Transcript Day 2 Afternoon Session

Differentiation Instruction
Strategies
Taking the Fear Away from Tiers!
Focus!
Seriously, though…
Differentiated Instruction focuses on
the learning objective;
the journey to get there may differ.
Focus on the Learning Goal
Assessment
ASSESSMENT CONTINUUM
PREASSESSMENT
Discovering
FORMATIVE/ONGOING SUMMATIVE/FINAL
ASSESSMENT
ASSESSMENT
Checking Up
Making Sure
Pre Assessment
• Yes, that’s considering formal test data
• But, there’s more!
– Classroom Observations
– Understanding of Your Students
Formative Assessment
• Formative assessment is generally
carried out throughout a course or
project.
Formative Assessment
• used to aid learning
• not to grade what was learned
Formative Assessment
• providing feedback on a student's
work…
and would not necessarily be used for
grading purposes!
Summative Assessment
• generally carried out at the end of a
course or project.
• typically used to assign students a
course grade.
TheseAuthentic
tools may
be used for:
Assessments:
1. pre-assessment
Collecting
Evidence Over Time
2. formative assessment
Authentic assessments that work includes:
3. summative assessment
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portfolio assessments
observations
skill checklists
oral reports
written reports
demonstrations
quizzes/tests
dioramas
models
10. samples of work
11. taped responses
12. performances
(readings, musicals,
dramas, etc.)
13. drawings/graphs
14. exit cards
15. entrance cards
16. surveys
4-4
17. Concept maps/webs
26.list-sort-group
18. response journals
27. oral questioning
19. miscue analysis
28. oral reporting
20. running records
29. re-teaching others
21. individual skills
inventory
30. cloze activities
22. video/oral recordings.
31. writing samples
23. models/timelines/posters
32. interviews
24. demonstrations/skits/
plays/debates
33. traditional quizzes
25. oral readings
34. universal screening
Differentiation Instruction Strategies
Differentiation
Learning Styles
Interest
Readiness for the
Content
Don’t Worry; You Won’t Need This:
Sticky Note Activity
• This activity is a great way to differentiate
and get your wiggly students up and
moving!
• Everyone will get a post it on your back
with pre-assessment, formative
assessment, or summative assessment
written on it.
• Talk to your neighbors to get clues to
figure out which one you are!
What’s My Name?
• First, write a content word on a piece of
paper. For example: a vocabulary word, a
character, a symbol, etc. Then, tape one
content word or “name tag” on each
student’s back.
Continued…
• Have students walk around the room and
give their classmates clues or descriptions
as to what their name is.
Clock Buddies
• Tired of having a hard time grouping
students? Are your students picking the
same partner over and over? Here’s the
solution:
– Use the clock template to have students
find 4 to 12 partners to be used through
out the school year, change quarterly if
needed.
– When they need a partner, call out “find
your 12 o'clock buddy!” or “find your 6
o’clock buddy!”
When do you use Clock
Buddies?
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Think, pair, share
Question, answer partners
Test review
Lab partners
Gym activities that require two people
Partner reading
Can you think of more? Share!
Here’s an example of how you could have 12
clock buddies, one for each hour.
Here’s an example of clock buddies, using
only four partners.
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Anchor Activities:
• Ongoing assignments that students can
work on independently
•Meaningful; tied to curriculum
•Can allow the teacher to work with small
groups or individuals
Possible Anchor Activities:
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Writing journals
Creative writing prompts
Independent reading-content related reading
Reading games
Spelling practice
Centers
RAFT
Books on tape
Projects- small group or independent
Wordless picture group
Magazine or calendar picture
Example: Magazine Picture
What can do you do with that
picture?
• Math- find different shapes, colors, number of
items, organize/classify items
• Geography: Where is this office located? How
do you know?
• Creative thinking: Who works in this office?
Explain- what do they do? Are they male or
female? Etc.
• Reading- List all the words that start with a
certain letter. Find all the nouns. Give adjectives
to describe the office.
• Writing: Write a story about a day in the life of
the person who works here.
What is “CUBING”?
• Cubing is an instructional strategy
that asks students to consider a
concept from a variety of different
perspectives.
• The cubes are six-sided figures that
have a different activity on each side
of the cube.
• A student rolls the cube and does the
activity that comes up.
How is Cubing differentiated?
• Not all students receive the same
cube.
• You can differentiate cubes according
to readiness, learning profile, or
interest
How it works:
• Students can work alone, in pairs, or in small
groups with the appropriate cube.
• In pairs or small groups, each student takes a
turn rolling the cube and doing the activity that
comes up. Students have the choice to roll
again once if they don’t like the activity that
turns up.
• Students each roll the cube 2-4 times,
depending on the magnitude of the
assignments.
Using Cubing to Hone
Thinking Skills
• Cubing originally was created to have
students use a variety of thinking skills to
consider a single concept.
• When used this way, each side of the cube
has a different prompt
Cube Sides Suggestions…
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Describe it
Compare it
Associate it
Analyze it
Apply it
Connect it
Illustrate it
Change it
Solve it
Question it
Rearrange it
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Evaluate it
Relate it to something else
Contrast it
Investigate it
What is the significance of it?
Put it in historical perspective
What are the cause/effects
of it
• Cartoon it
• Tell the parts of it
• Argue for/against it
Reading Comprehension Cube
• On the Network folder there is a reading
comprehension cube.
• Use this cube for your higher level
students.
• Create a cube with more literal questions
or project assignments.
• Use the blank cube as needed!
Differentiation Cubing
• At your table each member takes a
turn rolling the cube/dice and doing the
activity that comes up.
• Members have the choice to roll the
cube/dice again once if they don’t like
the activity that turns up.
• Roll the cube 2-4 times.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.
Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the differences
between photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of photosynthesis.
SNOWBALL FIGHT
Purpose – Can adapt to your own purpose.
Plan: Students write something on paper relevant to
purpose set by teacher and crumple paper into
“snowball”.
Students in circle and throw “snowballs” and
retrieve one that is not their own.
Students open the “snowball” and respond in some
way to the content of the “snowball”.
*Remember to keep learning goal in mind!*
Snowball Review
• On your half sheet of paper write one
question to quiz your neighbors about
what we’ve learned about differentiation in
the last two in-services!
• Example- What is cubing?
• Make groups of 4-6 people
• Crumble! Toss! Choose one that’s not
yours! Answer!
Path to Differentiated Instructions
You’re probably wondering….
What do I have to do now?
• Create two differentiated activities that were
shared in this workshop (or a different
differentiated activity) and apply it to your
personal curriculum. Write a brief rationale of
why you chose the strategies that you did and
how you will incorporate it in your classroom or
district. (See Template)
• Present one of the activities tomorrow to your
table group
• If you have questions or concerns, PLEASE let a
member of the DI team know.