Transcript Differentiating Instruction: The Journey

®
Onsite Professional Development
Nanci Smith, [email protected]
Judy Rex, [email protected]
Differentiated Instruction
The Journey to Best Practice
February 14 -15, 2008
------------------------------------------------------------------North Carolina Department of Instruction
Raleigh, North Carolina
Good Morning! Please find a seat and then do the
following anchor activities:
 Read and complete “Rate Your Knowledge”
on page 1 of your packet.
 Now think about the various students you
have had in your classroom.
 Read the directions and then complete the
next page.
RATE YOUR KNOWLEDGE
Use the following descriptions to rate your understanding of the terms
below:
1.
I don’t know how this term relates to differentiation.
2.
I know something about how this relates to differentiation, but don’t
know how to implement it or to assess it on my own.
3.
I understand the meaning of the term as it relates to differentiation
and can use it to coach and supervise on my own.
*****************
Learning Profile ____________
Differentiated Content_________
Flexible Grouping __________
Differentiated Process__________
Tiered Lessons ______________
Differentiated Product__________
RAFT (strategy) ____________
Respectful Tasks____________
Quality Curriculum Design____________
Shared Management________________
Adapted from Teaching Reading in Mathematics, Barton & Jordan, McRel, 2001
DOUBLE ENTRY JOURNAL
(Basic)
CONTENT
Note Taking
RESPONSE
Sense Making
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Key phrases
Important words
Main ideas
Puzzling passages
Summaries
Powerful passages
Key parts
Etc.
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How to use ideas
Why an idea is important
Questions
Meaning of key words,
passages
Predictions
Reactions
Comments on style
Etc.
DOUBLE ENTRY JOURNAL
(Advanced)
CONTENT
RESPONSE
Key passages
Key vocabulary
Organizing
concepts
Key principles
Key patterns
Why ideas are
important
Author’s
development of
elements
How parts and
whole relate
Assumptions of
author
Key questions
ANOTHER VOICE
Teacher
Author
Expert in field
Character
Satirist
Political cartoonist
Etc.
MAX
My
Appointment Clock
Round the Clock Learning Buddies
Make an appointment with 12 different people – one for
each hour on the clock. Be sure you both record the
appointment on your clocks. Only make the appointment if
there is an open slot at that hour on both of your clocks.
Tape this paper inside a notebook, or to
something that you will
bring to class each day.
Differentiated
Instruction
Defined
“Differentiated instruction is a teaching
philosophy based on the premise that
teachers should adapt instruction to
student differences. Rather than marching
students through the curriculum lockstep,
teachers should modify their instruction to
meet students’ varying readiness levels,
learning preferences, and interests.
Therefore, the teacher proactively plans a
variety of ways to ‘get at’ and express
learning.”
Carol Ann Tomlinson
Teachers need to match the curriculum to the learner
and assess progress….
Teachers need to match the curriculum to the learner and assess
progress. This responsibility is consistent with the first core
proposition of the National Board for Professional Teaching Standards
(1999) that states:
“Teachers recognize individual differences in their students and adjust
their practice accordingly.” Failure to do so results in inappropriate
instruction and evaluation for those who lack prerequisite skills, as
well as for those who clearly are beyond the grade level standards and
need expanded opportunities to develop. Therefore, grading becomes
not merely a calculation exercise but rather, a reflection of the
teachers’ clinical judgment for what is appropriate for each student.
Ring & Reetz * Middle School Journal * Nov. 2002 * p. 12
Current Research from Middle and
High School Studies
• In a 5-year study of five middle schools, students achieved
at a higher level when teachers differentiated instruction.
The effects were compared with classrooms where
teachers had not had any training in differentiating and
were using “same size fits all” instruction. (C. Brighton, et
al., 2002)
• A 3-year study of test results from students in a high school
where teachers are applying principles of differentiation
show positive achievement gains (Strickland & Tomlinson,
In Preparation).
Differentiating for Tweens
Rick Wormelli, Educational Leadership, April 2006
Teaching for tweens requires special skills - - and the
willingness to do whatever it takes to ensure student
success.
• Teach to developmental needs
• Treat academic struggle as strength
• Provide multiple pathways to the standards
• Give formative feedback
• Dare to be unconventional
Teachers who differentiate instruction simply do what’s fair
and developmentally appropriate for students when the
“regular” instruction doesn’t meet their needs.
Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Respectful tasks
Flexible grouping
Continual assessment
Teachers Can Differentiate Through:
Content
Environment
Product
Process
According to Students’
Readiness
Interest
Learning Profile
Through a range of strategies such as:
Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS
Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning
Centers
What’s the point of differentiating
in these different ways?
Readiness
Interest
Learning
Profile
Growth
Motivation
Efficiency
What Differentiated Instruction…
IS
•
•
•
•
•
Differentiated instruction is
more QUALITATIVE than
quantitative.
Differentiated instruction
provides MULTIPLE approaches
to content, process, and
product.
Differentiated instruction is
STUDENT CENTERED.
Differentiated instruction is a
BLEND of whole class, group,
and individual instruction.
Differentiated instruction is
"ORGANIC".
IS NOT
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Individual instruction
Chaotic
Just another way to provide
homogenous instruction (You DO
use flexible grouping instead)
Just modifying grading systems
and reducing work loads
More work for the "good" students
and less and different for the
"poor" students
The success of education
depends on adapting
teaching to individual
differences among learners.
Yuezheng, in fourth century B.C. Chinese treatise,
Xue Ji
(Snow, 1982)
Differentiation begins with the
teacher’s mindset that students
of any age need active
involvement with and support
from adults who care, to help
them construct a worthy life.
Carol Tomlinson, 2005
I know it’s been a long time since you heard from me. I wanted to
let you know what I am doing now and that I think of you often,
even though I have not been a particularly faithful correspondent.
When you last saw me, you must have had some doubt about what I
might do with my life. The interesting thing, though, is that if you
did have doubts, you never let me know about them. You treated
me as though I had all the possibilities in the world in my hands.
The fact that I could not pass a vocabulary test seemed incidental
to you. What mattered was what I could do.
I didn’t get that at the time. I was too exhausted from years of
lugging around my disabilities.
You need to know that I will be receiving a Masters Degree in just
a few days. My mom asked who I wanted to know about that from
back home. You need to know. Your belief in me when I had no
belief in myself opened the door that led here. . .
R.G.
.
Kathleen - Age 14
Push me! See how far I go!
Work me ‘till I drop - Then pick me up.
Open a door,
And make me run to it before it closes.
Teach me so that I might learn,
Then show me the Tunnel of Experience,
And let me walk through it alone.
Then, when near the end, I look back,
And see another in the tunnel.
I shall smile!
Affirmation
Contribution
Important
Focused
Curriculum and
Engaging
Instruction are
Demanding
the Vehicle
Scaffolded
The
Student
Seeks
The
Teacher
Responds
Power
Purpose
Challenge
Invitation
Opportunity
Investment
Persistence
Reflection
Carol Tomlinson, 2002
• I’d like to be able to say that our job
is just to get the kids to learn new
things, think better, and be “smarter”.
• But the bigger picture, learning is
about what we call “the three R’s”- relationships, relevance, and rigor.
• You cannot have a relationship with
or make things relevant for or expect
rigor from a kid you don’t know.
The BIG Picture by Dennis Littkky, ASCD, p. 39
HIGH QUALITY TEACHING
WHO WE
TEACH
WHERE WE
TEACH
HOW WE
TEACH
WHAT WE
TEACH
IT’S ABOUT HAVING ALL
THE PARTS IN PLACE…
Key Principles of a
Differentiated Classroom
• Flexibility is the hallmark of a
differentiated classroom.
Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
3 CRITICAL ELEMENTS
in a DI Classroom
1)Time
2)Materials
3)Grouping
1)Time
Negotiated deadlines
Anchor Activities
Orbitals
Independent Studies
Checklists/Agendas
A “Typical” Day in a D.I. Class
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predictable, not rigid, schedule
blocks of time for units of study
procedures defined and in place
students assuming responsibility
Varied grouping with different activities
voice and choice for students
daily/weekly goal setting and reflection
regular community gatherings
(for fun and problem solving)
Anchor Activities
A task to which a student automatically moves
when an assigned task is finished,
TRAITS OF EFFECTIVE ANCHOR ACTIVITIES:
Important—related to key knowledge, understanding,
and skill,
Interesting—appeals to student curiosity, interest,
learning preference,
Allow Choice—students can select from a range of
options
Clear Routines and Expectations—students know
what they are to do, how to do it, how to
keep records, etc.
Seldom Graded—teachers should examine the work
as they move around the room. Students may
turn in work for feedback. Students may get
a grade for working effectively, but seldom for
the work itself. The motivation is interest
and/or improved achievement.
Anchor Activities
What Do I Do If I Finish Early?
• Read – comics, letters,
books, encyclopedia,
poetry, etc.
• Write – a letter, poetry in
your Writer’s Notebook, a
story, a comic, etc.
• Practice your cursive or
calligraphy
• Keyboarding
• Help someone else
• Create math story
problems or puzzles
• Work on independent
study of your choice
• Play a math or language
game
• Find out how to say your
spelling words in another
language
• Practice ACT / SAT cards
• Solve a challenge puzzle
with write it up
• Practice anything!
• Get a jump on homework
• Use your imagination and
creativity to challenge
yourself!
Beginning Anchor Activities…
•Teach one key anchor activity to the whole class very carefully.
Later, it can serve as a point of departure for other anchors.
•Explain the rationale.
Let students know you intend the activities to be helpful
and/or interesting to them.
Help them understand why it’s important for them to work
productively.
•Make sure directions are clear and accessible, materials readily
available, and working conditions support success.
•Think about starting with one or two anchor options and expanding the
options as students become proficient with the first ones.
•Monitor student effectiveness with anchors and analyze the way they
are working with your students.
•Encourage your students to propose anchor options.
•Remember that anchor activities need to stem from and be part of
building a positive community of learners.
Writing Bingo
Try for one or more BINGOs this month. Remember, you must have a
real reason for the writing experience! If you mail or email your product,
get me to read it first and initial your box! Be sure to use your writing goals
and our class rubric to guide your work.
Recipe
Thank you
note
Letter to the
editor
Directions to
one place to
another
Rules for a
game
Invitation
Email request
for
information
Letter to a pen
pal, friend, or
relative
Skit or scene
Interview
Newspaper
article
Short story
FREE
Your choice
Grocery or
shopping list
Schedule for
your work
Advertisement Cartoon strip
Poem
Instructions
Greeting card
Letter to your
teacher
Journal for a
week
Design for a
web page
Book Think
Aloud
Proposal to
improve
something
(1 of 4)
Activity Description Sheet
Periodically during Technology Education class, you and your classmates will find
yourself completing projects at different rates. This staggered work time is understandable and expected in Tech Ed, because the design process does not have a
specific time schedule; each person or group using the problem solving process will
encounter different roadblocks and take different steps to get around them. It’s all
part of the experience.
It is NOT acceptable, however for you to “do nothing” if you finish your project
before other students. There is much to learn in technology education; therefore,
the following activities will allow you to extend your knowledge and expertise
through an avenue of your choosing.
If you complete a technology project before the deadline, you are expected to
automatically move to one of the following activities. YOU MUST COMPLETE
AND SUBMIT AT LEAST ONE OF THE FOLLOWING ANCHOR ACTIVITIES
BEFORE THE END OF THIS COURSE, although you may complete more -- or
several interpretations of the same activity -- if you wish.
(2 of 4)
Anchor Activity Options
1. Sketch and/or write about your idea for a NEW technological invention. It can
be realistic or “sky’s the limit” dreamy. Either way, you need to include the
following information:
The invention’s purpose - the need or want it addresses
The target audience
How it will help the lives of its users
Any negative effects it would have on people, the environment,
other businesses, etc.
2. Research the occupation of your choice to determine how it uses technology
and/or the problem solving process. Use the internet, and interview, the library
“Careers” collection, etc. to conduct your research. You may sketch and/or write
up your findings. Either way, you should include the following information
The occupation’s purpose and general description
How it uses technology and/or the problem-solving process
How it impacts the lives of others
Any negative effects it has on people, the environment, other businesses, etc.
(3 of 4)
Anchor Activity Options
3. Sketch and/or write about how you have seen technology and/or the problem
solving process at work in your world (for example, in the lives of your family
and friends, in the news, in television shows or movies, or in your other classes).
Whichever setting you choose to discuss, be sure you include the following:
 The purpose of the technology or problem solving process
 A description of the technology or problem solving process
 How it impacts the lives of its users
 Any negative effects it may have on people, the environment, other
businesses, etc.
4. Look through the books and magazines on the Technology Education
reference shelves and find your favorite example of technology (this may
be from the past or the present). Describe this find through sketching and/or
writing about it. Be sure to also include the following information.
 The invention’s purpose - the need or want it addresses
 The target audience
 How it will help the lives of its users
 Any negative effects it may have on people, the environment, other
businesses, etc.
(4 of 4)
Activity Description Sheet
Please use the computers to type up your findings. All anchor activity
products should meet the following criteria:
 Include all required information
 Show evidence of thought and exploration
 Be of professional quality (neat, attractive, and error-free)
NOTE: While you are only required to complete one activity, you
are required to be working on one WHENEVER you complete a
project early. Those students who regularly complete projects early
may be required to turn in additional anchor activities.
Kristina Doubet - UVA - 2003
2) Materials
variety
choice - interest/learning profile
scaffolding
compacting
homework
Think of DIFFERENTIATION
as the lens you look through
when using any materials,
programs or instructional
strategies. If you select high
quality curriculum and
materials, then it isn’t so much
WHAT you use as it is HOW
you use it to meet the varying
readiness, interests and
learning profiles of your
students.
For example…
Providing support
needed for a student
to succeed in work
slightly beyond his/her
comfort zone.
•Directions that give more structure – or less
•Tape recorders to help with reading or writing beyond the student’s grasp
•Icons to help interpret print
•Reteaching / extending teaching
•Modeling
•Clear criteria for success
•Reading buddies (with appropriate directions)
•Double entry journals with appropriate challenge
•Teaching through multiple modes
•Use of manipulatives when needed
•Gearing reading materials to student reading level
•Use of study guides
•Use of organizers
•New American Lecture
Tomlinson, 2000
Compacting
1.
2.
3.
4.
5.
Identify the learning objectives or standards ALL students must
learn.
Offer a pretest opportunity OR plan an alternate path through
the content for those students who can learn the required
material in less time than their age peers.
Plan and offer meaningful curriculum extensions for kids who
qualify.
**Depth and Complexity
American Wars instead of Civil War
Beverly Cleary books instead of Ramona
Differing perspectives, ideas across time
**Orbitals and Independent studies.
Eliminate all drill, practice, review, or preparation for students
who have already mastered such things.
Keep accurate records of students’ compacting activities:
document mastery.
Strategy: Compacting
3) Grouping
think/pair/share
jigsaw
clock partners
tiered readiness groups
learning profile/interest
Flexible Grouping
Should be purposeful:
 may be based on student interest, learning profile and/or readiness
 may be based on needs observed during learning times
 geared to accomplish curricular goals (K – U – D)
Implementation:
 purposefully plan using information collected – interest surveys,
learning profile inventories, exit cards, quick writes, observations
 list groups on an overhead or place in folders or mailboxes
 “on the fly” as invitational groups
Cautions:
 avoid turning groups into tracking situations
 provide opportunities for students to work within a variety of groups
 practice moving into group situations and assuming roles within the
group
Judy Rex, 2003
Pre-Assigned “Standing” Groups
Text Teams
Similar Readiness
Reading Pairs
Synthesis Squads
Sets of 4 with visual,
performance, writing,
metaphorical (etc.)
preferences
Teacher Talkers
Groups of 5-7 with
similar learning needs
with whom the teacher
will meet to extend and
support growth
Think Tanks
Mixed Readiness
Writing Generator
Groups of 4 or 5
Dip Sticks
Groups of six with varied
profiles used by teacher to
do “dip stick”, crosssection checks of progress,
understanding
Peer Partners
Student selected
Groups 3 or 4
Assigning Groups
• Clothes pins with student’s names to
assign them to a particular task
• Color code children to certain
groups (a transparency with students
names in color works well)
• Table tents with numbers correlated
to group lists on the overhead
• Cubing allows you to assign groups
by interest or readiness level
Transitions
• Directions for transitions need to
be given with clarity and
urgency.
– Time limit for transition
– Address the acceptable noise level
– Rehearsal
If you want to build a ship,
don’t drum up people to
collect wood
and assign them tasks,
but rather teach them
to long for
the immensity
of the sea.
Antoine de Saint-Expuery
-CHOICE-
The Great Motivator!
• Requires children to be aware of their own readiness, interests, and
learning profiles.
• Students have choices provided by the teacher. (YOU are still in
charge of crafting challenging opportunities for all kiddos – NO
taking the easy way out!)
• Use choice across the curriculum: writing topics, content writing
prompts, self-selected reading, contract menus, math problems,
spelling words, product and assessment options, seating, group
arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
How Do You Like to Learn?
1. I study best when it is quiet.
2. I am able to ignore the noise of
other people talking while I am working.
3. I like to work at a table or desk.
4. I like to work on the floor.
5. I work hard by myself.
6. I work hard for my parents or teacher.
7. I will work on an assignment until it is completed, no
matter what.
8. Sometimes I get frustrated with my work
and do not finish it.
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it.
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it.
11. I like to work by myself.
12. I like to work in pairs or in groups.
13. I like to have unlimited amount of time to work on
an assignment.
14. I like to have a certain amount of time to work on
an assignment.
15. I like to learn by moving and doing.
16. I like to learn while sitting at my desk.
Yes No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
What Lights You Up?
Below is a list of topics. To help us determine your interests, circle the five that interest you the most. Then, prioritize
your five topics on the spaces below. Place the one which interests you most on space #1, and so forth through your
fifth selection. Make sure to put your name on the space provided.
Advertising
Animals
Archeology
Architecture
Arts/Artists
Astronomy
Authors
Biology
Black History
Careers
Cartooning
Castles/Knights
Civil War
Chemistry
Communication
Computer Programming
Conservation
Cowboys
Crime/Law
Dreams
Death
Ecology
Economics
Energy
Elections/Voting
Etymology
Experiments
Explorers
Legends/Myths
Famous People
Forestry
Fossils
Future Studies
Gender Issues
Genealogy
Genetics
Geology/Rocks/Minerals
Geography/Mapping
Hobbies
Ice Age
Indians
Inventions
Kites/Hot Air Balloon
Local History
Magic
Medicine
Music
Nutrition
Oceanography
Opera
Phobias
Photography
Pirates
Plays/Acting
Poetry
Pollution
Presidents
Robots
Rocketry
Senior Citizens
Sign Language
Stock Market
Transportation
Puppetry/Mime
Weather
Name:________________________________ Selection #1_____________________________
Selection #2___________________________ Selection #3_____________________________
Selection #4___________________________ Selection #5_____________________________
Created by Jeanne Purcell
My Way
An expression Style Inventory
K.E. Kettle J.S. Renzull, M.G. Rizza
University of Connecticut
Products provide students and professionals with a way to express what they
have learned to an audience. This survey will help determine the kinds of
products YOU are interested in creating.
My Name is: ____________________________________________________
Instructions:
Read each statement and circle the number that shows to what extent YOU are
interested in creating that type of product. (Do not worry if you are unsure of how
to make the product).
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
1. Writing Stories
1
2
3
4
5
2. Discussing what I
have learned
1
2
3
4
5
3. Painting a picture
1
2
3
4
5
4. Designing a
computer software
project
1
2
3
4
5
5. Filming & editing a
video
1
2
3
4
5
6. Creating a company
1
2
3
4
5
7. Helping in the
community
1
2
3
4
5
8. Acting in a play
1
2
3
4
5
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
9. Building an
invention
1
2
3
4
5
10. Playing musical
instrument
1
2
3
4
5
11. Writing for a
newspaper
1
2
3
4
5
12. Discussing ideas
1
2
3
4
5
13. Drawing pictures
for a book
1
2
3
4
5
14. Designing an
interactive computer
project
1
2
3
4
5
15. Filming & editing
a television show
1
2
3
4
5
16. Operating a
business
1
2
3
4
5
17. Working to help
others
1
2
3
4
5
18. Acting out an
event
1
2
3
4
5
19. Building a project
1
2
3
4
5
20. Playing in a band
1
2
3
4
5
21. Writing for a
magazine
1
2
3
4
5
22. Talking about my
project
1
2
3
4
5
23. Making a clay
sculpture of a
character
1
2
3
4
5
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
24. Designing
information for the
computer internet
1
2
3
4
5
25. Filming & editing
a movie
1
2
3
4
5
26. Marketing a
product
1
2
3
4
5
27. Helping others by
supporting a social
cause
1
2
3
4
5
28. Acting out a story
1
2
3
4
5
29. Repairing a
machine
1
2
3
4
5
30. Composing music
1
2
3
4
5
31. Writing an essay
1
2
3
4
5
32. Discussing my
research
1
2
3
4
5
33. Painting a mural
1
2
3
4
5
34. Designing a
computer
1
2
3
4
5
35. Recording &
editing a radio show
1
2
3
4
5
36. Marketing an idea
1
2
3
4
5
37. Helping others by
fundraising
1
2
3
4
5
38. Performing a skit
1
2
3
4
5
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
39. Constructing a
working model.
1
2
3
4
5
40. Performing music
1
2
3
4
5
41. Writing a report
1
2
3
4
5
42. Talking about my
experiences
1
2
3
4
5
43. Making a clay
sculpture of a scene
1
2
3
4
5
44. Designing a multimedia computer show
1
2
3
4
5
45. Selecting slides
and music for a slide
show
1
2
3
4
5
46. Managing
investments
1
2
3
4
5
47. Collecting
clothing or food to
help others
1
2
3
4
5
48. Role-playing a
character
1
2
3
4
5
49. Assembling a kit
1
2
3
4
5
50. Playing in an
orchestra
1
2
3
4
5
Instructions: My
Way …A Profile
Write your score
beside each
number. Add each
Row to determine
your expression
style profile.
Products
Written
Oral
Artistic
Computer
Audio/Visual
Commercial
Service
Dramatization
Manipulative
Musical
1. ___
2. ___
3. ___
4. ___
5. ___
6. ___
7. ___
8. ___
9. ___
10.___
11.
12.
13.
14.
15.
16.
77.
18.
19.
20.
___
___
___
___
___
___
___
___
___
___
21. ___
22. ___
23. ___
24. ___
25. ___
26. ___
27. ___
28. ___
29. ___
30 . ___
31. ___
32. ___
33. ___
34. ___
35. ___
36. ___
37. ___
38. ___
39. ___
40. ___
41. ___
42. ___
43. ___
44. ___
45. ___
46. ___
47. ___
48. ___
49. ___
50. ___
Total
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
SIGN THE WALL
Build some new friendships. For each ”brick” below, see if you can find a classmate who
fits the description. Then ask that person to sign the brick. More than one person may
sign a brick. Use the bottom row to write other interesting things you discover about
your classmates.
I can write my
Name backwards
I just moved
I read at least four
Books this summer
I can wiggle
My ears
I can play a
Musical instrument
I’ve climbed a
Mountain.
I like
Snakes
I can whistle
Using my fingers
II can use
Chopsticks.
I’m a whiz at
Nintendo
I can
Tap-dance
I can jump off
The high dive.
I’m a Leap
Year baby
I can do a
Cartwheel
I can blow huge
Bubbles with gum
I can ride a
Unicycle
I can ride
A horse.
I’ve lived in another decade
I can say ‘hello’ in
Sign language.
I’ve tried skiing on
Snow or water.
I know
Karate.
I have a
Strange pet.
I’ve liven in another
Country.
I have a birthday on
A holiday
I built a
Tree house
I dream in color
I lick around ice cream
Cones, not up and down
I’d rather
Be fishing
I already have my
Halloween costume
I share a birthday
With a famous person
I can juggle.
What Do You Want to Learn About Rome?
Name: _______________________
These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 7. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children
1.
2.
3.
4.
5.
What Can You Tell Us About Rome?
What country is Rome in? ______________
What does the word civilization mean?__________________________
______________________________________________________
______________________________________________________.
Can you give us some examples of different civilizations? ____________
______________________________________________________.
Can you name any famous Roman people? ________________________
______________________________________________________.
Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________
______________________________________________________
______________________________________________________.
Assessments
Sample assessments for determining a variety
of learning profile factors may be
downloaded at:
www.e2c2.com/fileupload.asp
Download the file entitled “Profile
Assessments for Cards.”
Literacy Centers
Mosaic of Thought (1997)
Ellin Oliver Keene, Susan Zimmermann
The Theater Corner – dramatize images
or scenes from text
The Book Talk Zone – small group
literature discussions
The Artist’s Studio – artistic expression of
images from text
The Writer’s Den – written responses to
books
Differentiated by learning profile & interest
Differentiation By Interest
Social Studies
Mrs. Schlim and her students were studying the Civil
War. During the unit, they did many things -- read
and discussed the text, looked at many primary
documents (including letters from soldiers), had
guest speakers, visited a battlefield, etc.
As the unit began, Mrs. Schlim reminded her students
that they would be looking for examples and
principles related to culture, conflict change and
interdependence.
Differentiation By Interest
Social Studies
She asked her students to list topics they liked thinking
and learning about in their own world. Among those
listed were:
music
reading
food books
sports/recreation transportation travel
mysteries people heroes/ villains
cartoons families medicine
teenagers
humor
clothing
Differentiation By Interest
Social Studies
She then asked each student or pair of students to
select a topic of real interest to them and explore it
throughout the unit as a guided independent study.
Their job was to see what their topic showed them
about life in the Civil War in general - and about
culture, conflict, change and interdependence
during that time.
Differentiation By Interest
Social Studies (continued)
Students had as supports for their work:
- a planning calendar
- criteria for quality
- check-in dates
- options for expressing what they learned
- data gathering matrix (optional)
- class discussions on findings, progress, snags
-mini-lessons on research (optional)
Learner Profile Card
Gender Stripe
Auditory, Visual, Kinesthetic
Analytical, Creative, Practical
Modality
Sternberg
Student’s
Interests
Multiple Intelligence Preference
Gardner
Array
Inventory
Nanci Smith,Scottsdale,AZ
When A Mind Is Forced
Some price, modest or substantial, must be
paid any time a mind is forced or attempts
to learn or perform something in a way for
which it is not wired. This happens to all of
us from time to time, but the outcome is
tragic when the mismatching of a mind to a
set of important tasks becomes a daily event
and when that poor fit is not understood.
This phenomenon takes place every day in
schools everywhere.
Mel Levine, A Mind at a Time (2002), pp. 23
Is Anyone Listening?
Minds seek and should find their best
ways of functioning during their school
years, a period during which brains give
off little signals that reveal what they are
and are not wired for. Is anyone
listening?
Mel Levine, A Mind at a Time (2002), pp. 19
Differentiation Using
LEARNING PROFILE
• Learning profile refers to how an
individual learns best - most efficiently
and effectively.
• Teachers and their students may
differ in learning profile preferences.
Learning Profile Factors
Group Orientation
independent/self orientation
group/peer orientation
adult orientation
combination
Learning Environment
Gender
&
Culture
Cognitive Style
Creative/conforming
Essence/facts
Expressive/controlled
Nonlinear/linear
Inductive/deductive
People-oriented/task or Object oriented
Concrete/abstract
Collaboration/competition
Interpersonal/introspective
Easily distracted/long Attention span
Group achievement/personal achievement
Oral/visual/kinesthetic
Reflective/action-oriented
quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/”spare”
Intelligence Preference
analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23)
Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This instrument, keep
in mind that sensory preferences are usually evident only during prolonged and complex learning tasks.
Identifying Sensory Preferences
Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you
disagree that the statement describes you most of the time.
1.
I Prefer reading a story rather than listening to someone tell it.
A
D
2.
I would rather watch television than listen to the radio.
A
D
3.
I remember names better than faces.
A
D
4.
I like classrooms with lots of posters and pictures around the room.
A
D
5.
The appearance of my handwriting is important to me.
A
D
6.
I think more often in pictures.
A
D
7.
I am distracted by visual disorder or movement.
A
D
8.
I have difficulty remembering directions that were told to me.
A
D
9.
I would rather watch athletic events than participate in them.
A
D
10.
I tend to organize my thoughts by writing them down.
A
D
11.
My facial expression is a god indicator of my emotions.
A
D
12.
I tend to remember names better than faces.
A
D
13.
I would enjoy taking part in dramatic events like plays.
A
D
14.
I tend to sub vocalize and think in sounds.
A
D
15.
I am easily distracted by sounds.
A
D
16.
I easily forget what I read unless I talk about it.
A
D
17.
I would rather listen to the radio than
A
D
18.
My handwriting is not very good.
A
D
19.
When faced with a problem , I tend to talk it through.
A
D
20.
I express my emotions verbally.
A
D
21.
I would rather be in a group discussion then read about a topic.
A
D
22.
I prefer talking on the phone rather than writing a letter to someone.
A
D
23.
I would rather participate in athletic events than watch them.
A
D
24.
I prefer going to museums where I can touch the exhibits.
A
D
25.
My handwriting deteriorates when the space becomes smaller.
A
D
26.
My mental pictures are usually accompanied by movement.
A
D
27.
I like being outdoors and doing things like biking, camping, swimming, hiking etc.
A D
28.
I remember best what was done rather then what was seen or talked about.
A
D
29.
When faced with a problem, I often select the solution involving the greatest activity.
A
D
30.
I like to make models or other hand crafted items.
A
D
31.
I would rather do experiments rather then read about them.
A
D
32.
My body language is a good indicator of my emotions.
A
D
33.
I have difficulty remembering verbal directions if I have not done the activity before.
A
D
Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11
_____
This is your visual score
Total the number of “A” responses in items 12-22
_____
This is your auditory score
Total the number of “A” responses in items 23-33
_____
This is you tactile/kinesthetic score
If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex
learning situation.
If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.
If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.
Graphing with a Point and Slope
Modality
• Visual Learners: Given a point and slope, the students
graph lines on graph paper. They should plot the given
point in one color, use a second color to show the rise form
the point, and use a third color to show the run form the
point. They should then plot the resulting point in a fourth
color. The students should repeat the same process to find a
third point on the line. Finally, using a fifth color, they
should sketch the line containing all three points. The
students will then apply their understanding of the process
using a problem such as the following: Josh buys his first
pack of baseball cards for $3, the next two packs for $4
more, and the next three packs for $6 more. Show the line
that predicts how much Josh will pay for nine packs
altogether. The students in this group may work
individually or in pairs.
Graphing with a Point and Slope
Modality
• Kinesthetic Learners: On a large grid on the floor,
one student stands at the original point. A second
student walks the rise and run from the original
point to the next point on the grid, counting aloud
while doing so. Another student begins where the
second students is standing and repeats the process
to find a third point. The students repeat this
process until all the students represent points on
the line. They then create the line by holding
string between them. The students will then apply
this same process to a problem such as the one
given to the visual learner group (see above). The
students in this group should work in groups of
five to six students.
Graphing with a Point and Slope
Modality
• Auditory Learners: The
students will practice graphing
several lines given initial points
and slopes. After practicing,
they will create a news bulletin
that explains the process and
implications of this type of
graphing and will share their
bulletins with the class. The
students in this group may work
individually or in pairs.
EIGHT STYLES OF LEARNING
TYPE
CHARACTERISTICS
LIKES TO
IS GOOD AT
LEARNS BEST BY
LINGUISTIC
LEARNER
Learns through the
manipulation of words. Loves
to read and write in order to
explain themselves. They also
tend to enjoy talking
Read
Write
Tell stories
Memorizing
names, places,
dates and trivia
Saying, hearing and
seeing words
“The Questioner”
Looks for patterns when
solving problems. Creates a set
of standards and follows them
when researching in a
sequential manner.
Do experiments
Figure things out
Work with numbers
Ask questions
Explore patterns and
relationships
Math
Reasoning
Logic
Problem solving
Categorizing
Classifying
Working with abstract
patterns/relationships
SPATIAL
LEARNER
Learns through pictures, charts,
graphs, diagrams, and art.
Draw, build, design
and create things
Daydream
Look at pictures/slides
Watch movies
Play with machines
Imagining things
Sensing changes
Mazes/puzzles
Reading maps,
charts
Visualizing
Dreaming
Using the mind’s eye
Working with
colors/pictures
Learning is often easier for
these students when set to
music or rhythm
Sing, hum tunes
Listen to music
Play an instrument
Respond to music
Picking up sounds
Remembering
melodies
Noticing pitches/
rhythms
Keeping time
Rhythm
Melody
Music
“The Word Player”
LOGICAL/
Mathematical
Learner
“The Visualizer”
MUSICAL
LEARNER
“The Music
Lover”
EIGHT STYLES OF LEARNING, Cont’d
TYPE
CHARACTERISTICS
LIKES TO
IS GOOD AT
LEARNS BEST BY
BODILY/
Kinesthetic
Learner
Eager to solve problems
physically. Often doesn’t read
directions but just starts on a
project
Move around
Touch and talk
Use body
language
Physical activities
(Sports/dance/
acting)
crafts
Touching
Moving
Interacting with space
Processing knowledge
through bodily sensations
Likes group work and
working cooperatively to
solve problems. Has an
interest in their community.
Have lots of
friends
Talk to people
Join groups
Understanding people
Leading others
Organizing
Communicating
Manipulating
Mediating conflicts
Sharing
Comparing
Relating
Cooperating
interviewing
Enjoys the opportunity to
reflect and work
independently. Often quiet
and would rather work on
his/her own than in a group.
Work alone
Pursue own
interests
Understanding self
Focusing inward on
feelings/dreams
Pursuing interests/
goals
Being original
Working along
Individualized projects
Self-paced instruction
Having own space
Enjoys relating things to their
environment. Have a strong
connection to nature.
Physically
experience nature
Do observations
Responds to
patterning nature
Exploring natural
phenomenon
Seeing connections
Seeing patterns
Reflective Thinking
Doing observations
Recording events in Nature
Working in pairs
Doing long term projects
“The Mover”
INTERpersonal
Learner
“The Socializer”
INTRApersonal
Learner
“The Individual”
NATURALIST
“The Nature
Lover”
Self Assessment:
The Theory of Multiple Intelligences
Where does your true intelligence (processing ability) lie? This quiz can help you determine where you stand. Read each statement. If it
expresses some characteristic of yours and sounds true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is
sometimes true, sometimes false, leave it blank.
1.
_____ I’d rather draw a map than give someone verbal directions.
2.
_____ I can play (or used to play) a musical instrument.
3.
_____ I can associate music with my moods.
4.
_____ I can add or multiply quickly in my head.
5.
_____ I like to work with calculators and computers.
6.
_____ I pick up new dance steps quickly.
7.
_____ It’s easy for me to say what I think in an argument or debate.
8.
_____ I enjoy a good lecture, speech, or sermon.
9.
_____ I always know north from south no matter where I am.
10.
_____ Life seems empty without music.
11.
_____ I always understand the directions that comes with new gadgets or appliances.
12.
_____ I like to work puzzles and play games.
13.
_____ Learning to ride a bike (or skate) was easy.
14.
_____ I am irritated when I hear an argument or statement that sounds illogical.
15.
_____ My sense of balance and coordination is good.
16.
_____ I often see patterns and relationships between numbers faster and easier than others.
17.
_____ I enjoy building models (or sculpting).
18.
_____ I am good at finding the the fine points of word meanings.
19.
_____ I can look at an object one way and see it turned sideways or backwards just as easily.
20.
_____ I often connect a piece of music with some event in my life.
21.
_____ I like to work with numbers and figures.
22.
_____ Just looking at shapes of buildings and structures is pleasurable to me.
23.
_____ I like to hum, whistle, and sing in the shower or when I am alone.
24.
_____ I’m good at athletics.
25.
_____ I’d like to study the structure and logic or languages.
26.
_____ I’m usually aware of the expressions on my face.
27.
_____ I’m sensitive to the expressions on other people’s faces.
28.
_____ I stay in touch with my moods. I have no trouble identifying them.
29.
_____I am sensitive to the moods of others.
30.
_____ I have a good sense of what others think of me.
Scoring Sheet
Place a checkmark by each item, which you marked as "True." Add your totals. A
total of (four in any of the categories A through E indicates strong ability. In
categories F through G a score of one or more means you have abilities in these
areas as well.
A
B
C
D
Linguistic
Logical/Math.
Musical
Spatial
7 ____
4 ____
2 ____
1 ____
8 ____
5 ____
3 ____
9 ____
14 ___
12 ___
10 ___
11 ___
18 ___
16 ___
20 ___
19 ___
25 ___
21 ___
23 ___
22 ___
E
F
G
Body/Kinesthetic
Intrapersonal
Interpersonal
6 ____
26 ___
27 ___
13 ___
28 ___
29 ___
15 ___
17 ___
24 ___
30 __
The Road Not Taken
10th Grade English
The task card reads:
We have been working with how writers’ lives (and ours) are like
metaphors which they (we) create through actions an deeds—including
writing. Robert Frost wrote a poem called “The Road Not Taken.” Your
task is to analyze the poem as a metaphor for Frost’s life. To do that, you
should:
 Find the poem, read it, interpret it, and reach consensus on what’s going on
with it and what it means.
The Road Not Taken
10th Grade English
 Research Frost’s life, making a “stepping stones” diagram of his
life, similar to the ones you created for your own life earlier this
month.
 Develop a soundscape which takes us along Frost’s “journey in the
woods” using music, found sounds, sound effects, and appropriate
mime, body sculpture or narration to help your audience understand
the feelings which a “journeyer in the woods” would have as they
come to straight places, landmarks, decision points, etc.
 Create an “overlay” of his life and the poem, using words and
images in such a way that they illustrate the metaphorical
relationships between the two.
 Transfer the key ideas in the poem to the life and experience of a
noted person about whom we are all likely to know a bit – and
about whom we are likely to be able to learn a bit more. Your
“transfer” must be shared with the class in a way which is clear in
regard to the person and the poem, and clarifying in regard to ways
in which literature can help us understand ourselves.
The Road Not Taken
10th Grade English
 Be certain that your final products demonstrate your understanding of
metaphor, the relationship between varied art forms in communicating
human meaning, and details of the people and poem with whom/which you
are working.
 As usual, you should appoint a group leader and materials monitor.
Determine the best roles for each person in your group to play in
completing your task. Develop a written work plan, including a timeline
and group conference times. In the end, be ready to share the rubric by
which your group’s work should be assessed (including required elements
as well as your own sense of what else constitutes an appropriate product.)
You may have up to 30 minutes to make your presentation(s) – plus a ten
minute question exchange with others in the class who view your work.
Sternberg’s Three Intelligences
Creative
Analytical
Practical
•We all have some of each of these intelligences, but are usually
stronger in one or two areas than in others.
•We should strive to develop as fully each of these intelligences
in students…
• …but also recognize where students’ strengths lie and teach
through those intelligences as often as possible, particularly
when introducing new ideas.
STERNBERG’S INTELLIGENCES
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
PRACTICAL
Streetsmart – Contextual – Focus on Use
CREATIVE
Innovator – Outside the Box – What If
An idea for assessing students according to Sternberg’s intelligences
would be to five the following scenario:
Imagine you are driving with your parents and they are listening to the
radio. An interesting piece comes on about something you do not know. As
you listen, you get more and more interested. What do you want to know?
Do you want to know all the little details that go into it?
Do you want to know how it is being used?
Do you want to know only enough information to think of other
things to do?
Students who choose the first question fall into the analytic intelligence, the
second corresponds to practical and those who choose the final question
are the creative learners.
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.
PRACTICAL
Streetsmart – Contextual – Focus on Use
Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVE
Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about
____________.
Triarchic Theory of Intelligences
Robert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do
the activity.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Analyzing characters when I’m reading or listening to a story
Designing new things
Taking things apart and fixing them
Comparing and contrasting points of view
Coming up with ideas
Learning through hands-on activities
Criticizing my own and other kids’ work
Using my imagination
Putting into practice things I learned
Thinking clearly and analytically
Thinking of alternative solutions
Working with people in teams or groups
Solving logical problems
Noticing things others often ignore
Resolving conflicts
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Triarchic Theory of Intelligences
Robert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do
the activity.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Evaluating my own and other’s points of view
Thinking in pictures and images
Advising friends on their problems
Explaining difficult ideas or problems to others
Supposing things were different
Convincing someone to do something
Making inferences and deriving conclusions
Drawing
Learning by interacting with others
Sorting and classifying
Inventing new words, games, approaches
Applying my knowledge
Using graphic organizers or images to organize your thoughts
Composing
Adapting to new situations
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Triarchic Theory of Intelligences – Key
Robert Sternberg
Transfer your answers from the survey to the key. The column with the most True
responses is your dominant intelligence.
Analytical
1. ___
4. ___
7. ___
10. ___
13. ___
16. ___
19. ___
22. ___
25. ___
28. ___
Creative
2. ___
5. ___
8. ___
11. ___
14. ___
17. ___
20. ___
23. ___
26. ___
29. ___
Practical
3. ___
6. ___
9. ___
12. ___
15. ___
18. ___
21. ___
24. ___
27. ___
30. ___
Total Number of True:
Analytical ____
Creative _____
Practical _____
Sternberg Learning Profiles -Short Quiz 1
Tools for High Quality Differentiation, Cindy Strickland
Imagine you are walking past a newsstand and notice
the cover of a new magazine called Inventions Today.
You are intrigued by the headline describing a new
product, so you buy the magazine. What will you do
next?
• Read the article carefully so that you can understand
all of the details involved in designing the product.
(analytical)
• Read the article to find out how the product is being
used. (practical)
• Read the article and think of ways to alter or improve
the product. (creative)
Sternberg Learning Profiles -Short Quiz 2
Tools for High Quality Differentiation, Cindy Strickland
Which of the following sets of verbs MOST appeals to
you?
• Analyze, judge, critique, compare, contrast, evaluate
diagram, identify, explain, present a step-by-step approach,
assess
• Invent, discover, imagine, suppose, design, predict, find a
new way, use unusual materials, promote, encourage, develop
• Implement, apply, use, demonstrate, teach, put into
practice, convince show how, employ, make practical
(First set - analytical; second set - creative,
third set - practical)
Triarchic Theory
Distance = rate x time
1. Solve for d = r t (Analytical)
2. Design your own formula for d = r t
(Creative)
3. Estimate the time it takes to fly from
Charlottesville, Virginia to Madrid
(Practical)
Yale Summer Psychology Program
Evaluating Plot
Standard: Students will evaluate the quality of plot based on clear
criteria
Analytical Task
•Experts suggest that an effective plot is: believable, has events that
follow a logical and energizing sequence, has compelling characters
and has a convincing resolution.
•Select a story that you believe does have an effective plot based on
these three criteria as well as others you state. Provide specific
support from the story for your positions.
OR
•Select a story you believe has an effective plot in spite of the fact
that it does not meet these criteria. Establish the criteria you believe
made the story’s plot effective. Make a case, using specific
illustrations from the story, that “your” criteria describes an
effective plot
Evaluating Plot
Standard: Students will evaluate the quality of plot based on clear
criteria
Practical Task
•A local TV station wants to air teen-produced digital videos based on well
known works. Select and storyboard you choice for a video. Be sure your
storyboards at least have a clear and believable plot structure, a logical
sequence of events, compelling characters and a convincing resolution.
Note other criteria on which you feel the plot’s effectiveness should also be
judged. Make a case that your choice is a winner based on these and other
criteria you state.
Creative Task
•Propose an original story you fell has a clear and believable plot structure,
a logical sequence of events, compelling characters, and a convincing
resolution. You may write it, storyboard it, or make a flow chart of it. Find
a way to demonstrate that your story achieves these criteria as well as any
others you note as important.
Array Interaction Inventory
Directions:
• Rank order the responses in rows below on a scale from 1 to 4 with 1 being “least like me” to 4 being “most like me”.
• After you have ranked each row, add down each column.
• The column(s) with the highest score(s) shows your primary Personal Objective(s) in your personality.
In your normal day-to-day life, you tend to be:
Nurturing
Sensitive
Caring
Logical
Systematic
Organized
Spontaneous
creative
Playful
Quiet
Insightful
reflective
Stimulation
Having fun is
important
Reflection
Having some time
alone is important
Active
Opportunistic
Spontaneous
Inventive
Competent
Seeking
Impetuous
Impactful
Daring
Conceptual
Knowledgeable
Composed
In your normal day-to-day life, you tend to value:
Harmony
Relationships are
important
Work
Time schedules are
important
In most settings, you are usually:
Authentic
Compassionate
Harmonious
Traditional
Responsible
Parental
In most situations, you could be described as:
Empathetic
Communicative
Devoted
Practical
Competitive
Loyal
Array Interaction Inventory, cont’d
You approach most tasks in a(n) _________ manner:
Affectionate
Inspirational
Vivacious
Conventional
Orderly
Concerned
Courageous
Adventurous
Impulsive
Rational
Philosophical
Complex
When things start to “not go your way” and you are tired and worn down, what might your responses be?
Say “I’m sorry”
Make mistakes
Feel badly
Over-control
Become critical
Take charge
“It’s not my fault”
Manipulate
Act out
Withdraw
Don’t talk
Become indecisive
When you’ve “had a bad day” and you become frustrated, how might you respond?
Over-please
Cry
Feel depressed
Be perfectionistic
Verbally attack
Overwork
Become physical
Be irresponsible
Demand attention
Disengage
Delay
Daydream
Production
Connection
Status Quo
Add score:
Harmony
Personal Objectives/Personality Components
Teacher and student personalities are a critical element in the classroom dynamic. The Array Model
(Knaupp, 1995) identifies four personality components; however, one or two components(s) tend to greatly
influence the way a person sees the world and responds to it. A person whose primary Personal Objective of
Production is organized, logical and thinking-oriented. A person whose primary Personal Objective is
Connection is enthusiastic, spontaneous and action-oriented. A person whose primary Personal Objective is
Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array model descriptors and offers
specific Cooperative and Reluctant behaviors from each personal objective.
Personal Objectives/Personality Component
HARMONY
PRODUCTION
CONNECTION
STATUS QUO
COOPERATIVE
(Positive Behavior)
Caring
Sensitive
Nurturing
Harmonizing
Feeling-oriented
Logical
Structured
Organized
Systematic
Thinking-oriented
Spontaneous
Creative
Playful
Enthusiastic
Action-oriented
Quiet
Imaginative
Insightful
Reflective
Inaction-oriented
RELUCTANT
(Negative Behavior)
Overadaptive
Overpleasing
Makes mistakes
Cries or giggles
Self-defeating
Overcritical
Overworks
Perfectionist
Verbally attacks
Demanding
Disruptive
Blames
Irresponsible
Demands attention
Defiant
Disengaging
Withdrawn
Delays
Despondent
Daydreams
PSYCHOLOGICAL
NEEDS
Friendships
Sensory experience
Task completion
Time schedule
Contact with people
Fun activities
Alone time
Stability
WAYS TO MEET
NEEDS
Value their feelings
Comfortable work place
Pleasing learning
environment
Work with a friend
sharing times
Value their ideas
Incentives
Rewards
Leadership positions
Schedules
To-do lists
Value their activity
Hands-on activities
Group interaction
Games
Change in routine
Value their privacy
Alone time
Independent activities
Specific directions
Computer activities
Routine tasks
BRAIN RESEARCH
Reticular Activating System: RAS = “Toggle Switch”
Only one of these three states is activated (aroused) at a time:
HIGH
MIDDLE
LOW
Hot (EEG)
Mild (EEG)
Cold (EEG – sleeplike)
Limbic aroused
Cortical arousal
Brain Stem
Flight / Fight
Problem Solving
Sleep / Relaxation
(depression)
Out of Control
In Control
Off Duty
Carbohydrates
Proteins
Carbohydrates/Dairy
Burnout
Achievement
Depression
Extreme Challenge
Moderate Challenge
No Challenge
“Certain motivational states which interfere with learning condition are especially
dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too
much from students; boredom occurs when teachers expect too little.” – Howard Gardner
Learning only happens when the toggle switch is in the middle position
Fairness is not
everyone getting the same
thing.
It is everyone getting
what they need.
WHAT ZONE AM I IN?
Too Easy
On Target
Too Hard
I get it right away…
I know some things… I don’t know where to start…
I already know how…
I have to think… I can’t figure it out…
This is a cinch… I have to work… I’m spinning my wheels…
I’m sure to get an A…
I have to persist… I’m missing key skills…
I’m coasting…
I hit some walls… I fell frustrated…
I feel relaxed…
I’m on my toes… I feel angry…
I’m bored…
I have to re-group…
This makes no sense…
No big effort needed…
I fell challenged… My effort doesn’t pay off…
Effort leads to success…
THIS is the place to be!
THIS is the ACHIEVEMENT ZONE!
Middle Schoolers Answer the Question,
“What Does it Feel Like When Classes Move too Slowly?”
I try my best to pay attention, but it can be really hard. I try to copy
down absolutely everything so I can maybe learn something.
I always play with my shoes.
I read ahead in the book.
I draw tanks and airplanes.
I make up complicated math problems.
I figure out a 20 factorial.
I plan out my day.
I color my nails with my pen.
I plan my after-school activities.
Sometimes I try to answer a question and explain things in a different
way so we can move the class forward, but it make teachers
mad sometimes.
One thing my sister taught me to do is to listen to music in my head,
or to think back to a movie, to its funny parts.
I write lyrics to songs in my head.
When I had braces, I used to play with my braces, and I had braces
for four years!
Some Elementary Students Answer the Question,
“What’s it Like When You Feel Lost in Class?”
I feel scared. Sometimes I try to listen harder
but mostly it doesn’t work.
I get mad.
I want to go home and watch TV.
After a while, I give up.
I wish the teacher would know how I feel and would help me.
I feel dumb.
I don’t like the subject very much.
I tell myself maybe I will get it tomorrow.
I daydream.
Sometimes I get in trouble.
I play with my hair. My mom doesn’t like when I do that.
I wish I was smart.
A Few Routes to READINESS
DIFFERENTIATION
Varied texts by reading level
Varied supplementary materials
Varied scaffolding
• reading
• writing
• research
• technology
Tiered tasks and procedures
Flexible time use
Small group instruction
Homework options
Tiered or scaffolded assemssment
Compacting
Mentorships
Negotiated criteria for quality
Varied graphic organizers
LESS-DEVELOPED
READINESS LEVEL
Students with less developed readiness may
need:
- someone to help them identify and make up gaps in their
learning so they can move ahead;
- more opportunities for direct instructional practice;
- activities or products that are more structured or more
concrete with fewer steps, closer to their own
experiences, and calling on simpler reading skills: or
- a more deliberate pace of learning.
C.A. Tomlinson, 1999
Developing a Tiered Activity
1
Select the activity organizer
•concept
Essential to building
•generalization
a framework of
2
• readiness range
• interests
• learning profile
• talents
understanding
3
Create an activity that is
• interesting
• high level
• causes students to use
key skill(s) to understand
a key idea
Think about your students/use assessments
skills
reading
thinking
information
4
Chart the
complexity of
the activity
High skill/
Complexity
Low skill/
complexity
5
Clone the activity along the ladder as
needed to ensure challenge and success
for your students, in
•
materials – basic to advanced
•
•
•
form of expression – from familiar to
unfamiliar
from personal experience to removed
from personal experience
equalizer
6
Match task to student based on
student profile and task
requirements
Tiering a Lesson
What range of learning needs are
you likely to address?
What should students know,
understand, and be able to do as a
result of the lesson?
What’s your “starting point
lesson?” How will you hook the
students?
Know:
Understand:
Be Able to Do:
What’s your first cloned version?
What’s your second cloned
version of this activity?
What’s your third cloned version
of this activity?
The Equalizer
1. Foundational
Transformational
Information, Ideas, Materials, Applications
2. Concrete
Abstract
Representations, Ideas, Applications, Materials
3. Simple
Complex
Resources, Research, Issues, Problems, Skills, Goals
4. Single Facet
Multiple Facets
Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections
5. Small Leap
Great Leap
Application, Insight, Transfer
6. More Structured
More Open
Solutions, Decisions, Approaches
7. Less Independence
Greater Independence
Planning, Designing, Monitoring
8. Slow
Pace of Study, Pace of Thought
Quick
1. Foundational
Transformational
Information, Ideas, Materials, Applications
-close to text or experience
-expert idea and skill to
similar or familiar setting
-use key idea or skill alone
-fundamental skills and
knowledge emphasized
-fewer permutations of skills
and ideas
-removed from text or experience
-export idea or skill to unexpected or
unfamiliar setting
-use key idea or skill with unrelated idea or
skill
-use but move beyond fundamental skills
and knowledge
-more permutations of skills and ideas
• Foundational to Transformational.
When an idea is new to some students, or if it’s not in one of their stronger
areas, they often need supporting information about the idea that is clear and plainly worded. Then they usually
need time to practice applying the idea in a straightforward way. In these instances, the materials they use and the
tasks they do should be foundational – that is, basic and presented in ways that help them build a solid foundation
of understanding. At other times, when something is already clear to them or is in a strength area, they need to
move along quickly. They need information that shows them intricacies about the idea. They need to stretch and
bend the idea and see how it interacts with other ideas to create a new thought. Such conditions require materials
and tasks that are more transformational.
For example, one child may benefit from a more basic task of classifying animals by body covering, which another
may need the more transformational task of predicting how changes in environment would likely affect the body
covering of several animals. In a math class, one young learner may be ready for a basic application of the concept
of fractions by cutting fruit and placing it to reflect a given fraction. An appropriate challenge for another student
may be the more transformational task of writing measures of music that represent certain fractions.
2. Concrete
Abstract
Representations, Ideas, Applications, Materials
-hold in hand or hands on
-tangible
-literal
-physical manipulation
-event based
-event to principle
-demonstrated and explained
-hold in mind or minds on
-intangible
-symbolic or metaphorical
-mental manipulation
-idea based
-principle without event
-not demonstrated or explained
• Concrete to Abstract. Students usually need to become familiar with the key information or
material about an area of study before they can successfully look at its implications, meanings,
or interrelationships. However, once they have grasped the information in a concrete way, it’s
important that they move on to meanings and implications. Working with concrete information
should open a door for meaningful abstraction later on. For example, grasping the idea of plot
(more concrete) typically has to precede investigations of theme (more abstract). But ultimately,
all students need to delve into the meanings of stories, not just the events. The issue here is
readiness or timing.
3. Simple
Complex
Resources, Research, Issues, Problems, Skills, Goals
-use idea or skill being taught
-work with no one, or few abstractions
-emphasizes appropriateness
-requires relatively less originality
-more common vocabulary
-more accessible readability
-combine idea or skill being taught with those
previous taught
-work with multiple abstractions
-emphasizes elegance
-requires relatively more originality
-more advanced vocabulary
- more advanced readability
• Simple to Complex. Sometimes students need to see only the big picture of a topic or area of
study, just its “skeleton,” without many details. Even adults often find it helpful to read a children’s
book on black holes, for example, before they tackle the work of Stephen Hawking. When the big
picture is needed, your students need resources, research, issues, problems, skills, and goals that
help them achieve a framework of understanding with clarity. On the other hand, when the
“skeleton” is clear to them, they’ll find it more stimulating to add “muscle, bone, and nerves,”
moving from simple to complex. Some students may need to work more simply with one
abstraction at a time; others may be able to handle the complexity of multiple abstractions.
For example, some students may be ready to work with the theme in a story (a single
abstraction), while other students look at inter-relationships between themes and symbols (multiple
abstractions, or complexity).
4. Single Facet
Multiple Facets
Disciplinary Connection, Direction, Stages of Development
-fewer parts
-more parts
-fewer steps
-more steps
-fewer stages
-more stages
• Single Facet to Multiple Facets. Sometimes students are at peak performance when working on problems, projects, or
dilemmas that involve only a few steps or solutions to complete. It may be all that some students can handle to make a
connection between what they studied in science today and what they studied last week. Those with greater understanding
and facility in an area of study are ready for and more challenged by following complicated directions. They are more
challenged by solving problems that are multifaceted or require great flexibility of approach, or by being asked to make
connections between subjects that scarcely seemed related before.
5. Small Leap
Great Leap
Application, Insight, Transfer
-few unknowns
-relative comfort with most elements
-less need to change familiar elements
-requires less flexible thought
-few gaps in required knowledge
-more evolutionary
-many unknowns
-relative unfamiliarity with many elements
-more need to change familiar elements
-requires more flexible thought
-significant gaps in required knowledge
-more revolutionary
• Small Leap to Great Leap. Note that this continuum does not provide the option of “no leap.” Students should always have
to run ideas through their minds and figure out how to use them. Activities that call only for absorption and regurgitation are
generally of little long-term use.
But for some students, learning about how to measure area and then applying that learning by estimating and verifying the
area of the hamster house compared to the teacher’s desk may be enough of a leap of application and transfer – at least in
the beginning. Other students may be able to more from estimating and verifying area to estimating materials needed to a
building project and proportional cost implications of increasing the building area. In both cases, students make mental leaps
from reading information on a page to using that information. The latter task calls for relatively greater leaps of application,
insight, and transfer..
6. More Structured
More Open
Solutions, Decisions, Approaches
-more directions or more precise directions
-more modeling
-relatively less student choice
-fewer directions
-less modeling
-relatively more student choice
• Structured to Open-Ended. Sometimes students need to complete tasks that are fairly well laid out for them, where
they don’t have too many decisions to make. Novice drivers begin by managing the car on prescribed driving ranges or
delineated routes. Being new to a computer or word processor often requires completing programmed and closed
lessons that involve “right” answers to become knowledgeable -- and comfortable – with basic operation and
keyboarding before moving on to more advanced and open-ended tasks such as selecting varied uses of graphics to
illustrate ideas in a formal presentation. Following a predetermined format for a writing assignment or a chemistry lab
often makes more sense than improvisation.
•At other times, however, students are ready to explore the computer, craft their own essays designed to address a
communication need, or create a chemistry lab that demonstrates principles of their choosing. Modeling helps most of us
become confident enough to eventually “wing it.” But when modeling has served its purpose, it’s time to branch out and
get creative.
7. Clearly Defined
Fuzzy Problems
In process, In Research, In Products
-few unknowns
-more algorithmic
-narrower range of acceptable responses or approaches
-only relevant data provided
-problem specified
-more unknowns
-more heuristic
-wider range of acceptable responses or approaches
-extraneous data provided
-problem unspecified or ambiguous
8. Less Independence
More Independence
Planning, Designing, Monitoring
-more teacher or adult guidance and monitoring on:
• problem identification
• goal setting
• establishing timelines
• following timelines
• securing resources
• use of resources
• criteria for success
• formulation of a product
• evaluation
-more teacher scaffolding
-learning the skills of independence
-less teacher or adult guidance and monitoring on
•problem identification
• goal setting
• establishing timelines
• following timelines
• securing resources
• use of resources
• criteria for success
• formulation of a product
• evaluation
-less teacher scaffolding
-demonstrating the skills of independence
• Dependent to Independent. A goal for all learners is independent study, thought, and production. But just as
some students gain height more quickly than others, some will be ready for greater independence earlier than
others. Their needs in developing independence generally fall into one of these four stages:
1. Skill building, when students need to develop the ability to make simple choices, follow through with shortterm tasks, and use directions appropriately.
2. Structured independence, when students make choices from teacher-generated options, follow prescribed
time lines, and engage in self-evaluation according to preset criteria to complete longer-term and more
complex tasks.
3. Shared independence, when students generate problems to be solved, design tasks, set time lines, and
establish criteria for evaluation. The teacher helps “tighten” or focus the plans and monitors the production
process.
4. Self-guided independence, when students plan, execute, and seek help or feedback only when needed.
By guiding students across this continuum at individually appropriate speeds, you and your students are less
likely to become frustrated by tasks that require greater independence.
Writing
Character Map
Character
Name____________
How the character
looks
How the character
thinks or acts
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Most important thing to know about the
character
_______________________
_______________________
_______________________
_______________________
_______________________
Character Map
Character
Name____________
What the character
says or does
____________
____________
____________
____________
____________
What the character
really MEANS to say or
do
____________
____________
____________
____________
____________
____________
What the character would mostly like
us to know about him or her
_______________________
_______________________
_______________________
________________
Character Map
Character
Name____________
Clues the author
gives us about the
character
____________
____________
____________
____________
Why the author
gives THESE clues
____________
____________
____________
____________
____________
The author’s bottom line about this
character
_______________________
_______________________
_______________________
_______________________
__________
Key Principles of a
Differentiated Classroom
• Goals of a differentiated classroom are
maximum growth and individual success.
Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
Two Views of Assessment -Assessment is for:
Gatekeeping
Judging
Right Answers
Control
Comparison to others
Use with single
activities
Assessment is for:
Nurturing
Guiding
Self-Reflection
Information
Comparison to task
Use over multiple
activities
Assessment in a
Differentiated Classroom
• Assessment drives instruction. (Assessment information helps the
teacher map next steps for varied learners and the class as a whole.)
• Assessment occurs consistently as the unit begins, throughout the unit
and as the unit ends. (Pre-assessment, formative and summative
assessment are regular parts of the teaching/learning cycle.)
• Teachers assess student readiness, interest and learning profile.
• Assessments are part of “teaching for success.”
• Assessment information helps students chart and contribute to their
own growth.
• Assessment MAY be differentiated.
• Assessment information is more useful to the teacher than grades.
• Assessment is more focused on personal growth than on peer
competition.
WHAT CAN BE ASSESSED?
READINESS
Skills
Content
Knowledge
Concepts
INTEREST
LEARNING
PROFILE
• Interest Surveys • Areas of Strength
and Weakness
• Interest Centers
• Work Preferences
• Self-Selection
• Self Awareness
Ongoing Assessment Strategies
Work alone or with a partner.
• Read over the examples in the next 14
slides.
• Make note of any questions you may
have.
• How could you use these strategies to
drive instruction?
• How will ongoing assessment help you
teach for success?
On-going Assessment:
A Diagnostic Continuum
Feedback and Goal Setting
Preassessment
(Finding Out)
Pre-test
Graphing for Greatness
Inventory
KWL
Checklist
Observation
Self-evaluation
Questioning
Formative Assessment
Summative Assessment
(Keeping Track & Checking -up)
(Making sure)
Conference
Peer evaluation
3-minute pause
Observation
Talkaround
Questioning
Exit Card
Portfolio Check
Quiz
Journal Entry
Self-evaluation
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Pre-Assessment
• What the student already knows about what is being planned
• What standards, objectives, concepts & skills the individual student
understands
• What further instruction and opportunities for mastery are needed
• What requires reteaching or enhancement
• What areas of interests and feelings are in the different areas of the
study
• How to set up flexible groups: Whole, individual, partner, or small
group
Assessment Strategies to Support Success
4. Jigsaw Check: (Review/Assessment)
• Teacher assigns students to groups of 5-6
• Teacher gives each student a question card, posing a Key
understanding question
• Students read their question to group
• Scorecard Keeper records # of students for each question who
are:
• Really sure
• Pretty sure
• Foggy
• clueless
• Students scramble to groups with same question they
have/prepare solid answer
• Go back to original groups, share answers
• Re-read questions
• Re-do scoreboard
• Report before and after scoreboards
Directions: Complete the chart to show what you
know about Civil Rights.
Write as much as you can.
Definition
Information
Patriotism
Examples
Non-Examples
Exit Cards
List
• 3 things you learned
today
• 2 things you’d like to
learn more about
• 1 question you still have
EXIT CARDS
Today you began to
learn about hyperbole.
• List three things you
learned.
• Write at least one
question you have
about this topic.
EXIT CARDS
We have begun a study
of author’s craft.
List and identify three
examples of figurative
language used in the
novel Morning Girl by
Michael Dorris.
EXIT CARDS
On your exit card--Explain the difference
between simile and
metaphor. Give some
examples of each as
part of your
explanation.
3-2-1 Summarizer
After reading over my rough draft--3 revisions I can make to improve
my draft.
2 resources I can use to help improve
my draft.
1 thing I really like about my first
draft.
________’s 3-2-1 Exit Card
3
2
1
Too often, educational tests, grades,
and report cards are treated by
teachers as autopsies when they
should be viewed as physicals.
(Reeves 2000, 10)
Four Criteria of
Quality Feedback
1. It must be timely.
2. It must be specific.
3. It must be understandable to
the receiver.
4. It must allow the student to act
on the feedback (refine, revise,
practice, and retry).
Wiggins, 1998
We know that more frequent feedback is
associated with improved student work
ethic, motivation, and performance.
WILL WE CHANGE
THE TIMING OF
OUR FEEDBACK?
Douglas B. Reeves
Accountability for Learning
for
Interest – Readiness – Learning Profile
by
Self – Peers - Teachers
Key Principles of a
Differentiated Classroom
• The teacher is clear about what matters in
subject matter.
• All students participate in respectful work.
Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
High quality curriculum and instruction:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Is clearly focused on the essential understandings and skills of the discipline that a
professional would value.
Is mentally and affectively engaging to the learner.
Is joyful – or at least satisfying.
Provides choices.
Is clear in expectations.
Allows meaningful collaboration.
Is focused on products (something students make or do) that matters to students
Connects with students’ lives and world.
Is fresh and surprising.,
Seems real (is real) to the student.
Is coherent (organized, unified, sensible) to the student.
Is rich, deals with profound ideas.
Stretches the student.
Calls on students to use what they learn in interesting and important ways.
Involves the student in setting goals for their learning and assessing progress
toward those goals.
Tomlinson ‘00
Designing effective instruction requires
an answer to three basic questions:
• Where are you going with this instruction –
what is the end goal?
• How do you plan to get to that end goal?
• How will you know when students have
reached the planned goal?
Planning a Focused Curriculum
Means Clarity About
What Students Should:
Facts (Columbus cam to the “New World”
Vocabulary (voyage, scurvy)
Know
Understand
Concepts (exploration, change)
Principles/Generalizations (Change can be both positive and negative.
Exploration results in change. People’s perspectives affect how they
respond to change).
Be Able to Do
As a Result of a Lesson, Lesson
Sequence, Unit, and year
Skills
Basic (literacy, numeracy)
Thinking (analysis, evidence of reasoning, questioning)
Of the Discipline (graphing/math/social studies)
Planning (goal setting; use of time)
Social
Production
*Exception--linear skills and information
which can be assessed for mastery in the
sequence (e.g. spelling)
What’s the point of differentiating
in these different ways?
Readiness
Interest
Learning
Profile
Growth
Motivation
Efficiency
Think of DIFFERENTIATION
as the lens you look through
when using any materials,
programs or instructional
strategies. If you have high
quality curriculum and
materials, then it isn’t so much
WHAT you use as it is HOW
you use it to meet the varying
readiness, interests and
learning profiles of your
students.
RESPECTFUL TASKS
Respectful tasks recognize student learning
differences. The teacher continually tries to
understand what individual students need to
learn most effectively. A respectful task honors
both the commonalities and differences of
students, but not by treating them all alike.
A respectful task offers all students the
opportunity to explore essential understandings
and skills at degrees of difficulty that escalate
consistently as they develop their understanding
and skill.
to Differentiate Content
• Reading Partners / Reading Buddies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Read/Summarize
Read/Question/Answer
Visual Organizer/Summarizer
Parallel Reading with Teacher Prompt
Choral Reading/Antiphonal Reading
Flip Books
Split Journals (Double Entry – Triple Entry)
Books on Tape
Highlights on Tape
Digests/ “Cliff Notes”
Note-taking Organizers
Varied Texts
Varied Supplementary Materials
Highlighted Texts
Think-Pair-Share/Preview-Midview-Postview
Tomlinson – ‘00
USE OF INSTRUCTIONAL
STRATEGIES.
The following findings related to
instructional strategies are supported by
the existing research:
• Techniques and instructional strategies have nearly as much influence on student
learning as student aptitude.
• Lecturing, a common teaching strategy, is an effort to quickly cover the material:
however, it often overloads and over-whelms students with data, making it likely
that they will confuse the facts presented
• Hands-on learning, especially in science, has a positive effect on student
achievement.
• Teachers who use hands-on learning strategies have students who out-perform
their peers on the National Assessment of Educational progress (NAEP) in the
areas of science and mathematics.
• Despite the research supporting hands-on activity, it is a fairly uncommon
instructional approach.
• Students have higher achievement rates when the focus of instruction is on
meaningful conceptualization, especially when it emphasizes their own knowledge
of the world.
RAFT
RAFT is an acronym that stands for
Role of the student. What is the student’s role:
reporter, observer,
eyewitness, object?
Audience. Who will be addressed by this raft: the teacher, other
students, a parent, people in the community, an editor, another object?
Format. What is the best way to present this information: in a letter, an
article, a report, a poem, a monologue, a picture, a song?
Topic. Who or what is the subject of this writing: a famous
mathematician, a prehistoric cave dweller, a reaction to a specific
event?
RAFT ACTIVITY ON FRACTIONS
Role
Audience
Format
Topic
Fraction
Whole Number
Petitions
To be considered Part of the
Family
Improper Fraction
Mixed Numbers
Reconciliation Letter
Were More Alike than
Different
A Simplified Fraction
A Non-Simplified Fraction
Public Service
Announcement
A Case for Simplicity
Greatest Common Factor
Common Factor
Nursery Rhyme
I’m the Greatest!
Equivalent Fractions
Non Equivalent
Personal Ad
How to Find Your Soul Mate
Least Common Factor
Multiple Sets of Numbers
Recipe
The Smaller the Better
Like Denominators in an
Additional Problem
Unlike Denominators in an
Addition Problem
Application form
To Become A Like
Denominator
A Mixed Number that
Needs to be Renamed to
Subtract
5th Grade Math Students
Riddle
What’s My New Name
Like Denominators in a
Subtraction Problem
Unlike Denominators in a
Subtraction Problem
Story Board
How to Become a Like
Denominator
Fraction
Baker
Directions
To Double the Recipe
Estimated Sum
Fractions/Mixed Numbers
Advice Column
To Become Well Rounded
© ThinkDOTS
•
•
After a conceptual unit has been presented and students are familiar with
the ideas and associated skills, “Think DOTS” is an excellent activity for
students to construct meaning for themselves about the concept they are
studying. The instructor first defines readiness levels, interests or learning
styles in the class, using on-going assessment.
Each student is given a set of activity cards on a ring, a die, and an
activity sheet. Each student rolls the die and completes the activity on the
card that corresponds to the dots thrown on the die. Each student then
completes the activity on the activity sheet.
Materials:
1. 8 ½ x 11 inch paper
2. Hole punch
3. Metal or plastic rings
4. Dice
5. Scissors
6. Markers or dots
7. Laminating materials
© ThinkDOTS
Construction:
1. For each readiness level, six activities should be created.
2. On an 8 ½ x 11 inch page divided into six sections (this can be done
easily on the computer by creating a 2 x 3 cell table and saving it as
a template), the activities should be written or typed in each section.
3. On the back of each page, dots corresponding to the dots on the faces
of a die should be either drawn or affixed (you can use Avery
adhesive dots) on each of the six sections of the page.
4. The pages should be laminated for durability.
5. Then each page should be cut into the six sections.
6. Use a hole punch to make holes in one corner or in the top of each
activity card.
7. Use a metal or plastic ring to hold each set of six cards together (you
can get 100 metal rings from Office Suppliers in Roanoke for $9.00)
8. Create an Activity Sheet to correspond to the lesson for easy
recording and management.
© ThinkDOTS
Suggestions:
1. Use colored paper and/or colored dots to indicate
different readiness levels, interests or learning
styles.
2. Have students work in pairs.
3. Let students choose which activities – for example:
roll the die and choose any three; create complex
activities and have students choose just one to work
on over a number of days.
4. After students have worked on activity cards
individually, have them come together in groups by
levels, interest or learning style to synthesize
© THINK DOTS
Created by Kay Brimijoin (99')
NAME _____________________________________________________________________________DATE__________________
LESSON:
ACTIVITY 1:
ACTIVITY 2:
ACTIVITY 3:
ACTIVITY 4:
ACTIVITY 5:
ACTIVITY 6:
Designing a Differentiated Learning
Contract
A Learning Contract has the following
components
1. A Skills Component
Focus is on skills-based tasks
Assignments are based on pre-assessment of students’ readiness
Students work at their own level and pace
2. A content component
Focus is on applying, extending, or enriching key content (ideas, understandings)
Requires sense making and production
Assignment is based on readiness or interest
3. A Time Line
Teacher sets completion date and check-in requirements
Students select order of work (except for required meetings and homework)
4. The Agreement
The teacher agrees to let students have freedom to plan their time
Students agree to use the time responsibly
Guidelines for working are spelled out
Consequences for ineffective use of freedom are delineated
Signatures of the teacher, student and parent (if appropriate) are placed on the agreement
Differentiating Instruction: Facilitator’s Guide, ASCD, 1997
Menu Planner
Menu: ____________________
Due: All items in the main dish and the specified number of side dishes must be
completed by the due date. You may select among the side dishes and you may decide to
do some of the dessert items as well.
.........................................................
Main Dish (complete all)



...........................................................
Side Dish (select ____)


..........................................................
Dessert


Winning Strategies for Classroom Management
Poetry Matters Book Project
Main Dish: You must complete all of these tasks.
1. Create a colorful and artistic cover for your poetry book.
2. Include at least 3 samples of your own poetry.
3. Include poems from at least 3 different authors you think are
excellent examples of inner (heart map) and/or outer vision
(imagery, similes, metaphors). They should be different forms
and/or styles.
4. Share at least one poem (your own or another author) with
the class.
5. Include your heart map.
6. Create a list of wild, wonderful, and/or wacky words for
writing. Put at least 2 on our word wall and place the list in
your book.
Side Dishes: Select at least 2 tasks from the following list.
1. Illustrate at least one of the poems in your collection.
2. Use musical instruments to accompany a poem while sharing it.
3. Do a dramatic interpretation of a poem.
4. Write, revise, edit and illustrate at least 2 haiku poems.
5. Write, revise, edit and illustrate at least 2 cinquian poems.
6. Write, revise, edit and illustrate an alliterative poem.
7. Write, revise, edit and illustrate or musically accompany a poem
using onomatopoeia.
8. Create a list of poetic phrases from a variety of books. Note
what book each one was selected from.
Dessert: Choose as many as these as you would like to be an X
Factor Learner!
1.
2.
3.
4.
Type your poems and import pictures to illustrate them.
Illustrate all of your poems,.
Collect metaphors and similes and create a way to display them.
Research a known poet. Tell us about his/her life and style of
writing. Also, let us know why you find this poet interesting.
5. Learn about narrative poems and write at least one.
6. Create a shape poem. Use color and illustration to present it.
7. Create a Table of Contents for your book.
8. Create a Poetry Glossary for your book.
9. Create a poem for 2 voices and perform it.
10. Choose 2 different poems to compare and contrast. Explain
how they are similar and different.
to Differentiate Product
• Choices based on readiness, interest, and learning
profile
• Clear expectations
• Timelines
• Agreements
• Product Guides
• Rubrics
• Evaluation
Creating a Powerful Product Assignment, cont’d
4.
Decide on scaffolding you may need to build in order to promote
success:
•
•
•
•
•
•
•
5.
Develop a product assignment that clearly says to the student:
•
•
•
•
6.
You should show you understand and can do these things
Proceeding through these steps/stages
In this format
At this level of quality
Differentiate or modify versions of the assignments based on:
•
•
•
7.
Brainstorming for ideas
Developing rubrics/criteria for success
Timelines
Planning/goal-setting
Storyboarding
Critiquing
Revising-editing
Student readiness
Student interest
Students learning profile
Coach for success!
It is your job, as teacher, to make explicit
That which you thought was implicit
Tomlinson, C.
Map
Diagram
Sculpture
Discussion
Demonstration
Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Lecture
Questionnaire
Flag
Scrapbook
Graph
Debate
Museum
Learning Center
Advertisement
Book List
Calendar
Coloring Book
Game
Research Project
TV Show
Song
Dictionary
Film
Collection
Trial
Machine
Book
Mural
Award
Recipe
Test
Puzzle
Model
Timeline
Toy
Article
Diary
Poster
Magazine
Computer
Program
Photographs
Terrarium
Petition Drive
Teaching
Lesson
Prototype
Speech
Club
Cartoon
Biography
Review
Invention
PRODUCT OPTIONS
The Good Life....
Making Choices About Tobacco Use
•
•
•
•
Use key facts from class and
research
Make a complete case
Provide defensible evidence for
the case
Weight varied viewpoints
Visual
•
•
•
Comic book parody with
smoking super/ heroes
super/ heroines
Story boards for t.v.
“ad” using few/no
words to make the
point
Written
Brochure for
pediatrian’s office
– patients 9-16 as
target audience –
with graphics
Research and write editorial
that compares the relative
costs and benefits of tobacco
to N.C. – submit for publication
Be appropriate/useful for its
target audience
Give evidence of revision &
quality in content & presentation
Be thought-provoking rather
than predictable
Oral
Radio-spot (public
information with
music timed, lead-in)
T. Koppel C. Roberts with
teen who smokes, tobacco
farmer, tobacco CEO, person
with emphysema
Kinesthetic
Pantomine a
struggle of “will”
regarding
smoking—including
a decision with
rationale
Act out printed
skit on pressures
to smoke an
reasons not to
smoke
Teacher Created Product Checklist
Standards
1. Instruction provided prior to product assignment.
2. Provide on-going support as needed throughout product assignment.
3. A clear standard of high expectations is communicated.
4. Clear concise directions are provided.
5. A menu of product options supports varied learning styles.
6. Timelines, rationale and parental support are communicated.
7. Product challenges a full range of readiness levels.
8. Product designed to expand on all key concepts.
9. Product designed to expand on skills.
10. Product designed to expand on principles
11. Product assignment necessitates creativity.
12. Product assignment supports creativity.
13. Product facilitates students use of knowledge.
14. Product facilitates students use of skills.
15. Product uses timelines, check in dates or process logs.
16. Product uses varied forms of expression and technology.
17. Formative or Summative evaluation by peers.
18. Formative or Summative evaluation by self.
19. Formative or Summative evaluation by teacher.
YES
NO
Unit Objectives
As a result of this unit, the students will know:
As a result of this unit, the students will understand that:
As a result of this unit, the student will be able to:
Instructional Strategies Used in this Unit
Unit Outline
Lesson
Whole Class
Differentiated
Unit Sequence
LESSON SEQUENCE AND DESCRIPTION
TEACHER MUSINGS
Exit Ticket for Jigsaw Activity
• On the index card provided, write your name, grade level
and content area. Under your name please list the
strategies from most interested to least interested.
•
•
•
•
•
Multiple Intelligence
Triarchic Theory
Cubing/ThinkDOTS
Contracts
RAFT
Best Practices for
Standards-based Instruction
Best Practice, New Standards for Teaching and Learning in America’s Schools
Zemelman, S., Daniels, H. & Hyde, A. (1998). Portsmouth, NH:Heinemann
Student Voice and Involvement
Balanced with teacher-chosen and teacher-directed activities:
Students often select inquiry topics, books, writing topics, etc.
Students maintain their own records, set goals, and self-assess
Some themes / inquiries are built from students’
own questions
Students assume responsibility and take roles
in decision making
“I’VE COME TO A FRIGHTENING
CONCLUSION THAT I AM THE DECISIVE
ELEMENT IN THE CLASSROOM. IT’S MY
PERSONAL APPROACH THAT CREATES
THE CLIMATE. IT’S MY DAILY MOOD THAT
MAKES THE WEATHER. AS A TEACHER, I
HAVE A TREMENDOUS POWER TO MAKE A
CHILD’S LIFE MISERABLE OR JOYOUS. I
CAN BE A TOOL OF TORTURE OR AN
INSTRUMENT OF INSPIRATION. I CAN
HUMILIATE OR HUMOR, HURT OR HEAL.
IN ALL SITUATIONS, IT IS MY RESPONSE
THAT DECIDES WHETHER A CRISIS WILL
BE ESCALATED OR DEESCALATED AND A
CHILD HUMANIZED OR DEHUMANIZED.”
Ginott
Setting up a DI Classroom
**Collaborative Front Loading**
Procedures and routines
Classroom agreements/cues
Class meetings
Home Base seating
Anchor Activities
Clock Partners
Conflict Resolution
Goal Setting
Organized Flexibility
Procedures defined and practiced!
• Anchor activities
• White board messages
• Stackers, wall-folders,
etc. by class
• Signals
• Name sticks
• Question chips
• Expert “Yellow Pages”
• Task Cards, tape
recorders, etc.
• Classroom supplies and
arrangement
• Turn in folders
• Exit Cards
• Calendars
• Flexible seating: practice
changing groupings and
home base
• Where to get notes, RICE
(Recall, Imagine, Check,
Expert of the Day), 3
before Me
Judy Rex and Nanci Smith, 2002
Students in a differentiated classroom do not
need to work the system . . . . .
because the system works for them!
10 Strategies for Managing a
Differentiated Classroom
1. Have a strong rationale for differentiating
instruction based on student readiness, interest
and learning profile.
2. Begin differentiating at a pace that is
comfortable for you.
3. Tine differentiated activities for student success.
4. Use an “anchor activity” to free you up to focus
your attention on your students.
5. Create and deliver instructions carefully.
10 Strategies for Managing a
Differentiated Classroom
6. Have a “home base” for students.
7. Be sure students have a plan for getting help
when you are busy with another student or
group.
8. Give your students as much responsibility for
their learning as possible.
9. Engage your students in talking about classroom
procedures and group processes.
10. Use flexible grouping.
A Game Plan for Differentiation
1. Sharpen the curriculum
• Focus (K-U-D)
• Hook
•Ratchet
•Tighten
2. Assess the students
• Pre-assessments for Readiness
• Interest Inventories
• Learning Preference Surveys
• Anecdotal Data
3. Design instruction
• Map the content, process,
and product
• Whole class, small group,
individual (flexible
grouping)
4. Match tasks to learner need
•Adjust for Readiness, interest,
learning profile
• Vary strategies
• Align with KUD
5. Bring the students on board
• Develop rationale
• Establish routines and procedures
• Focus on shared decision-making
• Build autonomy
6. Reflect and refine
• Keep the loop going
Adapted from C. Tomlinson
Begin Slowly – Just Begin!
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal Prompts
Orbitals
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Design-A-Day
Varied Supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Mini-workshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing formats
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate
Instruction By
Readiness
To Differentiate
Instruction By
Interest
To Differentiate
Instruction by
Learning Profile
‫ ٭‬equalizer adjustments (complexity,
open-endedness, etc.
‫ ٭‬add or remove scaffolding
‫ ٭‬vary difficulty level of text &
supplementary materials
‫ ٭‬adjust task familiarity
‫ ٭‬vary direct instruction by small group
‫ ٭‬adjust proximity of ideas to student
experience
‫ ٭‬encourage application of broad
concepts & principles to student interest
areas
‫ ٭‬give choice of mode of expressing
learning
‫ ٭‬use interest-based mentoring of adults
or more expert-like peers
‫ ٭‬give choice of tasks and products
(including student designed options)
‫ ٭‬give broad access to varied materials &
technologies
‫ ٭‬create an environment with flexible
learning spaces and options
‫ ٭‬allow working alone or working with
peers
‫ ٭‬use part-to-whole and whole-to-part
approaches
‫٭‬Vary teacher mode of presentation
(visual, auditory, kinesthetic, concrete,
abstract)
‫ ٭‬adjust for gender, culture, language
differences.
useful instructional strategies:
- tiered activities
- Tiered products
- compacting
- learning contracts
- tiered tasks/alternative forms of
assessment
useful instructional strategies:
- interest centers
- interest groups
- enrichment clusters
- group investigation
- choice boards
- MI options
- internet mentors
useful instructional strategies:
- multi-ability cooperative tasks
- MI options
- Triarchic options
- 4-MAT
CA Tomlinson, UVa ‘97
Are You Differentiating Instruction?
A Checklist
• Are you clear on what you want the student to:
– Know (facts, information)
– Understand (principles, generalizations, ideas)
– Be able to do as a result of the learning experience.
• When deciding on content do you consider:
– Alternate sources/resources
– Varied support systems (reading buddies, tape recordings, graphic
organizers, study guides)
– Varied pacing plans
Are You Differentiating Instruction?
A Checklist
• Do you pre-assess student readiness or interest
so you can prepare appropriate content and/or
activity?
• When assigning students to groups, are you
certain:
– Student assignments to groups vary from previous one?
– Students are encouraged to “work up”?
– Provisions are made (if appropriate) for students who
prefer to work alone?
– Group-size matches student need?
Are You Differentiating Instruction?
A Checklist
• As you create differentiated activities (process), are you
certain:
–
–
–
–
–
–
–
–
All of them call for high-level thinking?
All of them appear equally interesting to learners?
If readiness based, they vary along the continuum?
If interest based, student have choices to make about how to apply
skills and understandings or how to express them?
Each activity is focused on one or few key concepts or
generalizations?
Student choice is provided within teacher-generated parameters?
You have a plan for gathering ongoing assessment data?
You have a plan for bringing closure and clarity to the task?
Are You Differentiating Instruction?
A Checklist
• When creating assignments for differentiated products, are you
certain:
– They vary along the continuum based on student readiness?
– They require all students to sue the key concepts, generalizations, ideas,
and skills to solve problems, extend understandings, and create
meaningful products?
– They provide student choice options within parameters necessary to
demonstrate essential understandings and skills?
– Expectations are clear from the content of the product (when
understandings and skills it must demonstrate, what sorts of resources
must be used, etc.) and production requirements for the product (i.e. what
constitutes and effective speech, essay, etc.)
– There are plans for formative evaluation and modification of the product?
– There are plans for summative evaluation by teacher, student, peers, and
others based on product criteria?
– You have involved and informed parents as appropriate?
Are You Differentiating Instruction?
A Checklist
• Do you also consider:
– Use of instructional strategies such as interest
groups, contracts, compacting, etc?
– Use of small groups for direct instruction (reteaching, extension)?
– Meaningful tasks for reinforcements, extension,
and exploration when students complete
required work?
When the school bell rings. . .
. . . on day one and all our students are in their seats,
we will hold the future of this nation and this
world in our hands. Whatever we do will have
lasting implications, not only on the lives of those
students, but also on the lives of all those who
they come in contact with.
So then, the question that we should ask ourselves
should not be, “How can I make this work?” the
question must be, “How can I afford not to make
this work?”
One Day, All Children. . -Wendy Kopp, p.54
Yes, but . . .
I teach in a four wall box of drab proportions,
But choose to make it a place that feels like home.
I see too many students to know them as they need to be known,
But refuse to let that render them faceless in my mind.
I am overcome with the transmission of a canon I can scarcely recall myself,
But will not represent learning as a burden to the young.
I suffer from a poverty of time,
And so will use what I have to best advantage those I teach.
I am an echo of the way school has been since forever,
But will not agree to perpetuate the echo another generation.
I am told I am as good a teacher as the test scores I generate.
But will not allow my students to see themselves as data.
I work in isolation.
And am all the more determined to connect my students to the world.
I am small in the chain of power,
But have the power to change young lives.
There are many reasons to succumb,
And thirty reasons five times a day to succeed.
Most decisions about my job are removed from me,
Except the ones that matter most.
Carol Tomlinson
Suggested Resources Related to Differentiated Instruction
ASCD.org, Educational Leadership magazine, ASCD video series
Brandt, Ron (1998) Powerful Learning. Alexandria, VA: Association for Supervision and Curriculum
Development.
Cummings, Carol (2000). Winning Strategies for Classroom Management. Alexandria, VA:
Association for Supervision and Curriculum Development.
Erickson, H. Lynn (1998). Concept-Based Curriculum and Instruction: Teaching Beyond the
Facts. Thousand Oaks, CA: Corwin Press, Inc.
Erickson, H. Lynn (2001). Stirring the Head, Heart, and Soul, Second Edition. Thousand Oaks,
CA: Corwin Press, Inc.
Gibbs, Jeanne (1995). Tribes: A New Way of Learning and Being Together. Sausalito, California:
Center Source Systems
Jensen, Eric (1998). Teaching With the Brain in Mind. Alexandria, VA: Association for
Supervision and Curriculum Development.
Keene, Ellin Oliver $ Zimmerman, Susan (1997). Mosaic of Thought: Teaching Comprehension in
a Reader's Workshop. Portsmouth, NH: Heinemann
Levine, Mel (2002). A Mind at a Time. New York: Simon and Schuster.
Marzano, Robert J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, Robert J. & Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction That
Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA:
Association for Supervision and Curriculum Development.
Reeves, Douglas B. (2004). Accountability for Learning: How Teachers and Leaders Can Take
Charge.
Alexandria, VA: Association for Supervision and Curriculum Development.
Silver, Harvey & Strong, Richard W. & Perini, Matthew J. (2000). So Each May Learn: Integrating
Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and
Curriculum Development.
Sternberg, Robert. (1998). Successful Intelligence: How Practical and Creative Intelligence Determine
Success in Life.
Stiggins, Richard J. (1997). Student-Centered Classroom Assessment, Second Edition. New Jersey:
Prentice-Hall Inc.
Strachota, B. (1996). On Their Side: Helping Children Take Charge of Their Learning. Greenfield, MA:
Northeast Society for Children.
Stronge, James H. (2002) Qualities of Effective Teachers, Alexandria, VA: Association for Supervision
and Curriculum Development.
Tomlinson, C. (1996). Differentiating Instruction for Mixed Ability Classrooms; A Professional Inquiry
Kit. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. & Allan, Susan D. (2000). Leadership for Differentiating Schools and Classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. & Eidson, Caroline Cunningham (2003). Differentiation in Practice: A Resource Guide for
Differentiating Curriculum, Grades 5-9. Alexandria, VA: Association for Supervision and
Curriculum Development.
Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for
Responsive Teaching. Alexandria, VA: Association for Supervision and Curriculum
Development.
Wiggins, Grant & McTighe, Jay (1998. Understanding By Design. Alexandria, VA: Association for
Supervision and Curriculum Development.
Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom (revised, expanded, updated
edition). Minneapolis, MN: Free Spirit.
Winebrenner, S. (1996). Teaching Kids With Learning Difficulties in the Regular Classroom.
Minneapolis, MN: Free Spirit.