building differentiated learning communities, part i
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Agenda
• Welcome
• What is differentiation?– A class in common
• Break
• What is differentiation?– Principles of differentiation
• Exit cards for next time
A Class in Common
A Class in Common
• For each of the students who you hear about, think about:
– What are the academic/social needs of this student?
– What are the academic/social strengths of this student?
Differentiation IS…Recognizing that students are different and
responding to those differences in a thoughtful way.
Guiding Principle:
Differentiation is a PHILOSOPHY,
not a “Bag of Tricks.”
Differentiation of Instructionis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful tasks ongoing assessment and adjustment
flexible grouping
clarity of learning goals appropriate challenge
Teachers can differentiate
Content Process Product
according to students’
Readiness Interests Learning Profiles
through a range of instructional and management strategies such as:Socratic SeminarRAFTsJigsaw
The ProfilerCubingThink Dots
TriMindEntry/Exit CardsChoice Menus
NEXT
Respectful Tasks?
STRUGGLING LEARNERS:
Complete the packet of worksheets on force and motion. You may choose to work with a partner if you like. Check your work with the answer key in the back of the room.
ADVANCED LEARNERS:
Using power tools and your natural brilliance, construct a rocket to launch during the Homecoming Half Time Show.
BACK
Behind every good differentiated lesson…
…is good curriculum.
Planning a focused curriculum means clarity about what students should:
KNOW: FactsVocabulary
UNDERSTAND:
Concepts, “Big Ideas” Principles, generalizations
BE ABLE TO DO: SkillsBasic Skills (Read non-fiction text)Thinking Skills (analyze, solve, compare/contrast, discriminate
fact/fiction)Skills Of the Discipline (What does a speech writer do? Journalist?
Editor?)Planning (Goal setting, use of time)Social (cooperation, sharing)
BRAIN RESEARCHReticular Activating System
RAS = “Toggle Switch”
HIGH MIDDLE LOW
Hot (EEG) Mild (EEG) Cold (EEG – sleeplike)
Limbic aroused Cortical arousal Sleep (depression)
Flight / Fight Problem Solving Relaxation
Out of Control In Control Off Duty
Carbohydrates Proteins Carbohydrates/Dairy
Burnout Achievement Depression
Extreme Challenge Moderate Challenge No Challenge
Only one of these three states is activated (aroused) at a time:
“Certain motivational states which interfere with learning condition are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little.” – Howard Gardner
Learning only happens when the toggle switch is in the middle position
Differentiation does NOT mean “dumbing down”
Rather than a vice that keeps kids down, differentiation is meant to be a stool that gives students a “boost.”
The Importance of High Expectations
• Research indicates that students perform up (or down!) to teacher expectations
BACK
Video Clip:
A Class Divided
Ongoing assessment and adjustment
• Uncovering student misunderstandings:– Video Clip: A Private Universe– Strategies for uncovering student
misunderstandings• Exit Cards• Graphic Organizers
Entry Cards: Earth Science
Name:
• Draw the orbit of the earth around the sun.
• What causes the seasons?
• Why is it warmer in the summer than in the winter?
Exit Cards: Earth Science
Name:
• Draw the orbit of the earth around the sun.
• What causes the seasons?
• Why is it warmer in the summer than in the winter?
• Did your opinion about any of these things change as a result of today’s class?
Entry/Exit Cards: Algebra
Name:
• Draw a graph & label the “x” and “y” axes
• Graph a line with the endpoints (3,5) (7,2)
• Graph a line with the endpoints (-3,-5) (7,2)
• Provide two ways of writing the equation for a line
Exit Card3-2-1
3 – Write the three most important ideas you have learned so far.
2 – Write two questions you still have about what you have learned.
1 – Write one way you can use what you have learned.
Students who are struggling with the
concept orskill
Students withsome understanding
of concept or skill
Students whounderstand theconcept or skill
Group 1
Group 2
Group 3
Readiness Groups
EXIT CARD GROUPINGS
Pre-Assessing Using Graphic Organizers
Define it… Give an example…
Give a non-example… Ask a question about it…
Define it…
Where a hamster lives
Give an example…
My garage
Give a non-example…
The oceanAsk a question about it…
Can hamsters swim?
Habitat Pre-Assessment Name: Lauren
Habitat Pre-Assessment Name: Carl
Define it…
The place where a plant or animal species naturally lives and grows
Give an example…
Koalas are found in a range of habitats, from coastal islands and tall eucalypt forests to low woodlands inland.
Give a non-example…
(Mis-use of word) Smoking is a very bad habitat!
Ask a question about it…
Is it true that millions of years ago, the habitat of the koala was actually the rainforest?
BACK
Define it…
A prehistoric fishGive an example…
Tesselations no longer live on earth.
Give a non-example…
I don’t knowAsk a question about it…
Why are we studying tesselations in math?
“Tesselations” Pre-Assessment Name: Eric G.
“Tesselations” Pre-Assessment Name: Sally
Define it…
To “tesselate” means to form or arrange small squares in a checkered or mosaic pattern. A tesselation is the pattern formed.
Give an example…
Give a non-example… Ask a question about it…Have you visited the website on tesselations: http://www.boxermath.com/plp/modules/online/workshop/toolbox/mosaictool.html?offer_id=PMTHF
Flexible Grouping
BUZZARDS BLUEJAYS WOMBATS
Flexible Grouping
• Sometimes you group according to students’ “READINESS.” – “Readiness” refers to a student’s grasp of a particular
concept or task – not to “general ability.”
• Sometimes students make CHOICES about how they will be grouped.
• Sometimes you group according to students’ INTERESTS.
• Sometimes you group according to students’ LEARNING PROFILES.
BACK
KUDs for RAFT• KNOW:
– the plot of Romeo and Juliet
• UNDERSTAND: • Great literature allows for multiple, rich
interpretations.• Literary interpretations must be supportable.
• DO: – Identify and explore a theme in the play– create a written response exploring the theme
Levels of Writing Challenge
Diary EntryMonologueDialogueDrama
NarrativeExposition
Speaker
AudienceTopic
Romeo & Juliet RAFT KUDs
• Know:– The basic plot of and characters in Romeo and Juliet
• Understand:– That literary themes are carefully developed
throughout a work.– That literary themes are often complex and multi-
faceted.
• Be Able to Do:– Analyze a theme in a literary work
RAFT: Romeo & Juliet
ROLE AUDIENCE FORMAT TOPICLove Romeo and
JulietCollage of words and images
What I am and what I cost
Juliet Self Diary entry Was Romeo really worth it?
Dr. Phil TV Audience Debate Romeo & Juliet: True love? Or teenage rebellion?
Romeo Teenagers everywhere
Shakespearean monologue
What I learned about love
The Seasons…
• Create a model, set of drawings, or essay explaining accurately the reasons for the seasons (include Sun’s altitude, length of day, Sun angle, light intensity, Earth tilt)
• Research and explain the seasons on the other planets. Create a model that accurately depicts these seasons on the planet (besides Earth) that is most interesting to you.
BACK
Respects the student
as a learner
Teaches the student to make decisions for him
or herself
Provides motivation to complete task
Gives some control over learning to the student
Interest Survey1. What kinds of books do you like to read?
2. What parts of the newspaper do you look at regularly? How do you get the news?
3. What are your favorite magazines?
4. What types of TV programs do you prefer? Why?
5. What is your most favorite activity or subject at school? Your least favorite? Why?
6. What is your first choice about what to do when you have free time at home?
7. What kinds of things have you collected? What do you do with the things you collect?
8. If you could talk to any person currently living, who would it be? Why? Think of 3 questions you would ask this person.
9. If you could talk to any person from history, whom would you choose? Why? Think of 3 questions you would ask the person.
10. What hobbies do you have? How much time do you spend on your hobbies?
11. If you could have anything you want, regardless of money or natural ability, what would you choose? Why?
12. What career(s) do you think might be suitable for you when you are an adult?
13. Tell about your favorite vacation.
14. Tell about your favorite games.
15. What kinds of movies do you prefer to see? Why?
16. Imagine that some day you will write a book. What do you think it will be about?
17. Imagine that you could invent something to make the world a better place. Describe your invention.
18. What places would you most like to visit in your own area and in other locations?
19. Imagine that you are going to take a trip to another planet or solar system. You will be gone for 15 years. List 10 things you will take with you for your spare time.
20. What question do you think should be on this survey that isn’t already on it?
Recipe of me!You’re a one-of-a-kind design made up of a unique blend of ingredients. For example, you may be a mix of strength, eight hours of sleep, and determination combined with your size (long or short legs, etc) your coloring (hair, eyes, etc), and other characteristics to make a complete recipe of you.
Think carefully about your personality, values, what makes you happy, what makes you special, favorite foods, hobbies, or any other characteristics that make up you. Use strong adjectives to describe you. Brainstorm first and write down your ideas.
Required materials:• Recipe or lined index card(s) (enough for your recipe)• One small picture from home (These will be put in a class recipe book for
the class, so pictures will not be returned. If you don’t want to give away a photo, draw a self-portrait instead.)
• All of the above mounted on a 9” x 12” piece of construction paper with a border drawn by hand or computer.
Due date_____________
Recipe of ME_____ Recipe is given a name._____ Alliteration was used in the name._____ Recipe was put on colored background paper._____ A border was added to the background paper._____ A photo or self-portrait was added._____ Recipe was written on an index or recipe card(s)._____ Recipe includes measurements and directions for mixing and
cooking._____ Strong adjectives are used to describe the person._____ Physical characteristics are helpful in identifying the person._____ The project is neatly constructed with minimal or no errors in
conventions.
Directions:
Using food recipe measurements, list the ingredients that make YOU at the top of the index card in recipe format. Then skip some lines and give directions on how to mix the ingredients together. Tell whether there is a cooking time and temperature. Give your recipe a name.
Extra points:
If the name of your recipe uses alliteration (words beginning with the same letter), you will receive bonus points.
Brown-Bag It!
CATEGORIES• A hobby or free-time activity that you enjoy• One of your favorites (food, color, music, book, etc.)• Future plans or goals• Something you’d like to do better• A place you’d like to visit• Something special about your family• The best part of summer vacation• Something that reminds you of a memorable event or time in your life• Something that you really dislike• A talent or special ability that your have
Read the following list of categories. After you get home today, find one item to represent each category. (The item must be small enough to fit into the lunch bag that your teacher will give you.) Try to find items that are 3D and unique. Bring your bag to school tomorrow. Be prepared to share the contents of your bag with your classmates.
Insert credits here, too small to read on original
What Are You Interested in Learning About Rome?
Name: _______________________These are some of the topics we will be studying in our unit on Ancient Rome.We want to know what you want to learn about. Number your choices from 1to 8. Make sure that 1 is your favorite and 8 is your least favorite.____ geography____ government (laws)____ agriculture (foods they grew)____ architecture (buildings)____ music and art____ religion and sports____ roles of men, women, and children
What Can You Tell Us About Rome?1. What country is Rome in? ______________2. What does the word civilization mean?__________________________
____________________________________________________________________________________________________________.
3. Can you give us some examples of different civilizations? __________________________________________________________________.
4. Can you name any famous Roman people? ______________________________________________________________________________.
5. Many things in our country and culture came from the Romans. Can you think of any? ___________________________________________
____________________________________________________________________________________________________________.
Differentiation by Interest: FrenchUsing your vocabulary words about “la maison,” construct your dream house out of the materials given to you. Be sure to label the different rooms.
Use your “la maison” vocabulary words to give us a “Crib” tour around your favorite celebrity/athlete’s house– or the house you would have, if you were a celebrity. (In English and French)
Create a skit in which the “la maison” vocabulary words engage in a battle-of-the-sexes: “le” words vs. “la” words. Give each vocabulary word a “personality” which goes along with its meaning, and have them argue about who is “better.” (In English and French)
Primary Science - Plant PartsKnow:Parts of a plant; root, stem, leaf, flower, seed
Plant needs: light, water, air, soil, food
Understand:Plants have needs that must be met in order for them to
survive.
Each plant part has a job to do that helps the whole plant.
If one plant part can’t do its job, the whole plant suffers.
Do: Identify and describe the plant parts
Explain the role of each plant part in meeting the plants needs
Work independently, work collaboratively, draw conclusions
ROLE AUDIENCE FORMAT TOPIC
Plant parts
Plant needs Picture We’re made for each other
Roots Stem, leaf, flower, seeds
Letter You’d be lost without me
Flower Stem, leaf, seeds, roots
Ad I’m more than just a pretty face
PLANT RAFT
ROLE AUDIENCE FORMAT TOPIC
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 w/o me
Leaf Stem, seeds, flower, roots
3 riddles Why I’m important to you
•Share RAFTS in mixed groups
•Draw or build something to prove that a plant is well made to have all its needs met
Learning Profile• Do you learn best with noise? Quiet?
• Do you learn best around movement? Stillness?
• Are you visual/auditory/kinesthetic?
• What are your strongest Intelligences?
• Do you like lots of light? Low light?
• Do you like to work in groups? Alone? In pairs?
• Are you creative? Practical? Analytical?
How Do You Like to Learn?
1. I study best when it is quiet. Yes No2. I am able to ignore the noise of
other people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, no
matter what. Yes No8. Sometimes I get frustrated with my work
and do not finish it. Yes No9. When my teacher gives an assignment, I like to
have exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like to
create my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work on
an assignment. Yes No14. I like to have a certain amount of time to work on
an assignment. Yes No15. I like to learn by moving and doing. Yes No16. I like to learn while sitting at my desk. Yes No
GARDNER: 8 INTELLIGENCESTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
LINGUISTIC
Learner“The Word Player”
Learns through the manipulation of words. Loves to read and write in order to explain themselves. They also tend to enjoy talking
Read
Write
Tell stories
Memorizing names, places, dates and trivia
Saying, hearing and seeing words
LOGICAL/
Mathematical
Learner“The Questioner”
Looks for patterns when solving problems. Creates a set of standards and follows them when researching in a sequential manner.
Do experiments
Figure things out
Work with numbers
Ask questions
Explore patterns and relationships
Math
Reasoning
Logic
Problem solving
Categorizing
Classifying
Working with abstract patterns/relationships
SPATIAL Learner“The Visualizer”
Learns through pictures, charts, graphs, diagrams, and art.
Draw, build, design and create things
Daydream
Look at pictures/slides
Watch movies
Play with machines
Imagining things
Sensing changes
Mazes/puzzles
Reading maps, charts
Visualizing
Dreaming
Using the mind’s eye
Working with colors/pictures
MUSICAL Learner“The Music Lover”
Learning is often easier for these students when set to music or rhythm
Sing, hum tunes
Listen to music
Play an instrument
Respond to music
Picking up sounds
Remembering melodies
Noticing pitches/ rhythms
Keeping time
Rhythm
Melody
Music
TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
BODILY/
Kinesthetic
Learner“The Mover”
Eager to solve problems physically. Often doesn’t read directions but just starts on a project
Move around
Touch and talk
Use body language
Physical activities
(Sports/dance/
acting)
crafts
Touching
Moving
Interacting with space
Processing knowledge through bodily sensations
INTERpersonal
Learner“The Socializer”
Likes group work and working cooperatively to solve problems. Has an interest in their community.
Have lots of friends
Talk to people
Join groups
Understanding people
Leading others
Organizing
Communicating
Mediating conflicts
Sharing
Comparing
Relating
Cooperating
interviewing
INTRApersonal
Learner“The Individual”
Enjoys the opportunity to reflect and work independently. Often quiet and would rather work on his/her own than in a group.
Work alone
Pursue own
interests
Understanding self
Focusing inward on feelings/dreams
Pursuing interests/
goals
Working along
Individualized projects
Self-paced instruction
Having own space
NATURALIST“The Nature Lover”
Enjoys relating things to their environment. Have a strong connection to nature.
Physically experience nature
Do observations
Responds to patterning nature
Exploring natural phenomenon
Seeing connections
Seeing patterns
Reflective Thinking
Doing observations
Recording events in Nature
Working in pairs
Doing long term projects
SPIRITUAL
Learner
Potential to engage in thinking about cosmic or existential issues. Achieving a state of being. Having an effect on others.
Wrestle with the nature of our relation to the wider world. Why do we exist?
Controlling consciousness
Stimulating others to explore cosmic issues.
Meditation
Reflection
Self-Awareness & Control
RAFT ActivityROLE AUDIENCE FORMAT TOPIC
Ted Traditional teacher Bulleted list or letter How it would benefit you to differentiate instruction for
me
Mr. Falker Harry’s teacher Advice Column What I might do to help Harry in class…
Patricia Polacco Her grandmother Recipe Ingredients that make a great teacher
Vashti Kids everywhere Painting/DrawingOR
Speech
How to find your talent
Ashley Herself Diary entry What I need from a teacher to help me reach my goals
Ashley, Ted, Harry, Vashti, and Patricia
New teachers Poem for five voices What it takes to become a great teacher
RAFT Activity
• Alone or with a group, choose one of the RAFT activities to complete.
• Remember that RAFT assignments are read horizontally: example:
Take on the role of Ted writing a bulleted list to a traditional teacher about how it would benefit the teacher to differentiate instruction for him.
BACK
Strategies Jigsaw Cycle I new• Anchor Activities:
a storehouse of activities that you create that students work on when they’ve completed other work. A great strategy for dealing with “ragged time.”
• Choice Menus:a type of learning contract that provides a “menu” of activities– some that all students must do, and some that allow students choices. Great for providing students with a sense of control over their own learning.
• Cubing/Think Dots:a “low-prep,” fun differentiation strategy/learning game that encourages students to consider concepts and ideas using different types of thinking
• The Profilera strategy that employs Gardner’s Multiple Intelligences and asks students to work as an expert.
• Tri-Minda strategy that allows students to work in their Sternberg intelligence
preference– creative, practical, or analytic.
Strategies Jigsaw Cycle I veterans
• RAFTs– an acronym for Role, Audience, Format and Topic. Gets at the
heart of what matters in a particular segment of study
• Complex Instruction – students work together in heterogeneous groups on tasks that
draw on the skills of each of them.
• Tiered Assignments– designed to have students of differing readiness levels to work at
a level that is appropriately challenging for them.
• Think Tac Toe– plays off of the childhood game. Gives students alternative ways
of exploring key ideas and using key skills.
Wrap-Up: Exit Cards
Name: Grade Level
Subject Area
1. Rank order the strategies in order of interest and wanting/needing more information for next time. (1 is highest interest/need)
2. What realizations did you have today?
3. What “burning questions” about differentiation would you like to have answered?
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