Differentiation Ties to OTES

Part Two

Big Rocks of DifferentiationDIFFERENTIATE THROUGH:

• Content – What we teach

• Process – How we teach it

• Product – How we have students show us what they learned

Via

• Readiness – Where is the learner’s knowledge on the continuum?

• Interest – What will create interest for the learner?

• Learning Style – How does the learner process information best?

Other Big Rock Concepts in Differentiation

•Flexible Grouping – various groups at different times because there are various entry points for learners depending on their readiness and the particular topic

•Choice – providing carefully selected choice produces motivation in learners (too much choice can be overwhelming)

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Random GroupingsPopsicle Sticks• Colored ones; students sit in color groups• Name on each. Draw for groups or partnerships

Playing Cards • All 4 suits; students sit with others of their number

Content Cards • Find the other half – i.e., term and definition• Four quotations on same theme

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Activity:Take a hypothetical, life-affirming mini-vacation.

Let’s pretend I have the power to send you home after this presentation and you have

NOTHING there that needs to be done as far as your normal chores or responsibilities. You are totally alone and can do whatever appeals to you concerning hobbies or interests. It’s 75

degrees outside. What would you do? Close your eyes for 1 minute and think about it.

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Call out some ideas:

With a group of people seated by you (8 – 10 per group), discuss how using knowledge of student interests or

learning styles might benefit learning in your classroom, or share a success story related to it. You will have 10 minutes.

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DIFFERENTIATION CHECKLIST Lesson uses a variety of strategies to make learning

accessible or challenging.(depth and breadth)

Lesson uses a variety of materials to make learning accessible or challenging.

(from manipulatives or technological accommodations to more abstract, complex ideas) Lesson uses appropriate pacing to make learning

accessible or challenging. Evidence is shown of independent, collaborative, and

whole-class instruction to support individual learning goals.

Evidence is shown of a variety of options to show how students will demonstrate mastery of content.

Evidence is provided to illustrate challenging and measurable goals aligned to Ohio’s learning standards.

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Obstacles in Leading a Differentiated Classroom

• Grouping students smoothly

• Helping groups work effectively

• Directions for multiple tasks

• Minimizing stray movements

• Starting or stopping a class or lesson

• Productive use of “ragged time”

• Promoting on-task behavior

• Needing to finish-up and move-on

• Re-arranging the furniture smoothly

• Curbing noise

• Keeping track of who is learning what

• Grading daily tasks

• Turning in work

• Keeping up with on-going papers

Many of these are class

management issues and they

speak to developing a positive and

smoother classroom “culture”.

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• Webb’s Depth of Knowledge

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Evidence of Differentiation Via Strategies

• Multiple Intelligences• “Jigsaw”

Activities• Taped Material• Anchor Activities• Varying

Organizers• Varied Texts• Varied

Supplemental Materials• Literature Circles

• Tiered Lessons• Tiered Centers• Tiered Products• Learning

Contracts• Small Group

Instruction• Group

Investigation Orbitals

• Independent Study

• 4-MAT• Varied Questioning• Strategies• Interest Centers• Interest Groups• Varied Homework• Compacting• Varied Journal

Prompts• Complex

Instruction

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Evidence of Differentiation Via Materials

• Materials for advanced learners are more than busy work – they accelerate conceptually or go into greater depth

• Materials provide pathways to accelerate student learning, where appropriate

• Materials to support struggling learners are more than busy work – they provide scaffolding for the grade-level curriculum, including auditory support materials and/or language-simplified or non-English versions

• Materials to support struggling learners are specific to the student’s particular stumbling blocks

• Materials provide for a variety of learning styles within whole class instruction and plans for how to use them

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Evidence of Differentiation Via PacingActual and Good Example:

Everyday Math (McGraw Hill/The Wright Group)

provides teachers

with a chart at the beginning of each unit

that shows companion lessons for the units

from the grade level before and the one

following.

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Let’s Take a Quick LookSeventh Grade Social Studies Textbook Example:

For several units, the option for advanced students is to create a short children’s book about the information presented in the text.

Is this an example of good differentiation?

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Let’s Take a Quick LookThis is unlikely to challenge an advanced learner, particularly since the vocabulary used in a children’s book is likely to be

simpler. It may appeal to some students learning style, but not others, and doesn’t increase an

advanced student’s knowledge or understanding.

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Let’s Take A Quick Look

A section on the history of trade in East Africa differentiates for advanced learners by asking students to divide into small groups, choose one event described in the section, and write a short skit depicting the event.

Is this good differentiation?

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Let’s Take A Quick Look

This activity could be suitable for any student in

the class and addresses learning style,

not advanced learning.

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Better Assignment: (Student Choice)Students adopt the roles of

representatives of different populations involved in the historical events (Christian missionaries, Arabs, slaves, Europeans, etc.) and hold a discussion comparing their points of view about the historical event. Students should prepare by doing additional research through teacher selected articles and/or internet sites.

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Materials for Struggling Learners

Good: Some textbook series provide CDs, DVDs, or online support that gives directions orally and/or translated into other languages – most frequently Spanish. Quality: A 5th grade unit on American History is supplemented by a variety of leveled readers (pub. by Scott Foresman) on topics such as the development of the U. S. Constitution and the role of women during the Civil War. (Leveled readers are parallel books written at varied levels of challenge.) Each booklet has two levels – one for on-grade level/advanced readers and one for students who need simplified language and writing tasks

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Instructional ProcessesProvides options for within-class learning groups – based upon readiness

Provides options for within-class learning groups – based upon learning style

Provides options for within-class learning groups – based upon interest

Provides work that is “respectful of all learners” – activities are interesting, engaging and challenging. It is not: MOTS (More Of The Same)

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DIFFERENTIATION CHECKLIST Evidence is provided of diagnostic, pre-assessments,

formative and summative assessments that measure a range of learner needs in lesson plans.

Evidence is provided to illustrate that a variety of learner needs along with strengths and weaknesses has been identified by an analysis of student and assessment data (the “entry points” for learning experiences).

Lesson can demonstrate connections made between prior learning and future learning.

Teacher can document how input was gathered from families or colleagues to understand students’ prior development and learning.

Teacher can document how connections were made from the lesson to real-world experiences, career options, or how other content areas were addressed.

Teacher can document how multiple pathways for learning were provided based upon student needs.

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DIFFERENTIATION CHECKLIST Evidence is provided to document the teacher’s

familiarity of students’ background knowledge & experiences.

Evidence is provided to document the teacher uses multiple procedures to obtain students’ background knowledge & experiences.

Teacher can accurately explain how the lesson fits within the structure of the discipline.

Evidence is provided to document the teacher has drawn upon an accurate analysis of students’ development, readiness for learning, preferred learning styles & backgrounds & prior experiences.

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DIFFERENTIATION CHECKLIST Evidence is provided that demonstrates an

analysis of student data was used to accurately connect the data to specific instructional strategies & plans.

Evidence is provided that shows the teacher planned for & can articulate specific strategies, content, & delivery that will meet the needs of individual students & groups of students.

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Novice Differentiation Practitioner Can plan for individual, small group & large

group experiences Understands & can plan for readiness groups –

making lessons minimally accessible for handicapped or developmentally disabled students & challenging for more advanced students

Understands & can plan for interest groups – using a minimal variety of strategies to address each group in either the process or product of the lesson

Understands & can plan for different learning styles of students – using a minimal variety of strategies to address each group in either the process or product

Allows students some freedom of choice in interacting with the lesson and/or evidence of mastery of the concept

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Skilled Differentiation Practitioner Can plan a lesson using appropriate level of pacing to meet the range of learner needs within the classroom

Can develop challenging and measurable goals aligned to Ohio’s learning standards and 21st century skill development

Can use flexible grouping strategies to provide appropriate interactions among students & accommodate learning needs/goals

Has a wider range of strategies & variety of materials to choose from to plan appropriate lessons for the wide range of learners within the classroom

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Skilled Differentiation Practitioner

Can select or develop challenging & appropriate diagnostic, formative & summative assessments that will measure the range of learner needs within the classroom

Teacher can show evidence of the development of a caring classroom in which student differences in ability, culture, language or interests are seen as assets, rather than hurdles.

Students are given more choice opportunities based upon sound data to direct the teacher’s decisions.

Classroom routines and transitions are clearly established, successfully implemented & students take ownership for their actions.

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Master Differentiation Practitioner Teacher can accurately explain how an accurate analysis of student data connects the data to differentiated goals, strategies & assessments used in the lesson.

Teacher can accurately explain how the differentiated goals, strategies, & assessments used in the lesson fits within the structure of the discipline.

Teacher can demonstrate & articulate a wide range of strategies, materials & assessments to meet all learner needs within the classroom.

Teacher can implement instructional supports on the spot as a student falters

Teacher can draw from a rich database of examples, metaphors & enrichments ideas to deliver tailored explanations of concepts in lessons.

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Differentiation: Meeting a Checklist or Making a Difference?

Differentiation can be demonstrated quickly and evidence provided fairly easily: grouping, manipulatives given, higher level thinking question given to advanced students, etc.

However, it requires knowledge, skill and careful planning if it is going to make a difference in student achievement, productivity and teacher success.

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Differentiated Instructional & Curriculum Adaptations

Organization of content presentation: Whole-to-part

sequencing of content, especially in mathematics and science

Arts-infused curriculum: Training in art history, aesthetics, and criticism of all art domains integrated within other curriculum areas

Intuitive expression: Practice to develop empathy and sensitivity to others through role playing and guided imagery

Social issues discussion: Integration of current events, social, political, and philosophical issues within curriculum areas

Self-concept development: Understanding of own strengths and talents

Literary “classics”: Foundations of literature to expand foundations of thinking

“World’s great ideas”: Foundations of philosophy, psychology, sociology, history, humanities to expand foundations of thinking

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Provisions That Develop Self-Direction and Independence

Discovery learning, inquiry learning: Active practice in finding problems, solutions, and answers for self

Independent study: Management of research without teacher

direction Self-instructional materials Programmed units of study through which

student progresses at own pace Flexible project deadlines: Negotiation of time

needed to complete project or task Flexible task requirements: Negotiating of time

needed to complete project or task

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Websites & Apps That Support Differentiation

• Bing/Babelfish • Brightstorm • Cast Science Writer • Convert Anything to Anything • DifferentionCentral • Digital History • Discovery Streaming • Free.ed.gov

• Gilder Lehrman Collection

• Project

• Gutenberg

• Kahn Academy • Kathy Schrock’s Guide for Educators • Kidsclick • Lexile.com • Library of Congress • Librivox • Museum Box • National Archives……and many more...• http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/di_websites_chart.pdf

•allencountyesc.org…”Our Services”….”Gifted”

• Universal Design for Learning – CAST

• http://www.pearltrees.com/u/932521-homepage-differentiation

• http://www.pearltrees.com/t/differentiated-instruction/id9151035

• http://www.pinterest.com/jennyannedavis/differentiated-instruction/

• http://www.techlearning.com/Default.aspx?tabid=67&entryid=6288

• http://www.tandl.leon.k12.fl.us/lang/Ellessonspage.html

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Quick, Fun Possibilities

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RAFTS ActivityRead the article then argue your view of popular sovereignty using one of the topics below. Include two to three supporting ideas.

ROLE AUDIENCE FORMAT TOPIC + STRONG VERB

Newly naturalized citizen

SenatorOuting or Concept Map

Represent me or I can vote you out of office.

16 year old Harvard Scholar

Congress Person Op Ed

Give me the vote. I have a constitutional right to be heard.

President, Senator, or Congress person

The People

Scripted Speech

I am powerful, so long as you let me.

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1 2 3 4 5 6

1 Write a text

message explaining your learning.

Create a link chain to match key words and

definitions.

Draw what you have learned today.

Tweet what you have learned using 140

characters.

Describe your learning in the form of a rap/song/poem.

Create a storyboard/comic strip based on your learning.

2 Use play doh to

illustrate the key words.

5-5-1: write 5 sentences based on

learning, then 5 words, then I word.

Write 5 quiz questions for

somebody to answer.

Create a menu of what you have learned today (starter, main, dessert).

Just a minute- talk about what you have learned for 1

minute.

Use Legos to illustrate what you have learned.

3

On a post-it note, write a sentence of

what you have learned and a

question for class.

Pick three key words you learned and

provide a dictionary definition for them.

Summarize your learning in

5 sentences on a mini whiteboard.

Peer assess somebody’s work using success

criteria.

Create a set of anagrams with clues based on key words

and descriptions.

Tell me 3 things that you have learned today.

4 Pick 5 key words

from the lesson and write a question

for them.

Use hexagons to link your learning from

today.

Write three exam questions based on your learning today.

Using post-it notes, create dominoes of

your learning.

Draw your brain and fill it with what you

have learned.

Write a Facebook status update of your learning.

5 Create a revision

tool, e.g. flash cards to summarize key words/definitions.

Taboo – write key words on post-its and

definitions of the back.

Using a paper plate, explain what you

have learned today.

3 stars and a wish: 3 things you

understood and 1 thing you need to improve

Link today’s learning to 3 other subjects.

Design a poster advertising you learning

from the lesson.

6 Use jigsaw

connections to link and summarize your learning.

Relate three things you have learned to

three sporting practical examples.

3-4-5: Tell 3 people 4 things that you have learned

today in 5 minutes.

Summarize your learning by

drawing/writing on a tablet paper.

Create a paper plane and summarize

learning on each part of the plane.

Create a mind map to review your learning.

Choice Grid for Differentiated Assessment

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Example Tic-Tac-Toe Board for Reviewing a Math Unit

Write clear direction for

performing the math computation

skills from this unit

Solve two of the five challenge

problems

Create a math rap or rhyme that will

help someone: remember a

concept from this unit

Create three word problems from

information learned in this

unit

Student Choice Activity

(with teacher approval)

Define the unit’s vocabulary words with sketches or

drawings

Complete the review problems in the text book

Develop a game using skills

learned in this unit

Identify four ways the concepts in

this unit are used in the real world.

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DIFFERENTIATION GROWTH GOALS:

1 Unit: Collaboratively developed with your peers using a comprehensive approach to differentiating

2 Lessons: Collaboratively reviewed by your peers that you plan on using for your evaluation

5-7 Lessons: Independently targeted to differentiation areas to address your professional growth

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With an elbow partner, take 5 minutes to share

one idea you plan on using that you’ve never used before to “move”

you along the differentiation continuum.

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So HOW do we do this?

Just move one step at a time…or…

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