DifferentiationDenise Huddlestun, Metro RESA(The sources of many of the slides are the GaDOE training powerpoint presentations on Differentiation.)

Differentiation

How have you differentiated instruction in

your classroom?

Essential Questions

What is differentiation?

Why, what, and how do I differentiate?

“Come to the edge,” he said.“It is too high,” they said.“Come to the edge,” he said.THEY DID.And he pushed them,And they flew.

Christopher Logue (on Apollinaire)

Differentiation Articlesfrom SDE.com (…also linked on my wiki)

Everyone reads an article individually. Each person highlights 3 significant ideas from their

article to discuss. Sitting in triads, one person reads one quote from the

article he/she highlighted.  The other 2 people each have 1 minute to respond to the quote. 

The person who began has the FINAL WORD (1 minute) to respond to what has been said by members of the triad. 

The process begins again with another person sharing an idea from the article and other people responding.

Discuss and chart the most important information from the article.

DifferentiationWhat is Differentiation?

Why we should differentiate…

What should be differentiated…

How it should be differentiated

Gallery Walk of Important Points Read the important points from the

articles as posted on the chart paper.

Identify similarities in the important points from each of the articles.

Researcher Theodore Sizer says:

“… while it may be inconvenient that students differ, it is an irrefutable fact of life in the classroom.”

(Source of slide: Cornelius Watts, LF, GaDOE)

According to Grant Wiggins:

"Good planning leaves room for the unplannable. You do not know what you'll be doing on April 11, and you're a fool if you think so. If you do, then the curriculum is more important to you than your students."

(Grant Wiggins, "Designing and Using Student Reflections and Self-Assessment," ASCD Summer Conference on Differentiated Instruction and Understanding by Design, June 2005)

Essential Question #2

Why and how do I differentiate?

Essential Principles of Differentiation

1. Good Curriculum Comes First2. All Tasks Should Be Respectful of the

Learner3. When in Doubt, Teach Up4. Use Flexible Grouping5. Become an Assessment Junkie6. Grade for GrowthGADOE --Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Why Do We Differentiate?

+ access to learning

+ motivation to learn

+ efficiency of learning

--Tomlinson, The Differentiated ClassroomGaDOE

Access to Learning

Students cannot learn that which is inaccessible because they don’t understand.

--Tomlinson, The Differentiated ClassroomGaDOE

Pre-AssessmentWhy? To determine:

what students know about a topic before it is taught

skill level of students before instruction begins To make instructional decisions To help the teacher plan for

flexible grouping patterns based on which students are ready for different levels of instruction

Pre-Assessment Strategies teacher prepared pretest 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

understanding: every pupil response

drawing related to topic or content

standardized test information

reader response survey anticipation journals

Motivation to Learn

Students cannot learn when they are unmotivated by things far too difficult or things far too easy.

Students learn more enthusiastically when they are motivated by those things that connect to their interests.

--Tomlinson, The Differentiated ClassroomGaDOE

Differentiating an ActivityExamine the GPS for your

grade level that aligns with this activity

Discuss how the activity might be differentiated

(refer to the Tiered Lesson “equalizer” you received at the 1st session… it’s the next slide)

The Equalizer: tiering tasks

Concrete to abstractSimple to complexBasic to transformationalFewer facets to multi-facetsSmaller leaps to greater leapsMore structured to more openLess independence to greater independenceSlow to faster Tomlinson,1995

What Does Differentiated Instruction Look Like? GaDOE

Differentiated Instruction is... Differentiated Instruction is not...

1. Assessing students before a unit of instruction to determine what they already know

1. All students in the class completing the same work for a unit/chapter

2. Adjusting the core curriculum by content (below to above grade level), process (concrete to abstract), and product (simple to complex)

2. Limiting how and what is taught by teaching to the average student

3. Providing assignments tailored for students of different levels of achievement

3. Assigning more work at the same level to high achieving students

4. Having high expectations for ALL students 4. Focusing on student weaknesses and ignoring student strengths

5. Providing educational experiences which extend, replace, or supplement standard curriculum 5. Including activities that all students will be able to do

6. Structuring class assignments so they require high levels of critical thinking and allow for a range of responses

6. Giving the same kind of problems or questions and expecting more

7. Students participating in respectful work 7. Creating more work-extra credit, to do when done

8. Students and teachers collaborating in learning 8. Using higher standards when grading

9. Putting students in situations where they don't know the answer- often 9. Providing free-time challenge activities

10. Differing the pace of instruction 10.Using capable students as tutors

11. Providing a blend of whole class, group, and independent learning 11.Using individualized instruction

Josh has Down syndrome. He seems to learn best with hands-on activities or on the computer. His reading, writing, and math skills are below grade level.

Marie is a very quick learner. She likes to excel. Her reading and writing skills are above grade level.

Michael has a learning disability and has difficulty processing information. His reading, writing, and math skills are below grade level.

In a fifth grade class of 22 students, we have:

DifferentiationDifferentiation curriculum moves teachers

away from the “one size fits all” curriculum that really fits no one.” It encourages students to become more responsible for their own learning and to recognize and use their own strengths, thereby helping them become lifelong autonomous learners.

Coil, Carolyn. (2004) Standards-Based Activities and Assessments or the Differentiated Classroom. Pieces of Learning.

Essential Questions (…again)

What is differentiation?

Why and how do I differentiate?

Graphic Organizers

24

Graphic Organizers (GOs)A graphic organizer is a tool or process to build word knowledge by relating similarities of meaning to the definition of a word. This can relate to any subject—math, history, literature, etc.

25

Why are Graphic Organizers Important? GOs connect content in a meaningful way to

help students gain a clearer understanding of the material (Fountas & Pinnell, 2001, as cited in Baxendrall, 2003).

GOs help students maintain the information over time (Fountas & Pinnell, 2001, as cited in Baxendrall, 2003).

Do an organizational activity?

26

Graphic Organizers: Assist students in organizing and retaining

information when used consistently. Assist teachers by integrating into

instruction through creative approaches.

27

Graphic Organizers: Heighten student interest Should be coherent and consistently used Can be used with teacher- and student-

directed approaches

28

Coherent Graphic Organizers1. Provide clearly labeled branch and

sub branches.2. Have numbers, arrows, or lines to

show the connections or sequence of events.

3. Relate similarities.4. Define accurately.

29

How to Use Graphic Organizers in the Classroom

Teacher-Directed Approach

Student-Directed Approach

30

Teacher-Directed Approach1. Provide a partially incomplete GO for

students2. Have students read instructions or

information3. Fill out the GO with students4. Review the completed GO5. Assess students using an incomplete

copy of the GO

31

Student-Directed Approach Teacher uses a GO cover sheet with

prompts Example: Teacher provides a cover sheet

that includes page numbers and paragraph numbers to locate information needed to fill out GO

Teacher acts as a facilitator Students check their answers with a

teacher copy supplied on the overhead

32

Strategies to Teach Graphic Organizers Framing the lesson Previewing Modeling with a think aloud Guided practice Independent practice Check for understanding Peer mediated instruction Simplifying the content or structure of the GO

33

Types of Graphic Organizers Hierarchical diagramming

Sequence charts

Compare and contrast charts

34

A Simple Hierarchical Graphic Organizer

35

A Simple Hierarchical Graphic Organizer - example

Algebra

Calculus Trigonometry

Geometry

MATH

36

Another Hierarchical Graphic Organizer

Category

Subcategory Subcategory Subcategory

List examples of each type

37

Hierarchical Graphic Organizer – example

Algebra

Equations Inequalities

2x + 3

= 1510

y = 10

04x

= 10

x - 6

14 < 3x + 7

2x > y

6y ≠ 15

38

Category

What is it?Illustration/Example

What are some examples?

Properties/Attributes

What is it like?

Subcategory

Irregular set

Compare and Contrast

39

Positive Integers

Numbers

What is it?Illustration/Example

What are some examples?

Properties/Attributes

What is it like?Fractions

Compare and Contrast - example

Whole Numbers Negative Integers

Zero

-3, -8, -4000

6, 17, 25, 100

0

40

Venn Diagram

41

Venn Diagram - example

Prime Numbers

5

7 11 13

Even Numbers

4 6 8 10

Multiples of 3

9 15 21

32

6

42

Multiple Meanings

43

Multiple Meanings – example

TRI-ANGLES

Right Equiangular

Acute Obtuse

3 sides

3 angles

1 angle = 90°

3 sides

3 angles

3 angles < 90°

3 sides

3 angles

3 angles = 60°

3 sides

3 angles

1 angle > 90°

44

Series of Definitions

Word = Category + Attribute

= +

Definitions: ______________________________________________________________________________________

45

Series of Definitions – example

Word = Category + Attribute

= +

Definition: A four-sided figure with four equal sides and four right angles.

Square Quadrilateral 4 equal sides & 4 equal angles (90°)

46

Four-Square Graphic Organizer

1. Word: 2. Example:

3. Non-example:4. Definition

47

Four-Square Graphic Organizer – example

1. Word: semicircle 2. Example:

3. Non-example:4. Definition

A semicircle is half of a circle.

48

Matching Activity Divide into groups Match the problem sets with the

appropriate graphic organizer

49

Matching Activity1. Which graphic organizer would be most

suitable for showing these relationships? 2. Why did you choose this type?3. Are there alternative choices?

50

Problem Set 1Parallelogram RhombusSquare QuadrilateralPolygon KiteIrregular polygon TrapezoidIsosceles Trapezoid Rectangle

51

Problem Set 2

Counting Numbers: 1, 2, 3, 4, 5, 6, . . .Whole Numbers: 0, 1, 2, 3, 4, . . .Integers: . . . -3, -2, -1, 0, 1, 2, 3, 4. . .Rationals: 0, …1/10, …1/5, …1/4, ... 33, …1/2, …1Reals: all numbersIrrationals: π, non-repeating decimal

52

Problem Set 3Addition Multiplication a + b a times b a plus b a x b sum of a and b a(b)

ab

Subtraction Divisiona – b a/ba minus b a divided by ba less b b) a

53

Problem Set 4Use the following words to organize into categories and subcategories of Mathematics:NUMBERS, OPERATIONS, Postulates, RULE, Triangles, GEOMETRIC FIGURES, SYMBOLS, corollaries, squares, rational, prime, Integers, addition, hexagon, irrational, {1, 2, 3…}, multiplication, composite, m || n, whole, quadrilateral, subtraction, division.

58

Graphic Organizer Summary GOs are a valuable tool for assisting

students with LD in basic mathematical procedures and problem solving.

Teachers should: Consistently, coherently, and creatively

use GOs. Employ teacher-directed and student-

directed approaches. Address individual needs via curricular

adaptations.