differentiating instruction day 2
DESCRIPTION
Differentiating Instruction Day 2. Evelyn Blalock Columbus State University. Check your Group Assignment. Agenda for Today. Differentiated Instruction Review Math Learning Styles Content, Process, Product Differentiated Strategy Menu Tiered Instruction Flexible Grouping - PowerPoint PPT PresentationTRANSCRIPT
Evelyn Blalock 1
Differentiating Instruction Day 2Evelyn BlalockColumbus State University
Evelyn Blalock 2
Check your Group
Assignment
Evelyn Blalock 3
Agenda for Today Differentiated Instruction Review
Math Learning Styles Content, Process, Product
Differentiated Strategy Menu Tiered Instruction
Flexible Grouping Plan of Implementation Activity
Create a Tiered Menu for a Math 3 lesson/objective How can you use Flexible Grouping in Math 3
Evelyn Blalock 4
4 Math Instructional Styles 4 Instructional Styles: (6th grade) all studying area and perimeter Mastery
Apply formulas, compute accurately, reinforce skills through practice EXEX-apply formulas you already know
Understanding Discover patterns, make generalizations, develop mathematical
explanations EXEX-explain the process you used to figure out your answer
Self-expression Think creatively, develop new problems, try our a variety of problem
solving approaches EXEX-create your own area & perimeter problem using shapes
Interpersonal Make personal connections and solve real world problems EXEX-draw floor plan of your house, How much carpet?
Evelyn Blalock 5
The Differentiated Instruction Umbrella
Differentiation
Strategy One Strategy Two Strategy Three
www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies
http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math
Evelyn Blalock 6
Learning & Math Instructional Style Activity
Individual ActivityLearning Objective: Students will investigate the
relationships between lines and circles.
1. What Math Instructional Style do you use most often? Find 1 Math Tool to teach Conics Use the matrix to find a Math Tool
2. Pick a style that you use least often. Find 1 Math Tool to teach Conics Use the matrix to find a Math Tool
Evelyn Blalock 7
Learning & Math Instructional Style Activity
Group Activity – How to teach content Share with your GroupShare with your Group
Math Tool for preferred Math Instructional Style Math Tool for least used Math Instructional
Style Expand itExpand it
Create a way to use a Math Tool to teach content for any Math Instructional Style not covered
Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class
Evelyn Blalock 8
Content Process Product
According to Students’
Readiness Interest LearningProfile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Evelyn Blalock 9
What to Differentiate:
CONTENT
PROCESS PRODUCT
WHAT students learn
HOW students learn
How students SHOW what they’ve learned
Evelyn Blalock 10
Content Content: What is being taught.
differentiate the actual content being presented to students remediate, accelerate, or enrich using basic or more
complex resources
Examples: Connecting learning to real life uses Leveling or Tiering materials; Adjustable
Assignments (Gregory & Chapman, p. 71-76) Using a variety of instructional materials Providing choice (Gregory & Chapman, p. 152-158) Using selective abandonment Acceleration, compacting, flexible pacing
(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
Evelyn Blalock 11
1. Content Example Designing Multi-level lessons Identify underlying concepts (Essential
Content, Skills, Questions) ALL students will learn
Use a graphing calculator to solve quadratic equations Graph a quadratic equation
MOST students will learn Solve polynomial, exponential, and logarithmic equations
analytically and graphically
SOME students will learn High Achievement: An abstract understanding of the
parameters of a given quadratic equation Beginning skills:
Evelyn Blalock 12
Process Process: How the student learns what is being taught.
Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking
Examples: Flexible Grouping Jigsaw (Gregory & Chapman, p. 115-117) Task Cards and Tiered groups (Differentiated Instruction in Action Video) Research and Brain-Based Instructional strategies from
Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108) Learning contracts (Gregory & Chapman, p. 162-165) Choice boards & Menus (Gregory & Chapman, p. 153-158; 163) Compacting (Gregory & Chapman, p. 77-81) Interest groups; flexible grouping (Gregory & Chapman, p. 84-90) Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p.
120-123)
(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
Evelyn Blalock 13
2. Process Example Teach to assure that ALL students can
answer the essential question (s)Has the skills & knowledge needed for
productsUsing a Variety of teaching methodsTo meet the needs of diverse students
Varying ability levels and academic performance levels
Variety of student strengths, learning styles, and interests
Evelyn Blalock 14
Product Product: How the student shows what he or she has
learned. differentiated by addressing different learning styles providing choice in variety different levels of complexity of products
Performance tasks Examples (Gregory & Chapman, p. 119) Oral presentation Math Log or journal Draw a picture Record findings Play Who Wants to be a Millionaire or Jeopardy Design a brochure for the process Color code a sequence Write a song Make a bar graph and interpret the data Learning Contract (Gregory & Chapman, p. 162-165)(Gregory & Chapman, 2007 Differentiated Strategies: One
Size Doesn’t Fit All)
Evelyn Blalock 15
3. Product Example Choice Board Strategy Multiple Intelligence Choice board (See
Gregory & Chapman, 2007, p. 33-43, 158) Leveled/ Tiered /ScaffoldedChoiceVaried learning styles Includes assessment plan
Evelyn Blalock 16
Differentiated Learning Strategies
Acceleration Curriculum
Compacting Flexible Grouping Literature Circles Mentoring Contracting Independent
Study Telescoping Inquiry Based
Learning
Post-holing Learning Centers Tiered Instruction Tic-Tac-Toe Choices Differentiated
Assessment Brain Compatible
Learning Collaborative
Learning Project Based Learning Creative Problem
Solving
Evelyn Blalock 17
The Differentiated Instruction Umbrella
Differentiation
Strategy One Strategy Two Strategy Three
www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies
http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math
Evelyn Blalock 18
Designing Multi-level lessons Identify underlying concepts (Essential
Content, Skills, Questions) ALL students will learn
Use a graphing calculator to solve quadratic equations Graph a quadratic equation
MOST students will learn Solve polynomial, exponential, and logarithmic equations
analytically and graphically
SOME students will learn High Achievement: An abstract understanding of the
parameters of a given quadratic equation Beginning skills:
Evelyn Blalock 19
Tiered TasksAll Students Same Content Objectives
/Essential Questions ALL students working on
grade level GPS Differentiation makes grade
level content accessible Start with concrete, build to
abstract Same amount of time Each student challenged to
do her/his best Benjamin, A. (2008). Differentiated
Instruction using technology
Tiered Differences Level of AbstractionAbstraction
Level of ComplexityComplexity (more steps, more connections to related subjects)
Level of LearningLearning (Bloom’s Taxonomy)
Level of SupportSupport (scaffolding)
Level of DepthDepth (more or less details)
Level of ReadinessReadiness (2 or more)
Evelyn Blalock 20
Tiers adjusted by: Bloom’s Taxonomy: a
hierarchy of levels of learning (see handout)
1. Knowledge & Comprehension
2. Application & Analysis
3. Synthesis & Evaluation
Abstract Concrete Concrete: everyone has the
same image Abstract: everyone does not
have the same image Must teach concrete 1st then
abstract, then how to transition between the two
Transition is extremely difficult for many students. They can memorize, perform
steps on multiple problems, but can’t apply to a word problem.
Teach students to visualize math & how to move to the symbolic
Benjamin, A. (2008). Differentiated Instruction using technology
Evelyn Blalock 21
Adjusted by Abstraction Example
AbstractThe Simplex method
for finding pivot columns pivot rows pivot reductions the feasibility region
Concrete 3-D Model of a shed with
a plane but sloping roof
Real World Problem
To build a shed that will remain intact in a rainstorm or hurricane.
de Bruyn, Y. (2003). Where is the highest point on the roof of a shed.
Evelyn Blalock 22
High Interest Activities Applying the abstract
Real-world connections
Allow students to practice
ExampleBuilding a shed (Simplex method for feasibility
region)Putting carpet in the den (Area)NASA Satellite Activity (Quadratic Equations)
Evelyn Blalock 23
Think-Pair-Share
Think of at least 3 ways you currently differentiate; Think of at least 1 way you Tier content Content
Process
Product
Pair Share with Group
Evelyn Blalock 24
The Differentiated Instruction Umbrella
Differentiation
Strategy One Strategy Two Strategy Three
www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies
http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math
Evelyn Blalock 25
Choice Board Strategy, p. 215 (Content + Process + Product)
Organizers for curriculum Variety of activities (types of product) Variety of interests & learning styles (ways to
process) Addressing different topics by interest (content) Use for choices within a unit; choices within class
routine
Choose activities & products to learn skill or content
Choose more than one project/product Flexible Grouping: working alone, pair, small &
whole group
Evelyn Blalock 26
Entrée (Select One)•Purpose: These tasks or projects are designed for students to apply, evaluation, analyze, and synthesize the content as a culminating activity•At least 2 big tasks or projects
Guide to Creating a MenuAppetizer (Everyone Shares)•Purpose: To increase understanding or practice an important skill at the “ALL students will learn” level.
Side Dishes (Select at Least Two) •Purpose: These tasks or projects are designed to explore some of the interesting side topics using the content or to practice skills, make connections, think creatively, solve real world problems•At least 3 medium-sized tasks or projects
Dessert (Optional)•Purpose: (1) student must use higher level thinking skills to produce a product that uses the content at a high achievement level, (2) a task at the “ALL students will learn” level so every student has the opportunity to earn extra credit
Evelyn Blalock 27
Entrée (Select One)•Pose a research question that can be answered at school, collect data, then analyze and interpret the data. You must collect at least 30 data points.•With a partner, research the effect zip code and ethnicity (discrete variables) has on SAT score (continuous variable) distributions and write a 5 paragraph essay; What could be the causes for this?
Diner Menu – What is the probability that you and your classmates will pass the SAT?
Appetizer (Everyone Shares)•Use a graphic organizer to show the differences in interpretation of probability histograms for discrete and continuous variables.
Side Dishes (Select at Least Two) •Estimate the SAT scores of students in all zip codes around the school. Justify your answer.•With a partner, create and perform a skit from the point of view of a student whose SAT score falls 2 points below the cut off. Describe what the cut off point is.•Make predictions by interpreting probability histograms.Dessert (Optional)•Create a test to assess the teacher’s knowledge of experimental studies.
Evelyn Blalock 28
Activity: Create a Menu
Choose an Objective from Math III Interest Groups (Unit 1,2,3,4,5,6)
Create a Choice Board Menu for studentsChoice, someSupports a variety of learning styles,
strengths, and preferences of the Teachers in this group
Addresses the needs of learners at a variety of readiness levels, including students with disabilities
Evelyn Blalock 29
Flexible Grouping Purpose:
To increase learning (Piaget, Vygotsky, & Research-based Best Practice)
To facilitate students with disabilities belonging and being accepted as equal members of the class community
Flexible, Heterogeneous Grouping (TAPS) Total group: Everyone should know Working Alone: problem-solve in their own way Partner (Pairs): generate more ideas, show each
other the solutions Cooperative/Small group: groups ideas &
talents to accelerate learning
Evelyn Blalock 30
Assigning Students to GroupsHeterogeneously Random
Playing cards Pull a string
Mixed by ability or learning style By academic performance
The Wheel: Above grade level, at grade level, below grade level (Gregory & Chapman, p. 88)
By Learning style or multiple intelligence By Math Learning Style
Change groups periodically, i.e. within one class period, once a month
Homogenously Interests Readiness Knowledge about a topic
Evelyn Blalock 31
WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW.
Vygotsky, 1965
Evelyn Blalock 32
Managing Groups using Task Cards
VIDEO- Flexible Grouping & Tiered Instruction
Flexible Grouping Video: Quick Fire Challenge in History class Heterogeneous by mixing learning styles Use of roles
Flexible grouping Readiness levels & interests (Mid: Respectful
Tasks intro & Foreign Language class example)
Tiered by readiness
Evelyn Blalock 33
Think-Pair-Share Individually – Think
How do you currently use flexible grouping in your classroom?
What improvements or changes would you make as you continue to support flexible grouping in your classroom?
Pair to discuss and share uses and improvements of flexible grouping
Share strategies with group at your table Write a list of uses for flexible grouping in Math III
classrooms Add Flexible Grouping to your Menu or Tiered unit Add list to your Exit Ticket
Evelyn Blalock 34
Exit Ticket
Examples of Differentiating ContentProcessProduct
Post Menus to NingGroups can post bursts of genius that may
come in the middle of the night.