differentiated instruction summer symposium june 10, 2009 presenter: becky mohr

Differentiated Instruction

Summer SymposiumJune 10, 2009

Presenter: Becky Mohr

Learning Targets for June 10, 2009

I will know what differentiated instruction is and what it is not.

I will choose three or more differentiation tools I will incorporate in my classroom next year.

The Big Picture

• Differentiation is not about individualization …But it is about individuals.

Why Do We Need to Differentiate?

When a teacher tries to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t.

Lillian Katz

Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.

Why Differentiate?

• “One size fits all”instruction does not address the needs of many students.

• Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

When I skate, I go where the puck is.

Wayne Gretsky

When we teach, we should go where the student is.

“If students don't learn the way we teach them, we must teach them the way they learn.”

- Marcia Tate, Developing Minds Inc., Conyers, GA

Differentiation IS NOT . . .

The same as an IEP for every student

Just another way to group kidsExpecting less of struggling

learners than of typical learnersA substitute for specialized servicesChaoticNew

Good Differentiation IS . . .

Varied avenues to content, process, product

Respectful of all learners Proactive Student-centered A blend of whole class, small group, and

individual instruction Based on students’ readiness, interests,

and/or learning profile

Differentiation is a 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.

“At its most basic level, differentiation means ‘shaking

up’ what goes on in the classroom so that students have multiple options for

taking in information, making sense of ideas, and

expressing what they learn.”

Tomlinson, C.A. (2001) How to Differentiate Instruction in Mixed-Ability Classrooms

Teachers Can Differentiate:

According to Students’

Content Process Product

ReadinessLearning

ProfileInterest

3 Keys to Differentiated Instruction Content

What we teach students Materials and methods used

Process How we teach students Calls on students to use key skills

Product Evidence of student learning Should also allow students to extend

what they learned

We know that students learn better IF…Tasks are a close match for the

skills and understanding of a topic (readiness)

Tasks ignite curiosity or passion in a student (interest)

The assignment encourages students to work in a preferred manner (learning profile)

Do You Know Your Students?

Getting to know your students is the key to making DI work

Variations Interest Surveys (students & parents) Graphing How I’m Smart Profile Poster Mystery Bag

Bzzzzzz

At your table, turn to the person next to you and tell him/her how you get to know your students’ interests, likes & dislikes, etc.

How well do YOU know the people around you?

3 Facts & a Fib Write 3 facts about yourself Write 1 fib about yourself Circulate & talk to 5 people If they do not correctly

identify the fib, they must sign your paper

This activity works great with students as a review of content/knowledge. It does require some follow-up with the teacher to make sure the fibs are all clearly identified.

Turn to your neighbor and relate a time when you saw a student more actively engaged because his/her interest level was peaked.

Bzzzzzz

Overview of Learning Styles

Modality Preferences Instrument Triarchic Theory of Intelligences

(Sternberg) Theory of Multiple Intelligences

(Gardner)

Learning Profile Inventories

The Modality Preferences Instrument http://homepages.wmich.edu/~jmcgowa

n/CTE344/session3/Modalityinventory.pdf Auditory Visual Kinesthetic/Tactile

Strategies Used byVisual Learners Auditory Learners Kinesthetic Learners

Read the information Listen to someone speak the information

Do an activity or lab to experience the information

See a film that explains information

Listen to the information on tape Role play the information

Memorize by using flashcards Memorize by repeating information to self or partner

Memorize by remembering and experiencing the information

Find a quiet place to study Find a place to study out loud Find a place to move around while studying

Doodle while learning Have music on while learning Get a chance to try different ideas while learning

See pictures when reading Hear the writer’s words when reading

Need lots of breaks when reading


Triarchic Theory of Intelligences (Sternberg)

http://web2.burke.k12.nc.us/blogs/abutler/files/2008/08/learningstyles.doc

Creative Analytical

Practical

Linear – Schoolhouse Smart - SequentialANALYTICALThinking About the Sternberg Intelligences

Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.

Streetsmart – Contextual – Focus on UsePRACTICAL

Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ______.


The Theory of Multiple Intelligences (Gardner)

Verbal/Linguistic Logical/Mathematical Visual/Spacial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalist

EIGHT STYLES OF LEARNINGTYPE 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

EIGHT STYLES OF LEARNING, Cont’d

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

Manipulating

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

Being original

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

Learning Styles Inventories Paper/pencil surveys

Web-based surveys http://www.ldpride.net/learningstyles.MI.htm http://agelesslearner.com/assess/

learningstyle.html http://www.learning-styles-online.com/inventory/ Or use Google & Find your own learning styles

inventory/assessment

Pre-assessment

How do you use pre-assessments to guide your teaching?

What quick assessments can I use to help me understand my students’ readiness?

Questions, concerns, observations

Strategies to use FOR learning

(formative assessment) Use student friendly targets from the

beginning Model what needs to be done and provide

evidence of strong and weak work Give descriptive feedback for improvement Teach students self-assessment-compare work

with the target Evaluate strengths and weaknesses-prescribe

action for improvement Take action for improvement: study, practice,

review, rewrite

Assessing for Differentiation

Formative Assessment SHOULD Happen frequently Drive instruction

Who needs differentiation The struggling student? The gifted student?

What needs to be differentiated Summative Assessment CAN

Be used formatively!

What is your learning target?

Primary Consideration:

What must ALL students:

•Know

•Understand

•be able to Do

Learning Target

Students may have different paths to the target.

Considerations for Planning a Differentiated Lesson Identify the student learning

target/s that ALL students must reach

Decide WHAT you will differentiate Decide HOW you will differentiate

and the assessment method you will use

Determine what assessment method/s you will use

21st Century Skills

Creativity and Innovation SkillsCritical Thinking and Problem

Solving SkillsCommunication and Collaboration

Skills

Source:

http://21stcenturyskills.org

21st Century Assessment

Learner centered Balance of formative and summative assessment Context-specific, technology enhanced Ongoing and rooted in teaching strategies Used as evidence of student performance -

portfolios Students, parents and teachers collaborate to

monitor student progress

Sources:http://21stcenturyskills.org

Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills

Formative Assessment Examples Additional examples: http://esa2.wikispaces.com/Differentiate

d+Instruction

http://stat21.wikispaces.com/Assessment

Minute Paper In one minute, students identify the

most significant (useful, meaningful, disturbing, etc.) things they learned during a particular session.

Pass the Ball The teacher asks a question and then

throws a ball to the student who is to answer the question. If the student answers the question correctly, he/she gets to shoot a basket. If the student answers incorrectly, he/she needs to pass the ball to a teammate for assistance.

RSQC2 In two minutes, students recall and list

in rank order the most important ideas from a previous day's class;

In two more minutes, they summarize those points in a single sentence,

then write one major question they want answered,

then identify a thread or theme to connect this material to the course's major goal.

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

road2. 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


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


Fist of FiveShow 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.9. I am only beginning.


Ticket out the Door

We have begun a study of author’s craft.

List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

Exit Cards

On your Exit Card---

Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.

Questions to Answer

How do you have the courage to do what works, not just what is easiest?

How are you open to critique? How do you ceaselessly self-analyze and reflect

on your lessons-including your assessments-searching for ways to improve?

How do you keep up-to-date on the latest research about learning, students’ developmental growth, and your content specialty areas?

(Share with Inner/Outer Circle or Genre Partners)

Principles to Guide Differentiated Classrooms Focus on essentials Attend to student differences Assess often and use it to make

adjustments/modifications Mutual respect Be flexibleDoesn’t happen 100% of the

time!!!!

Simple Ways to Start

Add an interdisciplinary element to a favorite unit

Collaborate with other teachers Add movement/touch/visual aids to

existing lessons & activities Apply Multiple Intelligence thinking to

group/individual projects Offer students choices of product/

presentation

Bloom’s New Taxonomy

Source:http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm

OLD NEW

Multiple Levels of Questions

Tiered AssignmentsTiered Assignments

In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on their prior knowledge and prompts continued growth.

While students work at varied degrees of difficulty on their tasks, they all explore the essential ideas and work at high levels of thought.

Assessment-based tiering allows students to work in their “Zone of Proximal Development” or in a state of “moderate challenge.”

The What and the Why of TieringTiering …. responds to differences in students’ readiness levels

(skills and/or knowledge) gives students an opportunity to be successful at

assigned tasks attempts to fit students’ learning into a zone of proximal

development, providing a moderate level of challenge Tiering an assignment configures a skill to allow some

students to move more quickly, with more sophisticated texts, using multiple step problem-solving, while other students use more basic level materials and/or fewer complicated steps to learn and practice a skill.

Adding Fractions

Green GroupUse Cuisinaire rods or fraction

circles to model simple fraction addition problems. Begin with common denominators and work up to denominators with common factors such as 3 and 6.

Explain the pitfalls and hurrahs of adding fractions by making a picture book.

Red GroupUse Venn diagrams to model

LCMs. Explain how this process can be used to find common denominators. Use the method on more challenging addition problems.

Write a manual on how to add fractions. It must include why a common denominator is needed, and at least three different ways to find it.

Blue GroupManipulatives such as Cuisinaire

rods and fraction circles will be available as a resource for the group. Students use factor trees and lists of multiples to find common denominators. Using this approach, pairs and triplets of fractions are rewritten using common denominators. End by adding several different problem of increasing challenge and length.

Suzie says that adding fractions is like a game: you just need to know the rules. Write game instructions explaining the rules of adding fractions.

A Planet Show & TellAn example of differentiated summative assessmentSelect one from the top row and one from the bottom

row.

Use a computer to make a drawing showing how the Earth’s structure was formed.

Paint a picture showing how the Earth’s structure was formed.

Construct a model that shows how the Earth’s structure was formed.

Create a book or a puppet show that shows how the Earth’s structure was formed.

Make labels for the Earth’s structures and attach to your creation. Be ready to explain orally.

Write sentences that identify and explain each part of your drawing or model and show how each part works.

Write a paragraph that explains how the earth’s structure was formed.

Write a poem that explains how the earth’s structure was formed (plate tectonics, volcanoes, earthquakes).

Sixth GradeTop Row: Show Me

Bottom Row: Tell Me

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.

THINK-TAC-TOE

Reading ContractChoose an activity from each shape group. Cut out your three choices and glue them

Below. You are responsible for finishing these activities by _________. Have fun!

This contract belongs to _____________________________________

Make a poster advertisingyourself as a good

friend. Use words andpictures to help make

people want to be yourfriend. Make sure yourname is an important

part of the poster

Get with afriend and makea puppet show

about a problem andthe solution in your book

Draw a picture of a problemin the story. Then use wordsto tell about the problem andhow the characters solved

their problem

Make a two sidedcircle-rama. Use it to tell

people what makes you a good friend. Use pictures

and words and makesure your name is animportant part of the

display

Get with afriend and act outa problem and itssolution from your

book

Write a letter to one of thecharacters in your book. Tell

them about a problem you have.Then have them write back with

a solution to your problem.

Make a mobile thatshows what makes you

a good friend. Use pictures and words

to hang on your mobile.Write your name on the

top of the mobile inbeautiful letters.

Meet with me and tell me about a

problem and its solutionfrom the story. Then tell

me about a problem you havehad and how you solved it

Think about anotherproblem one of the

characters in your bookmight have. Write a new

story for the book about theproblem and tell how it

was solved.

Another Option

Instead of having students choose their assignment, write the activities on the cube and have the students “roll” to determine their assignment.

The cube can contain activities related to Bloom or Multiple Intelligences.

Knowledge

Analysis ApplicationComprehension

Synthesis

Evaluation

Fold

Fold

Fold

Fold

Fold

Fold

Differentiation

It means that you think proactively from the beginning, and the “normal” lesson includes more than one avenue for success.

It means that you think about the diversity of your learners when you are planning and don’t ever again fall into the trap of thinking that “One size fits all.”

Resources The Common Sense of Differentiation [DVD] (2005).

Alexandria, VA: Association for Supervision and Curriculum Development

Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Wormeli, R.(2006). Fair Isn’t Always Equal Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhouse Publishers.

Kaufeldt, M. (2005). Teachers, Change Your Bait! Norwalk, CT: Crown House Publishing, Ltd.

Contact Information

[email protected] More information:

http://diclass08.wikispaces.com http://diclass08.edublogs.org

differentiated instruction summer symposium june 10, 2009 presenter: becky mohr

Documents