differentiated instruction powerpoint for pd workshop
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TRANSCRIPT
Kulanu Torah Academy
Professional Development Conference Differentiated Instruction
January 29, 2010
Developed By: Sholom Fried MS Ed, SBL, SDL
“Our task is to provide
an education for the kinds of kids we
have, not the kinds of kids we used to
have, or want to have,
or the kids that exist in our dreams.”
~K. P. Gerlach
Teachers are the Teachers are the lifeblood of our lifeblood of our nation. They educate nation. They educate our children, they our children, they prepare our prepare our workforce, and shape workforce, and shape tomorrows citizenstomorrows citizens
FACT:FACT: Our nation’s schools Our nation’s schools today are educating the today are educating the largest, most diverse student largest, most diverse student population ever, to higher population ever, to higher standards than ever before.standards than ever before.
This is the reason This is the reason why the need for why the need for
Differentiated Differentiated Instruction is so Instruction is so
necessarynecessary
Differentiated Instruction Defined
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.
Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.
Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson
What is 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.
-Tomlinson (2001)
Differentiation is responsive
teaching rather than one-size-fits-
all teaching.
“It means teachers proactively plan varied approaches to
what students need to learn, how they will learn it, and/or
how they will show what they have learned in order to increase the likelihood that
each student will learn as much as he or she can, as
efficiently as possible.”
Differentiation doesn’t suggest that a teacher can be all
things to all individuals all the time. It does, however,
mandate that a teacher create a reasonable range of approaches to learning
much of the time, so that most students find learning a fit
much of the time.
“Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student knows and
what he or she needs in order to learn, differentiation is no
longer an option; it is an obvious response.”
At its most basic level, differentiating instruction means “shaking upshaking up” what goes on in the classroom
so that students havemultiple options for
taking in information,making sense of ideas,
and expressingwhat they learn.
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
Key Principles of a Differentiated ClassroomKey Principles of a Differentiated Classroom
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
• All students participate in respectful work.
• Students and teachers are collaborators in learning.
• Goals of a differentiated classroom are maximum growth and individual success.
• Flexibility is the hallmark of a differentiated classroom.
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
• All students participate in respectful work.
• Students and teachers are collaborators in learning.
• Goals of a differentiated classroom are maximum growth and individual success.
• Flexibility is the hallmark of a differentiated classroom.
Assumptions We Need To Have…
• Students differ as learners and need appropriate challenge, success, and learning experiences
• It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences
Assumptions We Need To Have…
• Attending to student differences requires a flexible approach to teaching
• Successful attention to student differences must be rooted in solid curriculum and instruction
Assumptions We Need To Have…
• There are many routes to achieving high quality curriculum taught in ways that attend to student differences and build community
• Developing differentiated classrooms calls on us not so much to develop a bag of tricks as to rethink teaching and the power of learning
Differentiation is a Response to Beliefs About Teaching and
Learning• We probably underestimate the
capacity of every child as a learner
• Students should be a the center of the learning process.
• All learners require meaningful, powerful, and engaging schoolwork to develop their individual capacities so that they can become fulfilled and productive members of society
• A major emphasis in learner development is competition against oneself and not against someone else for progression
Discussion QuestionWhat are you already
doing to differentiate instruction in your
classroom?
WE MUST REMEMBER
THAT…
Excellent differentiated classrooms are… excellent FIRST and differentiated SECOND!
Assessment in a Differentiated Classroom
• Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.)
• Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends.
• Teachers assess student readiness, interest and learning profile.
Assessment in a Differentiated Classroom
• Assessment is part of “teaching for success.”
• Assessment information helps students chart and contribute to their own growth.
• Assessment is more focused on personal growth than on peer competition.
• Assessment information is more useful to the teacher than grades.
for
Interest – Readiness – Learning Profile
by
Self – Peers - Teachers
WHAT CAN BE ASSESSED?
Skills
Concepts
READINESS INTEREST LEARNINGPROFILE
ContentKnowledge
• Interest Surveys• Interest Centers• Self-Selection
• Areas of Strength and Weakness• Work Preferences• Self Awareness
Most teachers assess students at theend of an instructional unit or sequence.
When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.
On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment(Making sure)
Feedback and Goal Setting
Pre-testKWLChecklistObservation/EvaluationQuestioning
Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk around Self-evaluationQuestioning
Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review
Pre-assessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.
• provides data to determine options for students • helps determine differences before planning•helps teacher design activities that are meaningful and challenging•allows teachers to meet students where they are•identifies starting point for instruction•identifies learning gaps• makes efficient use of instructional time
Examples of Pre-Assessments:What Do You Want to Learn 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?
___________________________________________________________________ ___________________________________________________________________
___________________________________________________________________.
Examples of Pre-Assessments: 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 No 15. I like to learn by moving and doing. Yes No
16. I like to learn while sitting at my desk. Yes No
Formative Assessment Is...
A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.
• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• a aligns with instructional/curricular outcomes
Summative Assessment Is...
A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.
• Should reflect formative assessments that precede it• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular outcomes• may be a form of alternative assessment
. “Teaching facts in isolation is like trying to pump water uphill.” (Carol
Tomlinson)
Differentiation Strategies
Flexible GroupingStudents are part of many different groups (and also
work alone) based on the match of the task to student readiness, interest, or learning style.
Teachers may create skills based or interest based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.
RAFTRAFT is an acronym that stands forRole of the student. What is the student’s role:
reporter, observer, eyewitness, object?
Audience. Who will be addressed by this raft: the teacher, other students, a parent, people in the community, an editor, another object?
Format. What is the best way to present this information: in a letter, an article, a report, a poem, a monologue, a picture, a song?
Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?
RAFT ActivitiesRole Audience Format Topic
Semicolon Middle Schoolers Diary entry I Wish You ReallyKnew Where I Belong
Huck Finn Tom Sawyer Note hidden in a tree knot
A Few Things You Should Know
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Cigarettes Public Service Announcement
What you do to me!
Reporter Public Obituary Hitler is Dead
Water The Sun A love letter I think you are hot
Thomas Jefferson
Current Residents of Virginia
Full page Newspaper Ad
If I Could Talk to You Now
Fractions Whole Numbers Petition To Be Considered A Part of the Family
A word problem
Students in your class
Set of Directions How to Get to Know Me
Lang
uage
Arts
& L
itera
ture
Scie
nce
His
tory
Mat
h
Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)•Create a test to assess the teacher’s knowledge of
photosynthesis.
TIC-TAC-TOE Choice BoardFor a Book Report
Draw a picture of the
main character.
Perform a play that shows the
conclusion of a story.
Write a song about one of
the main events.
Write a poem about two
main events in the story.
Make a poster that shows the order of
events in the story.
Dress up as your favorite
character and perform
a speech telling who
you are.
Create a Venn
diagram comparing
and contrasting
the introduction
to the closing.
Write two paragraphs about the
main character.
Write two paragraphs about the setting.
I will read: I will look at and listen to: I will write:
I will draw: I will need:
Here’s how I will share what I know:
My question or topic is:
I will finish by this date:
To find out about my question or topic…
Learning Contract #1Name _______________________
Learning Contract #2To demonstrate what I have learned about ____________________, I want to
_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model
_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other
This will be a good way to demonstrate understanding of this concept because______________________________________________________________
To do this project, I will need help with______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _______________________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__
Squaring OffWhole Group Assessment1. Place a card in each corner of the room with one of the
following words or phrases that are effective ways to group according to learner knowledge.
Rarely ever Sometimes Often I have it!Dirt road Paved road Highway Yellow brick road
2. Tell the students to go to the corner of the room that matches their place in the learning journey.
3. Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.
Yes/No Cards
• Using a 4x6 index card the student writes YES on one side and NO on the other.
• When a question is asked the students hold up YES or NO.
1. Ask the students if they know the following vocabulary words and what they mean.
2. Call out a word. If a student is holding a YES they may be called on to give the correct answer.
3. Remind them that if they don’t know the words it is OK because they will be learning them.
4. You can do the same thing with conceptual ideas, etc.
YESNO
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.
Thumb It!
• Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.
• Where I am now in my understanding of ______?
Up Sideways Down I know a lot I know some I know very little
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.
Fist of Five
Show the number of fingers on a scale, with 1 being lowest and 5 the highest.
Ask, How well do you feel you know this information?
5. I know it so well I could explain it to anyone.6. I can do it alone.7. I need some help.8. I could use more practice.1. I am only beginning.
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.
Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understandingDrawing related to topic or content Standardized test information Anticipation journals
What Zone Am I In?
Too Easy• I get it right away…• I already know how…• This is a cinch…• I’m sure to make an
A…• I’m coasting…• I feel relaxed…• I’m bored…• No big effort
necessary…
On Target• I know some
things…• I have to think…• I have to work…• I have to persist…• I hit some walls…• I’m on my toes…• I have to re-group…• I feel challenged…• Effort leads to
success…
Too Hard• I don’t know where to
start…• I can’t figure it out…• I’m spinning my
wheels…• I’m missing key
skills…• I feel frustrated…• I feel angry• This makes no
sense…• Effort doesn’t pay
off…
THIS is the place to be… THIS is the achievement zone…
Cubing1. Describe It
Look at the subject closely (perhaps with your senses in mind).
2. Compare ItWhat is it similar to? What is it different from?
3. Associate ItWhat does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.
4. Analyze ItTell how it is made. If you can’t really know, use your imagination.
5. Apply ItTell what you can do with it. How can it be used?
6. Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.
Ideas for Kinesthetic Cube
• Arrange _________into a 3-D collage to show_________
• Make a body sculpture to show__________________• Create a dance to show_______________________• Do a mime to help us understand_________________• Present an interior monologue with dramatic
movement that________________________• Build/construct a representation of________________• Make a living mobile that shows and balances the
elements of __________________• Create authentic sound effects to accompany a
reading of ________________• Show the principle of _____________with a rhythm
pattern you create. Explain to us how that works.
Ideas for Cubing in Math…
• Describe: how you would solve_____________
• Analyze: how this problem helps us use mathematical thinking and problem solving.
• Compare or Contrast: this problem to one on p._____
• Demonstrate: how a professional (or just a regular person) could apply this kind of problem
to their work or life.
• Change: one or more numbers (elements, signs) in the problem. Give a rule for what that
change does.
• Create: an interesting and challenging word problem from the number problem. (Show us how to
solve it too)
• Diagram or Illustrate: the solution to the problem. Interpret the visual so we understand.
Differentiated Instruction as…
THE GREAT EQUALIZER!!!
Think About…
HOW?
Information, Ideas, Materials, Applications
Representations, Ideas, Applications, Materials
Resources, Research, Issues, Problems, Skills, Goals
Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections
Application, Insight, Transfer
Solutions, Decisions, Approaches
Planning, Designing, Monitoring
Pace of Study, Pace of Thought
The Equalizer
1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Single Facet Multiple Facets
5. Small Leap Great Leap
6. More Structured More Open
7. Less Independence Greater Independence
8. Slow Quick
MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour
LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement
Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection
Trial
Machine
Book
Mural
Award
Recipe
Test
PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention
Begin Slowly – Just Begin!
Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions
High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats
Reform must come from
within, not from without.
James Gibbons
WE, are the Agents of Change… nothing can
change unless we change ourselves
and our ways of teaching
We Need To Ask We Need To Ask Ourselves…Ourselves…
Do all students have access to the Do all students have access to the tools, knowledge and guidance that tools, knowledge and guidance that
they need to succeed?they need to succeed?
If not, what can we do to give them If not, what can we do to give them those tools?those tools?
Where do I Go From Here?Where do I Go From Here?Some Tips for Implementing Some Tips for Implementing
Differentiation in your Differentiation in your ClassroomClassroom
Start slowlyStart slowlyOrganize classroom spaceOrganize classroom spaceFind out student interestsFind out student interests
Where do I Go From Here?Where do I Go From Here?Some Tips for Implementing Some Tips for Implementing
Differentiation in your Differentiation in your ClassroomClassroom
Use technologyUse technologyStart class with familiar tasks Start class with familiar tasks
(Do Now)(Do Now)Start student port(data)foliosStart student port(data)folios
Investing StudentsInvesting Students
Students must “buy-in” to what Students must “buy-in” to what you’re doingyou’re doing
Provide choice to studentsProvide choice to studentsAdjust physical environmentAdjust physical environment
sit visually impaired at front of roomsit visually impaired at front of roomarrangement of desksarrangement of desks
quiet/safe areaquiet/safe area
Increase student accountabilityIncrease student accountability
THINK ABOUT THINK ABOUT ON-GOING ASSESSMENTON-GOING ASSESSMENT
STUDENT DATASTUDENT DATA
Open response testOpen response testOral responseOral responsePortfolio entryPortfolio entryExhibitionExhibitionCulminating productCulminating productQuestion writingQuestion writingProblem solvingProblem solvingJournal EntryJournal EntryShort Answer TestShort Answer Test
TEACHER DATATEACHER DATA
Anecdotal recordsAnecdotal recordsObservation by checklistObservation by checklistSkills checklistSkills checklistClass discussionClass discussionSmall group interactionSmall group interactionTeacher – student Teacher – student conferenceconferenceAssessment stationsAssessment stationsExit cardsExit cardsPerformance tasks and Performance tasks and rubricsrubrics
DIFFERENTIATED INSTRUCTION
JUST DO IT!!!JUST DO IT!!!