differentiated instruction
Post on 05-Jan-2016
43 Views
Preview:
DESCRIPTION
TRANSCRIPT
Differentiated Instruction
Jacque Melin – GVSU
www.formativedifferentiated.com
Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Meaningful tasks Flexible grouping Continual assessment
Teachers can differentiate through
Content Process Product Affect/Environment
According to students’
Readiness Interest Learning Profile
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence
Preferences….Orbitals…..Complex Instruction…ETC.
Quality Curriculum Building Community
C. Tomlinson
HUGE – LIKE AN ELEPHANT
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication S. Gendron, Kentwood presentation, March 2011
1.1. AwarenessAwareness2.2.Comprehension Comprehension
3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
S. Gendron, Kentwood presentation, March 2011
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
Application ModelApplication Model
S. Gendron, Kentwood presentation, March 2011
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs. S. Gendron, Kentwood presentation, March
2011
Beginning with the end in mind…
What are we asking our students to know, understand, and be able to do?
When is a Task Rigorous?
• think deeply about a problem
• analyze new situations
• interpret and synthesize knowledge
• bring ideas together in a new or creative way
• develop and justify their own criteria for evaluation
• are intellectually challenged
Students…
Rigor is…• Scaffolding thinking
• Planning for thinking
• Assessing thinking about content
• Recognizing the level of thinking students demonstrate
Rigor is not…• More or harder
worksheets• The higher level
book in reading• Additional “work” • More homework
Rigor is about
complexity-not
difficulty!
Academic rigor is helping kids learn to think for themselves…
Relevance
Knowledge is less connected to realistic situations and has less apparent value beyond school
Knowledge is clearly connected to realistic situations and has value
beyond school
Apply in one
discipline
Apply across
disciplines
Apply to real-world
predictable situations
Apply to real-world unpredictable
situations
KnowledgeIn one
discipline
When is a Task Relevant?
• see the value beyond the school setting
• address an actual problem of contemporary significance
• build on real-life experiences to solve
• communicate knowledge beyond the classroom
• recognize the connection between classroom knowledge and situations outside the classroom
Students…
Relevant Lessons Ask Students To:
EVALUATE REVISE
JUSTIFY RECOMMEND
INFER ARGUE
PREDICT PRIORITIZE
CONCLUDE FORMULATE
Relevant lessons ask
students to apply their
knowledge to real-world
problems that have more
than one solution.
Relevant tasks answer the Relevant tasks answer the question,question,
““Why do we have to know Why do we have to know this?!this?!””
“The challenge is great, but so is the
opportunity.”
Additional Resources
Common Core State Standards http://www.cde.ca.gov/re/cc/
Sample Released Items (SBAC) http://www.smarterbalanced.org/sample-items-
and-performance-tasks/
How to Differentiate
Name:
Date:
Fogarty & Pete, 2011
Change the Content
Change the Content
Complexity
Resources
Environment
Change the Content
ComplexityConcrete to Abstract Do/View/Construe
ResourcesText/Media
EnvironmentTAPS
DO – Manipulatives: Concrete• Algebra Tiles (for linear and quadratic equation
solving)
• Didax Geofix (nets)
• Models of shapes (surface area and volume)
• Soft 1 cm squares http://www.etacuisenaire.com• Virtual Manipulativeshttp://www.neirtec.org/activities/
math_portal.htm• Wolfram Alphahttp://www.wolframalpha.com/
DO – Manipulatives: Concrete• Language arts manipulatives
• Science manipulatives
• Social studies manipulatives
VIEW – Graphic Organizers - Representational
www.graphicorganizers.com
VIEW – Graphic Organizers - Representational
www.graphicorganizers.com
Think Dots Rock Cycle
Think Dots Rock Cycle
Think Dots Rock CycleWhat I like…This as a formative assessmentIt is tiered for studentsStudent choice of activityPotential student collaboration
Name ________________ Class ________________ Equation _______________
Graph the related function. Identify the x-intercepts.
Solve the equation by completing the square.
Solve the equation by factoring.
Solve the equation using the quadratic formula.
State the discriminant of the equation and the number of
solutions.
Which method is most direct in finding the solution to the
equation? Why?
x
y
Each student will be given a problem to solve in a variety ways based on his or her performance on a pre-assessment instrument. The level one problem is the easiest among the group while the level five problem is the most challenging.
(1) Level One: 2 2 8 0x x (2) Level Two: 29 30 25 0x x
(3) Level Three: 2 6 1x x
(4) Level Four: 22 3 2 0x x
(5) Level Five: 25 8 1x x
S H A P E
Tiering is…
A form of differentiation
Differentiation according to readiness
Based upon students’ readiness for a particular task
Driven by pre-assessment
NOT the only kind of differentiation, though it is foundational
NOT locking students into “ability boxes” -- groups are flexible and vary according to the task
NOT more work or “better” work for some levels – tasks are equitable
Tiered assignments should be:
-Different work, not simply more or less work-Equally active-Equally interesting and engaging-Fair in terms of work expectations and time needed-Require the use of key concepts, skills, or ideas-Are used as practice or daily work, NOT as an assessment task to be graded.-Learn from each other – share work!
Basic Elements Defining the Core Curriculum
Process:
Thinking Skills
Content Process:
Research Skills
Product
Thinking Skill Subject Matter Research Skills and/or Resources
Culmination or Exhibition
List The causes and effects of the Industrial Revolution
After reading the text, pages 42-49.
Write a paragraph to share the information.
Differentiating the Core:Modifying the Process Element –
Thinking SkillsProcess:
Thinking Skills
Content Process:
Research Skills
Product
Judge with criteria
The causes and effects of the Industrial Revolution
After reading the text, pages 42-49.
Write a paragraph to share the information.
List The causes and effects of the Industrial Revolution
After reading the text, pages 42-49.
Write a paragraph to share the information.
Differentiating the Core:Modifying the Process Element –
Research Skills
Process:
Thinking Skills
Content Process:
Research Skills
Product
Judge with criteria
The causes and effects of the Industrial Revolution
Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.
Write a paragraph to share the information.
List The causes and effects of the Industrial Revolution
After reading the text, pages 42-49.
Write a paragraph to share the information.
Differentiating the Core:Modifying the Product Element
Process:
Thinking Skills
Content Process:
Research Skills
Product
Judge with criteria
The causes and effects of the Industrial Revolution
Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.
Write an editorial and debate the positive and negative consequences of the Industrial Revolution.
List The causes and effects of the Industrial Revolution
After reading the text, pages 42-49.
Write a paragraph to share the information.
Differentiating the Core:Modifying the Content Element
Process:
Thinking Skills
Content Process:
Research Skills
Product
Judge with criteria
The patterns in the behaviors and trends of consumers and producers who contributed to the causes and subsequent effects of the Industrial Revolution.
Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.
Write an editorial and debate the positive and negative consequences of the Industrial Revolution.
List The causes and effects of the Industrial Revolution
After reading the text, pages 42-49.
Write a paragraph to share the information.
Tiered Graphic Organizers
Tier 1
Tiered Graphic Organizers
Tier 2
Tiered Graphic Organizers
Tier 3
Task/Work Make sure the directions are clearly stated in
student-friendly language. Include specific details (e.g., “Give a minimum
of three examples”) Include criteria for quality or a rubric so
students clearly know your expectations for their work.
As appropriate, sequence the steps students need to follow.
Include examples or samples of work as necessary.
Explain how students will share their work. Double-check that the directions can be
followed by students independently.
Write a letter to yourself stating at least five key points that you would like to remember about differentiated instruction and how you will use these things in your classroom.
Task Cards/Work Cards
Write a letter to your principal comparing what you have learned about differentiated instruction to what is happening in your school.
Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.
http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.
Blue—Tasks are advanced and complex. Success
depends on extending one’s skills in order to recognize and address the added layers of complexity.
Black—Tasks are extremely advanced and highly
complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.
3 Levels of Challenge - CbC
Tiered Assignment Rockin’ Read and
ResearchStandards and KUD Rubric
Tiered Activity Three Levels
Advanced Grade Level
Tiered Activity Three Levels
Emergent Visual Reference
Tiered Activity Rockin’ Read and
Research
What I like…CCSS connection to reading and citing evidence from the text. This supports ELA and enhances science curriculum as well. Collaboration with the ELA teacher will be necessary to group students in each tier. Team collaboration is valuable!I’m pleased with the subtle name changes for each level so that students who are working on the emergent worksheet will not be intimidated by students who are advanced.Students will have the opportunity to view visual depictions of each of the weathering, erosion, and deposition examples. The technology connection will engage students.Students will have the opportunity to connect their lab results to written text as well as visual examples.
top related