Trenton Public Schools

Differentiated Strategies: Music

Differentiating the Content/Topic: What will I teach?Use pre-assessment data to decide the needs of the class to group students

Continual progress of each child. Children are measures against self and not against the group Use a vary of assessments to meet the needs of the students. They should be done to assure that the needs of the students are being

met. Formative Assessment is a description of a student’s work as it happens during the course of the day or the course of a project.

Information is collected on a daily basis through observations, review of daily work samples, checklist, progress along a rubric, and progress completing long range projects.

Summative Assessment takes place at the end of the progress period. A student is assessed on the final learning outcomes, whether skills based or concept based. A summative assessment should be a diagnostic look at the work the student has completed in preparation for the next unit of study.

Pre and Post testing for content Compacting and Contracting opportunities for advanced learners Clear detailed rubrics Student monitoring of personal performance Portfolio Assessment

Commonly used modifications and accommodations Flexible seating arrangements Progress grading Flexible grouping Tiered assignments Graphic organizers Grading rubrics Enrichment opportunities

Collaborative Pairs Flexible and regrouping Use of study guides Multiple strategies for teaching, learning and memory Questioning techniques Concrete use of manipulative Vary of assessments

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Information is collected on a daily basis through observations, review of daily work samples, checklists, progress along a rubric, and progress completing long rang projects. This will provide the teacher of how well the students are progressing towards the learning outcome.

Objectives for each group/child depending on their needsPerformance Objectives can be differentiated for individual student level of readiness.

Instruction Questioning Activity and products Recall Describe

Apply Analyze Predict Construct Opinion

Students Will Be Able To (SWBAT) are written as observable student outcomes.

Scaffold – The teacher provides both the challenge and support to reach the next level. The teacher utilizes support techniques. All students participate in learning the same content. The teacher scaffolds each student to the next level of understandings, skills, and applications.

Performance Based Objectives (PBO) is a description of the performance learners must demonstrate at the end of instruction, in order to be considered competent.

The intent of the Instruction: Is there a problem worth solving? What is the desired outcome? Is the teacher directed instruction a relevant part of the solution? Is the instruction: a review for groups, for independent practice, to re-teach, to enrich, or is it new content.

PBO’s are specific, observable, measurable, and clearly written.

Performance Based Objectives are Outcome and Application focused. Apply knowledge instead of acquire knowledge Demonstrate skills, instead of understandings. Analyze, synthesize and solve real problems instead of reading and taking test.

Different materials may need to be used Tiered products – multiple levels of output on the same concept Student choice of expression (Multiple Intelligence) Use of rubrics for guiding performance (Leveled, individual, group)

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Independent study of a topic, interest or problem Problem Based Activities on a concept or interest Interest based investigations Small group cooperative learning activities

Differentiating the Product How will I assess (not test)?

Performance-based assessments (see Section 5 – Assessment Options) Performance based assessment is alternative or authentic assessment. Requires students to perform a task (explain, hypothesize, solve, converse and conduct) Teachers judge the quality of the students work based on agreed criteria. Directly assess writing ability bases on text produced by students Open ended questions require students to explore a topic orally or in writing. Extended tasks are assignments that require sustained attention in a single work area and are carried out over several hours or longer. Portfolios are selected collections of a variety of performance based work.

Performance assessments can provide movement for improving instruction, and increase students understanding of what they need to know and be able to do. Teachers describe what the task will be. Teacher describes the standards that will be used to evaluate performance. Description of good performance Allows students to judge their own work as the work.

Teacher observationObservation allows for the recording and description of behavior as it occurs providing information regarding the process and procedures teachers use in facilitating lessons and the processing and procedures students use in completing assignments.

Some observations are:Physical Environment

Presents an inviting relaxed environment for learning Provides comfortable work areas Designated personal spaces for extra books and other items Quick and easy groupings of tables and chairs Arranged for teacher and student movement during work Have individual work areas Reflect current content and skills through displays

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Teacher Behaviors Work with total groups, individuals, and small groups Monitor individuals and small groups Use a variety of assessments tools (Checklist, surveys,

and records) Apply assessment information to guide information Address academic, emotional, social, and physical

students needs Provide time for students to process Give feedback to individuals and groups

Student Engagement On-task behavior while working Works well in small groups Works on individual knowledge or ability levels Uses materials and resources on students level Feels respected Uses self-discipline

Material Resources Include a variety of reading levels related to subject Assessable to students Support standards and topics Age appropriate Up-to-date Available in adequate number for the class size Include reference sources and materials

Instructional Strategies Use a variety of assessment tools, before, during, and

after learning Use a variety of instructional strategies and activities

to teach Meet the needs of the students Engage students in various flexible grouping Use centers for individual and small group instruction Engage students in projects and problem solving

activities Present students with choices in learning activities

Self-EvaluationIt encourages you to engage in critical thinking to analyze your teaching practices. This is a difficult practice to engage in. You could use peer or colleague to assist in honest assessment of your skills and practices.

Understand the learning styles of each child Offer activities that address a variety of learning styles and interest Do the activities provide children the opportunity to work and play The activities allow me to identify the learning styles Offer concrete examples of ways I identify the learning styles Do I make a point of identifying the learning styles and interest of each child Do I use my knowledge of children’s learning styles and interest to make decisions about the way I set up activities, environment,

and materials

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Anchoring Activities

The activities should be self-directed for students to do independently when they finished assigned work. This work can be done in the beginning of class or at the end of the class. The activities should be comprised of work that the students have already learned.

Activities In the ClassroomActivities should be engaging, short, and easy to pick up or put down on any day, week or semester.

Examples of Activities: Worksheet with open and closed ended questions Learning centers Journal writing Creating games or books Playing games to reinforce concepts/skills Current events Riddles and brain teasers to start conversations flowing

Scaffolding Activities

This activity involves changing the levels of support for learning. You must adjust the amount of guidance to help fit the student’s performance level.

Scaffolding Activities: The teacher takes what the student knows then helps the student incorporate this into new material being learned. All students will participate in learning the same content objective The teacher scaffolds each student to the next level of understandings, skills, and application

Examples of Activities: Recast the students statements to ensure understanding of routines in the classroom Plan structured activities Allow plenty of wait time for students to respond Post printed labels and word list around the classroom Include yes/no answers and questions in which students can list the answers Use books on tapes and stories with a close match between text and illustrations

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Use brainstorming and webbing activities to activate background knowledge

Tiered Activities

Tiering is a strategy by which teachers differentiate to meet students at their readiness level, interest level, or by their learning profile. These activities are important when a teacher wants students with different learning needs work with the same ideas and skills.

Teachers use tiered activities so that all students focus on essential understanding and skills but at different levels of complexity, and abstractness. By keeping the focus of the activity the same, but provide a varying degree of difficulty the teacher will ensure that all students are challenged and come away with the pivotal skills and understanding.

Examples of Activities Dictated answers Larger font size Decrease amount of text and visual stimuli Frequent opportunity to review Study guide Content passage read aloud Teach key words, vocabulary, and phrases Writing organizer Color coding terms and definitions

Extended time for assignments and test completion

Provide writing space for answers

Provide notes in cloze format or with completed definitions for highlighting

Preferential seating

Word banks

Decrease number of choices on multiple choice test

Rearrange matching test to list definitions on the left side and vocabulary on the right side

Use buddy system

Cooperative Learning

Is a teaching strategy that stresses academic, cognitive, and social development? It also, ensures that all students have mutual goals, share the work tasks. Share the materials, share the resources and information, have different roles within the group, and receive both group and individual rewards. In the Cooperative Learning classroom, students act as role models for each other.

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Examples of Activities: Students in group assist each other Analyzing and diagnosing problems Explaining material

Reviewing content Keeping each other on task Sharing accomplishments

Rules to Work By: Each student is successful when the group is successful Each student is accountable for his/her personal understanding and mastery of content Groups are a heterogeneous mix of ability levels

Each student shares the responsibility for the other members’ learning

Taking turns

Modeling the skills and behavior of others

Communicating with peers about content and strategy

Cooperating with a peer or a small group

Jigsaw

Jigsaw is a cooperative learning techniques that reduces racial conflict among students. Jigsaw promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

A large amount of content is divided among different groups with the purpose of learning a piece of the content and being responsible for teaching their piece to the rest of the group.

Examples of Activities:Divide the content into manageable parts. Assign the parts to groups, with specific directions on what is to be learned in each

group. Students share their learning with the group through various products. Product types:

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Verbalize (oral reports) Write (journaling) Create (physical model)

Perform (role play) Solve (demonstrate solution)

Rubrics

You begin by identifying 3-5 areas in which you want to assess a project. Areas you might include accuracy, appearance, completeness, and labels.

Decide on what would be an ideal performance in each area and what would be the opposite of the ideal performance. Under the area of accuracy, an ideal performance might be: “the width of each layer closely matches their actual proportion in the

earth’s core.” At the opposition end of the scale, the statement might read: “the width of each layer does not represent their actual proportion in the earth’s core.”

The next step is to determine intermediate steps, which might read: “the width of each layer accurately illustrates the fact that some layers are thicker than others and the width of some of the layers are accurately represented according to the map scale.”

These statements describe the criteria for each level of an area. Rubrics are often represented in table format, with a row for each area and a column for each level.

Learning Contracts

Are a negotiated agreement between teacher and student that gives students some freedom in acquiring skills and understandings that a teacher deems important at a given time.

Examples of Activities: Assumes it is teacher’s responsibility to specify important skills and understandings and make sure students acquire them Assumes students can take on some of the responsibility for learning themselves Delineates skills that need to be practiced and mastered Ensures students will apply or use those skills in context Specifies working conditions to which students must adhere during the contract time Sets positive and negative consequences for adhering or not to working conditions Establishes criteria for successful completion and quality of work. Includes signatures of agreement to terms of the contract by both teacher and student

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Learning Centers

A learning center is a classroom area that contains a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept.

Examples of Activities: Exploratory in nature Teacher constructed tasks Focus on learning goals Contain materials that promote individual growth toward those goals Use diverse materials and activities, intentionally created to meet the needs of that group Provide clear directions for students Offer instructions about what a student should do if he needs help Use a record-keeping system to monitor what students do at the center

Portfolios

It is a collection of student work over time that demonstrates growth.Examples of Activities:

Student chooses representative pieces Allows for student differences in readiness, interest, and learning profile

Project Based Learning

These are activities structured around solving an unclear, complex problemExamples of Activities:

Teacher presents the problem Students seek additional information, define the problem, locate and appropriately use valid resources, make decisions about

solutions, pose a solution, and assess solution’s effectiveness

Graphic Organizers

It is a way for visual learners to arrange their ideas. They are called visual maps, mind mapping, and visual organizers. Graphic organizers can be used for brainstorming ideas to findings. They can be used as a group or as individuals.

Examples of Activities: Inspiration software Mind mapping

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Paint and Draw Word processor

Spread sheet Digital camera

Inquiry Based LearningIt is based on the scientific method and works very well in developing critical thinking and problem solving skills. It is student centered and requires students to conduct investigations independent of the teacher, unless otherwise directed or guided through the process of discovery.

Examples of Activities: Give yourself time to prepare. Using collaborative learning Age-appropriate activities Developing good questions Incorporate discovery into lessons

Incorporate observation into lessons Use measurement in lessons Use model-building exercises in lessons Incorporate design techniques into lessons Incorporate hands-on activities in lessons

Exit Cards

They are an assessment tool to help teachers become more aware of the students understanding of the concepts taught. The exit cards are written student responses to questions posed at the end of a learning activity.

How to choose a question The question should be based on the response that expect from the students They can be a demonstration, explanation, or reflection of their learning success or frustration Personal feeling or perceptions The question should be short Take only a few minutes to write.

Examples of Exit Questions:

Write one thing you learned today? What area gave you the most difficult? Something that helped me in my learning today was…. What connection did you make today that made you say “I get it.” Describe how you solved the problem

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How to use the Exit CardsThe teacher will distribute paper or index cards to each student. The students will write their names on the cards and wait for the teacher to give them a question. The students will turn the cards in before they leave the classroom.

How will I manage the classroom?

Some Appropriate Classroom Management Strategies Anchoring Activities Leveled Questions Tiered Assignments Learning Contracts Peer Collaborations Differentiated Products

Flexible Grouping Curriculum Compacting Learning Centers Independent Study Cooperative Learning Differentiated Assessments

Cooperative Discipline Learn the 3 major behavioral management styles and the possible outcomes of each Learn the purpose of student misbehavior Be able to distinguish accurately among the four goals of misbehavior: attention, power, revenge, and avoidance-of-failure Become familiar with a variety of interventions for the moment of misbehavior Identify and practice techniques to avoid and defuse student-teacher confrontations Identify appropriate logical consequences for student misbehavior

10 Ways to Listen To Your Students Listening to appreciate Listen to build trust Listen to demonstrate that you value your students Listen to help and facilitate Listen to discriminate

Listen to comprehend Listen to evaluate Listen to resolve conflicts Listen to mediate Listen to model

Teach the children the routines/behaviors they need to have in the classroom.

Classroom Rules Treat people and property with respect Sit still, look at and listen to the teacher when he/she is speaking Put materials back where they belong after using them

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Walk, don’t run Raise your hand and get permission before you leave your seat

Have a plan, bring techniques to a conscious level, rehearse, affirmation before reformation-------------------------------------------------------------------------------------------------------------------------------------------------------------------

How to Differentiate InstructionOriginally Posted At: http://www.teach-nology.com/Articles/teaching/differentiate/

Another great tutorial from TeAch-nology.com! The Web Portal For Educators! (http://www.teach-nology.com)

**What's All the Hype?**Unfortunately, our images of school are almost factory images, so school is very standardized. But kids don't come in standard issue. The challenge is having teachers question the standardized notion of school and then helping kids realize there's a better way to do school. (Carol Ann Tomlinson, Associate Professor of Educational Leadership, Foundations, and Policy; The Curry School of Education, University of Virginia)

Effective teachers have been differentiating instruction for as long as teaching has been a profession. It has to do with being sensitive to the needs of your students and finding ways to help students make the necessary connections for learning to occur in the best possible way. In this day and age, we have extensive research available to us to assist us in creating instructional environments that will maximize the learning opportunities that will assist students in developing the knowledge and skills necessary for achieving positive learning outcomes.

What the Research Tells UsThere are three bodies of research worth mentioning. They are:

1. Brain-based Research2. Learning Styles and Multiple Intelligences3. Authentic Assessment

1. Brain-based Research on LearningResearch on the brain has been used to inform educational practice for many years and is becoming more and more popular. Brain-based research helps us to know the many influences that can affect learning. The more we understand about "how" students learn best given the variables affect learning, the better equipped we are to provide instruction that will maximize learning outcomes. Other valuable links on this topic can be found at: http://www.teach-nology.com/litined/brain_learning/

2. Learning Styles and Multiple IntelligencesLearning styles research is predominantly used to understand learning preferences that students use to receive and/or process information. Obviously, the ideal is to create instruction that will address all three learning styles: Visual, Auditory, and Kinesthetic.

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Howard Gardner's Theory of Multiple Intelligences has received an overwhelming response from educators in the past several years. Gardner offers seven different ways to demonstrate intellectual ability and has recently added an eight intelligence. Understanding how students demonstrate their intellectual capacity is an important factor in designing instruction that will meet the specific learning needs of students who may be dominant in one or several intelligence as opposed to other forms of intelligence. More information on these topics can be found on: http://www.teach-nology.com/teachers/methods/multi_intelligences/

3. Authentic AssessmentNot enough can be said about authentic assessment. Basically, what it means is that students are tested on what they have been taught and hopefully, what they have learned. The greatest implications are that: curriculum is aligned with what is expected to be learned; strategies used to teach are according to students' needs; and assessment instruments used are flexible and adequately and appropriately used to measure on-going performance. The bottom line is that authentic assessment offers students the opportunity to "measure up" to the standards that are aligned to the curriculum. For more information on this very important topic, go to: http://www.teach-nology.com/currenttrends/alternative_assessment/

**How to Plan for Differentiated Instruction**After having read what the research has to offer on differentiated instruction, specifically, brain-based research on learning, learning styles and multiple intelligences, and authentic assessment, you are now ready to plan.

*Step 1- Know Your Students* Determine the ability level of your students. This can be done by surveying past records of student performance to determine capabilities, prior learning, past experiences with learning, etc. Survey student interests. It is also important to get to know your students informally. This can be done by an interest inventory, an interview/conference, or asking students to respond to an open-ended questionnaire with key questions about their learning preferences (depending on the age group). Is behavior management a problem? This is key when planning for activities that require less structure. However, it is still important to determine learning styles and preferences for students who may have a hard time controlling their behaviors. Sometimes knowing preferences can help to motivate students to attend to any tasks that are presented.

*Step 2- Have a Repertoire of Teaching Strategies*

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Because "one size does not fit all," it is imperative that a variety of teaching strategies be used in a differentiated classroom. Among many teaching strategies that can be considered, there are four worth mentioning: direct instruction, inquiry-based learning, cooperative learning, and information processing models.

Direct Instruction This is the most widely used and most traditional teaching strategy. It is teacher centered and can be used to cover a great amount of material in the amount of time teachers have to cover what students need to learn. It is structured and is based on mastery learning. More information can be found on: http://www.teach-nology.com/teachers/methods/models/

Inquiry-based LearningInquiry-based learning has become very popular in teaching today. It is based on the scientific method and works very well in developing critical thinking and problem solving skills. It is student centered and requires students to conduct investigations independent of the teacher, unless otherwise directed or guided through the process of discovery. For more information, go to: http://www.teach-ology.com/currenttrends/inquiry/

Cooperative Learning Probably one of the most misunderstood strategies for teaching is "cooperative learning." Yet, if employed properly, cooperative learning can produce extraordinary results in learning outcomes. It is based on grouping small teams of students heterogeneously according to ability, interest, background, etc. However, one of the most important features of cooperative learning is to pick the best strategy that will be used to assign the task for students to accomplish. The more popular strategies include JigsawII, STAD-Student Teams, or Group Investigation. For more information, go to: http://www.teach-nology.com/currenttrends/cooperative_learning/

Information Processing Strategies Teaching students "how to" process information is a key factor in teaching students how to strategically organize, store, retrieve, and apply information presented. Such strategies include, but are not limited to, memorization, KWL, reciprocal teaching, graphic organizing, scaffolding, or webbing. More information on this topic can be found at: http://www.teach-ology.com/teachers/methods/info_processing/

*Step 3- Identify a Variety of Instructional Activities* Engaging students in the learning process using activities that motivate and challenge students to remain on task is probably one of the most frustrating events in the teaching learning process. But if you know your students' profiles, you have a better chance at keeping them on task to completion of any given assignment or activity. In a differentiated classroom, activities are suited to the needs of students according to the mixed ability levels, interests, backgrounds, etc. For example, if you have English language learners in your class, you need to provide activities that are bilingual in nature or that provide the necessary resources for students to complete the activity with success. Good

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activities require students to develop and apply knowledge in ways that make sense to them and that they find meaningful and relevant. Ideas for activities can be found at: http://www.teach-nology.com/teachers/lesson_plans/

*Step 4- Identify Ways to Assess or Evaluate Student Progress*Once again, we cannot assume that "one size fits all." As a result, varying means of student assessment is necessary if students are to be given every opportunity to demonstrate authentic learning. Authentic assessment has been around for a long time and is now taking the limelight as we attempt to measure students' progress in a fair and equitable way. A variety of assessment techniques can include portfolios, rubrics, performance-based assessment, and knowledge mapping. For more information on this topic go to: http://www.teach-nology.com/currenttrends/alternative_assessment/

**Examples of Differentiated Instruction** The following link provides a variety of resources on differentiated instruction.High School Setting: http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm

**The Bottom Line** Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences for school age students who are socialized to receive and process information in ways that require differentiation of experience. These are very exciting times for the teaching profession; we are faced with a generation of learners who are challenging us to think about how we deliver instruction.

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