may cost you money, your license, or your life.

DOWhat will he make certain you do? •Demonstrate remorse for disobeying the posted speed limits.•Pay the ticket.

Planning a Focused Curriculum Means Clarity About What Students Should …• KNOW

– Facts– Vocabulary– Definitions

• UNDERSTAND– Principles/

generalizations– Big ideas of the

discipline

• BE ABLE TO DO– Processes– Skills

PRIMARILY PLANTS

• KNOW• Parts of a plant

– Root, stem, leaf, flower, seed

• Plants need:– Light, water, air, soil, food

• UNDERSTAND:1. Plants have needs that must be met in order

for them to survive.2. Each plant part has a job to do that helps the

whole plant.3. If one plant can’t do its job, the whole plant

suffers

• Do:1. Identify and describe the plant parts2. Explain the role of each plant part in meeting

the plant’s needs1. Work independently2. Work collaboratively3. Draw Conclusions

Checking your KUD

Plant needs

The names and functions of plant parts.

Life cycle of a plant

Identify and describe plant parts.

Explain the role of each plant part.

Explain what plants need.

Carry out simple experiments.

Record changes in the life cycle of a plant.

Plants have needs that must be met in order for them to grow and survive.

Each plant part has a specific job that helps the plant. If one plant part can’t do it’s job, the whole plant suffers.

A plant and its parts change as the plant grows.

Know Understand Do

ASCD 2007 Tools for High Quality Differentiated Instruction

PLANET SHOW AND TELLDirections:We have been studying the solar system. Choose the

planet that most interest you and design one of the following products to show what you have learned.

Planet Show and Tell

• Know:– Facts about the planets

• Understand:– Planets in our solar

system have many characteristics in common, but they also differ greatly from one another

• Do:– Compare another planet

to Earth

Planet MI TaskV/L

Write a story about your planet

L/M

Make a chart that compares your planet to Earth

M/R

Make up a song about your planet

B/K

Make up or adapt a game about your planet (Saturn ring-toss, etc.)

Beware of Twinky Curriculum(Engaging maybe, but pointless)

What type(s) of differentiationis this teacher attempting ?

PLANET SHOW AND TELL V/L L/M

M

B/K

Make up a story about your planet that shows the major ways in which it is similar to and differs from Earth

Make a chart that compares your planet to Earth. Be sure the chart reveals both similarities and differences

Make up a song about your planet that shows the major ways in which it is similar to and differs from Earth

Make up or adapt a game that would help your classmates discover the similarities and differences between your planet and Earth.

3. Non negotiables for effective implementation

Quality Differentiation • Is guided by on-going

assessments for planning and feedback…..NOT GRADES!

CCSS Effective implementation

requires effective use of formative assessment for

instructional planning and to guide a students’ ability to contribute to their own

growth and success

)

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking-up)

Summative Assessment(Making sure)

Should Not Be Graded

May or May Not

Be Graded

Usually Graded

FRAYER ORGANIZER

Description

DEFINITION KEY WORDS

EXAMPLES NON EXAMPLES

Tomlinson - 02

Frayer Diagrams

DEFINE IT

LIST EXAMPLES

LIST NON-EXAMPLES

GIVE IMPORTANCE

TOPIC or CONCEPT

You can change the category

titles to suit your

instructional needs.

35

Pre-Assessing Using Graphic Organizers

Define it… Give an example…

Draw a picture Ask a question about it…

36

Define it…A prehistoric fish

Give an example…Tesselations no longer live on earth.

Give a non-example…I don’t know

Ask a question about it…Why are we studying tesselations in math?

“Tesselations” Pre-Assessment Name: Eric G.

37

Example of a Pre-Assessment Second Grade Rules and Laws UnitPre-assessment directions:I will have students take out a sheet of paper and fold it so there are four sections. I will ask a question for them to answer in each section. Students will have the choice of writing their answers or drawing pictures to demonstrate their answers. The page will look as follows, and the questions are the questions I will ask: 

   1. List three school rules and 2. School rules help

children. . . provide reasons for the rules.      3. What rules should you follow 4. How can you influence

while riding in a car? rule- making as a child?              

38

Frayer’s can be simplified too!

39

Exit Cards/Entry Cards

Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

Exit/Entry Cards

What does a quarter note look like?A half note?Whole note?

Entry/Exit Cards

Draw and label the parts of a plant.Why does a plant have all of these parts?

Directions: Complete the chart to show what you know about Jazz. Write as much as you can.

Origins Famous Composers

Or Performers

RhythmsJazz

Personal Experience

4. Non negotiables for effective implementation

Quality Differentiation • Results in a teacher

planning based on student readiness, interest and learning profile

CCSS States that whatever

students need to be successful, teachers will provide the pathway thus making teacher creativity and expertise in selecting appropriate strategies essential in helping each student succeed

OPTIONS FOR DIFFERENTIATION OF INSTRUCTION

To Differentiate Instruction By Readiness

To Differentiate Instruction By Interest

To Differentiate Instruction by Learning Profile

add or remove scaffolding٭

& vary difficulty level of text ٭supplementary materials

adjust 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

useful instructional strategies:- multi-ability cooperative tasks- MI options (Gardner)- Triarchic options (Sternberg)

CA Tomlinson, UVa ‘97

Tomlinson 08

to Differentiate Product

• Choices based on readiness, interest, and learning profile

• Clear expectations• Timelines• Agreements• Product Guides• Rubrics• Evaluation• RAFTs• Menus

to Differentiate Content• Reading Partners / Reading Buddies

• Read/Summarize• Read/Question/Answer• Visual Organizer/Summarizer• Parallel Reading with Teacher Prompt

• Choral Reading/Antiphonal Reading• Flip Books• Split Journals (Double Entry – Triple Entry)• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Notetaking Organizers• Varied Texts• Varied Supplementary Materials• Highlighted Texts• Think-Pair-Share/Preview-Midview-Postview• Varied Homework

Tomlinson – ‘00

TO DIFFERENTIATE PROCESS

• Fun & Games• RAFTs• Cubing, Think Dots• Choices (Intelligences)• Centers• Tiered lessons• Contracts

A RAFT is…• … an engaging, high level strategy that

encourages writing across the curriculum• … a way to encourage students to…

– …assume a role– …consider their audience – …write/produce in a particular format– …examine a topic from a relevant

perspective

• All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

Carol Tomlinson

PLANT R.A.F.T.

Role Audience Format TopicPlant part Plant needs Picture We’re made for

each other!

Roots Stem, leaf, flower & seeds

Letter You’d be lost without me!

Flowers Stem, leaf, seeds, & roots

Ad I’m more than just a pretty face!

Seeds Flower, leaf, stem, & roots

Song or poem Here’s where you got your start

Stem Flower, leaf, seeds & roots

Chart Why you can’t do without me!

Leaf Stem, seeds, flowers, roots

2 riddles Why I’m important to you!

Checking your KUD

Plant needs

The names and functions of plant parts.

Life cycle of a plant

Identify and describe plant parts.

Explain the role of each plant part.

Explain what plants need.

Carry out simple experiments.

Record changes in the life cycle of a plant.

Plants have needs that must be met in order for them to grow and survive.

Each plant part has a specific job that helps the plant. If one plant part can’t do it’s job, the whole plant suffers.

A plant and its parts change as the plant grows.

Know Understand Do

ASCD 2007 Tools for High Quality Differentiated Instruction

READINESS DIFFERENTIATION: WRITING RAFT

The teacher will assign sets of choices to students based on preassessed skill levels in sequencing and writing: Grade level or Advanced level. Within a skill level, students will still have some learning style or interest-based choices through the format options. Levels would NOT be seen by the students.

Know: sequence; paceUnderstand: Seeing events in a logical order helps us better understand them.Do: Place items in order of occurrence; write with accuracy & completeness

G Tortoise Hare 6-panel storyboard How I won the race

G You teacher bulleted list Things I do in the morning to get ready for school

G Sports star reporter news item “Here’s how I got injured ..., and what I’ll do next ...”

A Cousin you set of directions Help me learn to play checkers

A Hermione Granger

Harry Potter

conversation or dialogue What happened to make you so suspicious of Snape?

A Marble Kid “Marble Raceway” model with exhibit card describing each tumble or turning point

Watch me roll!

Sandra Page bookpage@nc.rr.com 2008

R.A.F.T.

Write several emails to possible readers telling them about an important thing that happened to you in the story.

R. Story’s main character

A. Readers

F. E-mail

T. Story’s main event

Make an outline to send to your publisher of your story’s plot.

R. Story’s author

A. Story’s publisher

F. Outline

T. Story’s plot

You write a weekly column I the newspaper where you review stories. Write a review of this story. Include strengths and weaknesses.

R. Newspaper critic

A. Newspaper readers

F. Column

T. Story

Tier 1 TTier 2 Tier 3

Math RAFT paper

Know:

Understand:

Do:

• R. Point

• A. Teacher

• F. Letter

• T. Convince the teacher that you have an important function

Dear Mrs. Smith,I am Pete, the point. I am one point of an endless number of

points in space. I want to ask you if you will teach your students about us points and explain how every single geometric figure is made up of us. It is very important to me because it seems that many people think of the point as a small part of geometry since we are so little. Though we are little, we are one of the most important factors in our world of geometry. Without me and all other points, there would be no geometric figures. We are their building blocks. Though all lines are drawn with one solid mark, in reality, a line is an endless set of points going in opposite directions. A sphere is a figure with all points at an equal distance from a center point like me.

So please, tell your students all about us points. It troubles me when many think of us as unimportant specks in space. Please spread the reality of our importance to the students you teach. My partners and I would greatly appreciate it.

Thank you, Pete

Differentiation by InterestSpeech - Thanksgiving - RAFT

ROLE AUDIENCE FORMAT TOPIC

Turkey The Axe Last words My last requests

Horn of Other table Introduction No one knows what Plenty settings I do

Pilgrim’s Husband List of I’m preparing food

Wife Complaints for how many?

Axe Other tools Speech to Time to look sharp! in the shed Inform

Cranberries Grocery shoppers Speech to I’m sweet – buy me!

Persuade

Stuffing Cook Begging You’re putting me

WHERE?????

Consider this…

You are a unit of measurement in math, an inch, foot or year. Think about what your job is. What items do you measure? How big are you? Where can you be found or used?

Either alone, with a partner or in a small group,

Measurement RAFT

ROLE

AUDIENCE

FORMAT

TOPIC

A unit of measurement in math: inch, foot, yard

Classmates

A Cinquain Poem

Describe your job as a unit of measure

Sample rubric to accompany RAFT assignment

Completed on Time 1 2 3 4 5Writing/project appropriatefor the audience 1 2 3 4 5Format Followed 1 2 3 4 5Information accurate 1 2 3 4 5Grammar and mechanics 1 2 3 4 5Neatness 1 2 3 4 5Creativity 1 2 3 4 5

When Tiering:

Adjust--- • Level of Complexity• Amount of

Structure• Materials• Time/Pace• Number of Steps• Form of Expression• Level of

Dependence

Think of the tiers as….Tier 1Approaching the standard

Tier 2Ready for the Standard

Tier 3Moving on

DEFINITION These students do not have the skills to be successful with the standard yet. We must scaffold for them

This is what the standard states for all students within your grade level/subject

These students have shown mastery of the standard through preassessment. They need to challenged with more depth and complexity

STUDENT SAYS “I need help” “I’ve GOT it!” “I need more!”

TEACHER’S ROLE Spend more time here

Spend some time here

Some direction from teacher, mostly independent

What’s wrong with these tasks?

Group One: Draw a picture of an acute angle.

Group Two: Write a scene in which an equilateral triangle and an isosceles triangle argue over who is more “perfect.”

Group Three: Make a list of all of the types of angles that you know.

COMPLEXITY

Team 1Here’s the data:7% sales taxDance ticket: $2.50Pizza Place:

beverage- $2.99pizza- $6.99split cost evenlyinclude tax

Music Place:CD- $15.00 (1/3 off)Include Tax

Team 2Here’s the data:6.5% sales taxDance ticket: $2.50Pizza Place:

beverage- $2.99pizza- $6.99split cost evenlyinclude tax and tip

Music Place:CD- $15.00 (25% off)Include Tax

Tiered Character MapsCharacter name________

Why the author givesTHESE clues?

The author’s bottom line about thischaracter

Clues the authorgives us about thecharacter

How the characterlooks

Character name___________

Most important thing to knowabout the character

How the characterthinks or acts

Character name____________

What the character reallyMEANS to say or do

What the character would mostly like us to know about him or her

What the character says or does

LANGUAGE ARTSStandard:

Tier 1Students create a product that shows the theme of a novel read

Tier 2:Students create a product that compares the theme in this novel with the theme in another novel.(Teacher may provide theme)

Tier 3:Students examine how the theme of the novel developed over time in the story from the beginning through the middle to the end.

Aunty Math Challenges

• www.auntymath.com

Mathematical math practices1. Make sense of problems and persevere in solving

them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning

of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Beasley, 2012

Building a Persuasive Paragraph

KNOW: Parts that come together to create a persuasive paragraph

Purpose of a persuasive paragraph

Topic sentence, elaboration, concluding statement, persuasive paragraph

UNDERSTAND: The structure of text influences meaning.

DO: Students will…

1. Organize an individual paragraph with topic sentence, relevant elaboration, and a concluding sentence

2. Analyze a paragraph to identify key components of a persuasive paragraph

3rd Grade

Common Core: 3.W.1: Write

opinion piece supporting a

point of view with reasons.

Pre-Assessment• Administered during previous week• Writing prompt• What do you think?

– Read the following prompt and let us know what you think about this issue. Write a paragraph that would help someone know what your point of view is about the decision.

– The school board met and decided that recess would no longer be needed in school. They felt that it would help students spend more time learning without being interrupted each day for recess. What do YOU think?

• Include a question about what interests them—in order to select topics that students are passionate about.

• Results:– Group AGroup A– Writing indicated that they were comfortable with the organization of

their argument– Group BGroup B – Writing indicated that they struggled with organizing their argument

Steps in Lesson• Reintroduce the pre-assessment topic and have the students

Think-Pair-Share about their own opinion of the topic. Ask pairs to read the two sample paragraphs (both with the same opinion, but one is organized well, and another is not) and talk about which one they felt was more persuasive.

• Introduce to the whole group the vocabulary of organizing a paragraph (topic sentence, supporting details, elaboration, concluding sentence). As a class, go through each definition while all students highlight the example in the example paragraph with markers (Green – topic sentence, Blue- supporting details, Orange- elaborations, Red- concluding sentence).

Beasley, 2012

Sample Paragraph• There are many reasons why we shouldn’t have recess

during the school day. First of all, if we didn’t have recess, we would have more time to work on projects in school without being interrupted. Sometimes I am in the middle of something really, really important and then all of a sudden, we have to stop and I have to leave it behind. By not having recess, fewer students would get hurt. It seems that every time we are out on the playground, someone trips or falls and needs to go to the nurse. Finally, by not having recess, we might do better on tests. Everyone would have longer to study and we could all get A’s. So you see, if we didn’t have recess, it would be good for our school.

Beasley, 2012

Groups

• Quarter Pounder Group – Grab your boxes and meet at the left side table

• Big Mac Group – Grab your boxes and meet at the right side table

Beasley, 2012

Quarter Pounder GroupQuarter Pounder Group• Pick up the Quarter Pounder boxes. With a partner, work on the

jumbled paragraph inside your box. When you feel that it is organized, retrieve the answer key and check your work. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignmentUsing the graphic organizer, choose one of the following topics and

tell us what you think about…– Whether chewing gum should be allowed in class, whether students

should be allowed to bring toys to school, whether dogs make better pets than cats.Your task will be graded according to how well you demonstrate an

understanding of the organization of a persuasive paragraph.Beasley, 2012

Sample of graphic

organizer for Big Mac Group

Beasley, 2012

Big Mac GroupBig Mac Group• Pick up the Big Mac boxes. With a partner, work on the jumbled

paragraph inside your box. When you feel that it is organized, raise your hands to have your teacher check your answer. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment:Using the graphic organizer, choose one of the following topics and

tell us what you think about…– Whether chewing gum should be allowed in class, whether students

should be allowed to bring toys to school, whether dogs make better pets than cats.

– If you need a hint, go to retrieve an “extra topping” from our jars!Your task will be graded according to how well you demonstrate an

understanding of the organization of a persuasive paragraph.

Beasley, 2012

Sample of graphic

organizer for Big Mac Group

Beasley, 2012

5. Non negotiables for effective implementation

Quality Differentiation • Requires teacher leadership

and flexibility with regards to classroom management

CCSS• Effective use requires an

orderly, flexible classroom so students can debate ideas, make mistakes, and learn from those mistakes. Learning becomes real.

What am I really tryingto accomplish with classroom managementor leadership?

With regard to Planning for a Differentiated Classroom ………….

Some Practical Considerations• Work from a Philosophy--& Share it

with the Kids (Build it Together!)• Give Thoughtful Directions• Establish Routines• Stay Aware, Stay Organized• Consider “Home Base” Seats• Establish Start-up and Wrap-up

Procedures• Teach Students to Work for Quality• De-brief & troubleshoot with Kids, Make them Partners

Tomlinson, The Differentiated Classroom

DeBono’s Six Thinking Hats

R5.3,, 4.3,Compare/contrast, compare, W3-5.1, W11-12.2ab

Six Thinking Hatswhite hat

What information is available?

What information do we need?

How are we going to get the missing information?

red hat

What aremy feelings right now?

What does my intuition tell me?

What is my gut reaction?

black hat

What are some possible problems?

What difficulties could we encounter?

What are points for caution?

What are the risks?

green hat

What creative ideas do we have?

What are the alternatives?

How can we overcome the black hat difficulties?

yellow hat

What are the benefits?

What are the positives?

What are the values?

Can this be made to work?

Blue hatWhere should we start?

What is the agenda?

What are the objectives?

Which hats should we use?

How can we summarize?

What should we do next?

Using your thinking cap, consider the following scenario

• Teachers using new methodologies should have a 30% pay raise.

• (Don’t worry if you agree or disagree with this statement)

Guiding Principle:

Differentiation is a PHILOSOPHY, not a “Bag of Tricks.”

Textbooks and a list of standards alone are NOT high quality curriculum!

CCSC

To make a high quality curriculum, you must combine all ingredients in an appetizing way

Only then can you get the right balance of ingredients to have a quality curriculum for all!

Without CCSS and DI