animal school “everybody is a genius. but, if you judge a fish by its ability to climb a tree,...

Animal School

“Everybody is a genius. But, if you judge a

fish by its ability to climb a tree, it’ll spend its

whole life believing that it is stupid.”

~Albert Einstein

Molly Aschoff • maschoff@esu8.org

Jill Bates • jbates@esu8.org

Becky Brandl • bbrandl@esu8.org

Deb Wragge • ddwragge@esu8.org

Differentiating Instruction in the Classroom using MAP Data

Unified DistrictFebruary 14, 2013

Agenda

1. Introductions and Review of Agenda

1. Differentiation of Instruction – What it is….How do you “do” it… How do you use it?

2. Break w/ grouping for Work Time

1. Work Time to create a Differentiated Lesson

Why Differentiated Instruction?

Dealing with the reality of diverse

learners

Linking MAP and Differentiation

Molly

One way to think about 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.

Mapping a Route Toward Differentiated Instruction

“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”

~Carol Ann Tomlinson

Strategies to Differentiate

Becky

Classroom Elements

Elements to consider for differentiating include:

content process product learning environment

Let’s take a look at each one . . .

Content

• what the student needs to learn . . . instructional concepts should be broad based all students should be given access to the

same core content content complexity should be adapted to

students’ learner profiles teachers can vary the presentation of content

to best meet students’ needs ( i.e., textbooks, lecture, demonstrations, taped texts)

Process

• activities in which the student engages to make sense of or master the content Examples

• scaffolding

• flexible grouping (ability or interest)

• interest centers

• manipulatives

• varying the length of time for a student to master content

• encouraging an advanced learner to pursue a topic in greater depth

Product

• culminating projects ask students to apply & extend what they have learned demonstrate their knowledge in different ways

• various levels of difficulty• group or individual work• various means of scoring

Learning Environment

• differentiated classrooms should include areas in which students can work quietly collaborate with others access material reflecting diverse cultures routines allow them to obtain help when the

teacher isn’t available ~Tomlinson, 1995, 1999; Winebrenner, 1992, 1996

• how the classroom works and feels

Key Guidelines

• All of you are already doing some differentiation take small steps to implement engage all learners (essential) clarify key concepts and generalizations: note taking

is critical use assessment as a teaching tool to extend rather

than merely measure instruction emphasize critical and creative thinking as a goal in

lesson design provide a balance between teacher-assigned and

student-selected tasks

What is meant by ongoing assessment and

adjustment?

Assessment is organic!

Quick, not always recorded for a grade

Is a tool that directly affects ongoing plans for instruction

Leads to increased “yields” in academic growth

What is meant by “Flexible Grouping?”

Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency

Students sometimes work in groups defined by interests and/or learning styles

Teachers sometimes move between groups to provide instruction

Teacher becomes more of a “facilitator” of knowledge and skills

Removes the negatives and stigma of “static” groups

Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

Benefits of Flexible Grouping

Source: The Differentiated Classroom, Tomlinson 1999

Sample Supporting Strategies

http://resources-for-differentiation.wikispaces.com/Teacher+Tool+Box

Paragraph Shrinking Tiered Lessons 4-MAT

Jigsaw Tiered Centers Varied questioning strategies

Taped material Tiered Products Interest Centers

Anchor Activities Learning Contracts Interest Groups

Varying Organizers Small Group Instruction Varied Homework

Varied Texts Group Investigation Compacting

Supplementary Materials Orbitals Varied Journal Prompts

Literature Circles Independent Study Complex Instruction

Cubing Tiered Assignments Reading Buddies

Differentiation Strategies

Participants will:•identify familiar strategies & explore new strategies

•begin to create a differentiated lesson from information in DesCartes & the Class Breakdown by Goal Report

For demonstration purposes, I chose the skill of . . .

Summarizes Complex Informational Text

Skills and Concepts to

Introduce, Develop or Enhance

Summarizes informational text (1 – 2 paragraphs)

1. content

2. process

3. product

4. learning environment

Paragraph Shrinking

• Assign partners (alternate ranking)

• Pairs take turns being the coach/player

• Read aloud 5 minutes (adjust by time or length of material)

• Stop and tell tell the who or what name the most important thing about the ‘who’ or ‘what’ tell the main idea shrink into 10 words or less

Medical Excerpt

No particular drugs, such as prophylactic bicarbonate infusions or dextran infusions, have been found to be beneficial in the perioperative period. However, bicarbonate along with adequate ventilation should be used to correct for metabolic acidosis. Theoretically, slight hyponatremia may be beneficial by decreasing the concentration of hemoglobin within the red blood cell and MCHC. Hence, this author prefers to use lactated ringers if there is no lactic acidosis over normal saline because of the lower sodium content of lactated ringers. Lastly, mannitol or hypertonic saline should be used with great caution in the sickle-cell disease patient because increased serum osmolality may cause red blood cell dehydration.

Easy to Alter Elements

• Time

• Increase response opportunities

• Vary modalities – oral, motor, written (non-linguistic representation)

• Questioning

It can be done! Teachers who utilize D/I find

that:

They have fewer discipline issues

Student growth is significantly increased

Their interactions with students are more positive and productive

Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them

Wiki Walk

Deb

Wiki Walk

• http://esu8-staff-development.wikispaces.com/Differentiation+of+Instruction

or Tiny URL

http://tiny.cc/8e1kpw

Break Time

Work Time Directions

Jill

Work Time Responsibilities

• With a partner briefly discuss the previous presentation. Seek clarification and depth of understanding Clarify, or ask for further clarification, of any unclear concepts or possible

misconceptions

• Determine how you will differentiate a lesson for implementation

• Access the Wiki: http://esu8-staff-development.wikispaces.com/Instruction Access and investigate the tools you will use to complete this project

• Create your Differentiated Instruction Lesson Plan Select the Planning Ladder which best matches your “plan” Using the MAP Class Breakdown Report, the DesCarte for your groupings and your teaching

resources design your differentiation

• Complete the “Exit Ticket”… A MUST DO Plan at least 10-15 minutes near the end of your session to complete this Google

Form – The link for this form is being emailed to your account as we speak

Work Time

http://esu8-staff-development.wikispaces.com/Instruction

School for the AnimalsAn Allegory for Why Differentiation Matters

Video:

You may find this video at:

Animal School

“Everybody is a genius. But, if you judge a

fish by its ability to climb a tree, it’ll spend its

whole life believing that it is stupid.”

~Albert Einstein

Exit Ticket

Tiny URL

Exit Ticket

Deb