Transcript Slide 1

Differentiating Instruction
2+2=4
Regional Training
Nov. 28, 2007
1. Make a list of all the students in
your class. If you teach more
than one section, you may select
one section. You may not use
any notes.
2. When you have to push to
remember, draw a line. Write
down any additional names you
can now remember.
3. When you can’t remember any
more, draw another line. Ask
yourself why some students are
“invisible.”
Do this again a week later. Think about what you have done that
has brought kids above the line. See who still falls below a line.
Ask yourself why.
A Fable
One time the animals had a school. The
curriculum consisted of running, climbing,
flying and swimming, and all the animals
took all the subjects.
The duck was good in swimming, better
than his instructor, and he made passing
grades in flying, but was practically
hopeless in running. He kept this up until
he was only average in swimming. But,
average is acceptable, so nobody worried
about that but the duck.
The eagle was considered a problem pupil
and was disciplined severely. He beat all
the others to the top of the tree in the
climbing class, but he had used his own
way of getting there.
The rabbit started out at the top of his class
in running, but had a nervous breakdown
and had to drop out of school on account
of so much makeup work in swimming.
The squirrel led the climbing class, but his
flying teacher made him start his flying
lessons from the ground instead of the top
of the tree, and he developed charley
horses from overexertion at the takeoff
and began getting C’s in climbing and D’s
in running.
The practical prairie dog apprenticed their
offspring to a badger when the school
authorities refused to add digging to the
curriculum.
At the end of the year, an eel that could
swim well, run, climb, and fly a little was
made valedictorian.
- Printed in The Instructor, April 1968
Assumptions
• Find a partner (someone dressed similarly
to you)
• You and your partner will read the
statement you receive
• Discuss your feelings or classroom
implications about the statement
• Share your comments with the group
Seasonal Partners
• Step 1: With your “Seasonal Partners” paper, circulate
the room to greet people you do not already know well.
• Step 2: As you greet your colleagues, identify one who
will sign up as your Winter partner.
• Step 3: You then sign up as that person’s Winter partner.
Be sure that both of you record the appointment on your
page.
• Step 4: Repeat the previous steps for Spring, Summer
and Fall partners.
• Step 5: Return to your seat when you have appointments
for each season. Everyone should have four
appointments.
Objectives
Participants will
• Define and give meaning to “differentiated
instruction”
• Discuss the importance of routines for
classroom management
• Consider various grouping options when
implementing differentiation
• Create a differentiated lesson/unit for use
in your classroom
The Big Picture
• Differentiation is
not about
individualization …
But it is about
individuals.
Why Differentiate?
• “One size fits all”
instruction does not
address the needs
of many students.
• Kids come in
different shapes and
sizes as well as
interests, learning
profiles, and
readiness levels.
When I skate, I
go where the
puck is.
Wayne Gretsky
When we teach, we should
go where the student is.
Why do we need to differentiate?
• When a teacher tries to teach something
to the whole entire class at the same time,
“chances are, one-third of the kids already
know it; one-third will get it; and the
remaining third won’t. So two-thirds of the
children are wasting their time.”
Lillian Katz
Willis, S (November 1993). “Teaching Young Children: Educators Seek
‘Developmental Appropriateness.” Curriculum Update, 1-8.
Students Speak about Learning
• Handouts: Dear
Miss Brin &
Students Respond
• What do kids say
about your
classroom? What
do they look
forward to? What
do they dread?
What’s Behind the Idea of
Differentiated Classrooms?
• If a student learns faster than a
prescribed pace or is ready for
greater depth and breadth of
knowledge than is planned, there
should be plans for adapting the
pace and scope of learning for
that student.
Too often,
teachers
are like bowlers;
they throw the ball
down the middle and
hope to hit some pins.
What’s Behind the Idea of
Differentiated Classrooms?
• If a student has difficulty
learning—for whatever reason—
there should be provisions made
to ensure that the student
masters essential knowledge and
has an active support system
both to fill in gaps in knowledge
and to move ahead.
Let me get this straight—
I’m behind the other kids,
and I’m going to catch up
by going slower.
What’s Behind the Idea of
Differentiated Classrooms?
• If a student is just learning to
speak English, there should be
mechanisms in place to help the
student manage critical elements
of subject matter as well as
practice continually with the new
language.
What’s Behind the Idea of
Differentiated Classrooms?
• If a student’s culture, gender or
economic status results in
learning preferences that vary
from those typically addressed in
the classroom, the range of
learning modes should be
expanded to support effective and
efficient learning for each learner.
What’s Behind the Idea of
Differentiated Classrooms?
• If a student has “given up” on
school, there should be active
and continual planning to help the
student reconnect with the power
of learning to positively shape his
or her life.
Table Talk: Yesterday & Today
• Read the purple handouts
– Highlight or jot down two
facts you strongly agree
with.
– Share and discuss with
your Fall Partner.
Differentiation is a classroom
practice that looks eyeball to
eyeball with the reality that kids
differ, and the most
effective teachers do
whatever it takes
to hook the whole range of
kids on learning.
Differentiated instruction
is not individualized
instruction;
it’s getting
the kid
in the ballpark!
Differentiated
instruction is
not chaos.
Differentiated
instruction is not just
another way to
provide
homogenous
grouping.
Differentiated
instruction is not
tailoring the
same suit
of clothes
Differentiation is not
four versions
of the
same boring
worksheet.
Differentiated Instruction IS
• Proactive
• More qualitative than
quantitative
• Student centered
• A blend of whole-class, group
and individual instruction
Bzzzzzz
• At your table, turn to the person
next to you and list some of the
attributes of differentiation.
What is the difference
between differentiating
and modifying curriculum?
Share your thoughts with the group. You
may want to create a linguistic or
nonlinguistic summary of your conversation.
Possible products could include an editorial, oral
report, song, skit, poster, game show, comic strip, flow
chart, model, etc.
“In differentiated classrooms, teachers
begin where students are, not the front of
a curriculum guide.”
Carol Tomlinson
Teachers in differentiated
classrooms are students
of their students.
Movie Time
Use these questions to guide your
discussion on the information you see:
• What are barriers you think exist to teachers
structuring their classroom routines around a
commitment to differentiate instruction?
• How could these barriers be overcome?
• What are the characteristics of your current
classroom routine?
• Questions, concerns, observations
“What will this look like in my
classroom?”
Individually brainstorm ideas about ….
• What does differentiation involve?
• Will the … change in your classroom?
– Role of the teacher
– Role of the student
– Use of time, space and materials
• What resources are available?
Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning Profile
Differentiated tasks are created
based upon a student’s:
Readiness
Interests
Closely matched to skill level
Ignites curiosity and/or passion
Learning Preferences
Provides opportunities to
“work” in preferred modalities
• How do you determine
readiness in your
classroom?
• How do you determine
students’ interests?
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.
Learner Profile Card
Gender Stripe
Auditory, Visual, Kinesthetic
Modality
Analytical, Creative, Practical
Sternberg
Student’s
Interests
By yourself
With partner
Small group
Whole group
Multiple Intelligence Preference
Gardner
Learning Profile Inventories
• The Modality Preferences
Instrument
Parallel Lines Cut by a Transversal
• Visual: Make posters showing all the
angle relations formed by a pair of parallel
lines cut by a transversal. Be sure to color
code definitions and angles, and state the
relationships between all possible angles.
2
1
4
3
5
6
8
7
Smith & Smarr, 2005
Parallel Lines Cut by a Transversal
• Auditory: Play “Shout Out!!” Given the
diagram below and commands on strips of
paper (with correct answers provided), players
take turns being the leader to read a command.
The first player to shout out a correct answer to
the command, receives a point. The next player
becomes the next leader. Possible commands:
– Name an angle supplementary
supplementary to angle 1.
– Name an angle congruent
to angle 2.
2
6
5
1
4
3
8
7
Smith & Smarr, 2005
Parallel Lines Cut by a Transversal
• Kinesthetic: Walk It
Tape the diagram below
on the floor with masking
tape. Two players stand
in assigned angles. As a
team, they have to tell
what they are called (ie:
vertical angles) and their
relationships (ie:
congruent). Use all angle
combinations, even if
there is not a name or
relationship. (ie: 2 and 7)
1
2
5
3
4
8
6
7
Smith & Smarr, 2005
Learning Profile Inventories
• Triarchic Theory of Intelligences
(Sternberg)
Creative
Analytical
Practical
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
Evaluating Plot
Plot
cont’d
(cont’d)
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.
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
____________.
Learning Profile Inventories
• The Theory of Multiple Intelligences
(Gardner)
–
–
–
–
–
–
–
–
Verbal/Linguistic
Logical/Mathematical
Visual/Spacial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
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
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
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 Questioner”
SPATIAL
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”
Multiple Intelligence Ideas for
Proofs!
• Logical Mathematical: Generate proofs for
given theorems. Be ready to explain!
• Verbal Linguistic: Write in paragraph form
why the theorems are true. Explain what
we need to think about before using the
theorem.
• Visual Spatial: Use pictures to explain the
theorem.
Multiple Intelligence Ideas for
Proofs!
• Musical: Create a jingle or rap to sing the
theorems!
• Kinesthetic: Use Geometer Sketchpad or
other computer software to discover the
theorems.
• Intrapersonal: Write a journal entry for
yourself explaining why the theorem is
true, how they make sense, and a tip for
remembering them.
Movie Time
Use these questions to guide your
discussion on the information you see:
– How were the students grouped for the
lesson?
– Why is it important to vary the groupings
often?
– Evidence of connections with students
– Questions, concerns, observations
In grade level teams, determine
the best way to profile your
students.
People Search
• Find a colleague who can sign on one of
the squares of your “People Search”
• After you have both signed your name to
the other’s card, exchange a piece of
candy
Application
• Develop a learning preference or
intelligence preference activity.
Differentiated Curriculum should
include:
• Respectful tasks
– Adapted but NOT trivialized or “dumbed
down”
• Challenging but achievable assignments
– Always teach “UP” to students
• Choices
• Engaging activities
• Linked to previous and future learnings
Movie Time
Use these questions to guide your
discussion on the information you see:
– What might be some strategies the teachers
used to keep students engaged in learning?
– Evidence of connections with students
– Questions, concerns, observations
Strategies to Support Flexible
Groupings
• See handout
Weather Reports
Sunny skies—it’s clear to me!
Low clouds—I understand
some, but not all.
Fog/Smog—I’m lost!
Your Choice
• Watch additional DVDs on Differentiated
Instruction
• Look through ESA resources
• Browse the Internet for resources
• Work with a colleague to develop another
lesson
“Creating a differentiated
classroom is not a yes/no
proposition but rather a
continuum along which
teachers move as they develop
skills of responsive teaching.”
Carol Ann Tomlinson
Start Slowly. . . But Start
• Involve the students
– Share your reasoning with them.
– Watch them work and learn from what you see
– Give them roles that empower them
– Ask their advice
– Talk individually with students for whom school isn’t
going well
• In one subject or class
– Where the need is greatest
– Where you feel the most comfortable
Fairness is not
everyone getting the
same thing. It is
everyone getting what
they need.
Three Minute Reflect and
Respond Exit Card
• What are 3 things I learned today?
• What are 2 things I still have questions
about?
• What is 1 action I will take to make my
classroom differentiated?
–Step back and reflect … “Our goal
is neither to mourn what we have
done nor to rest on our victories,
but to look at the reasons we have
to show up again tomorrow at the
classroom door, ready to join our
students – ALL of our students – in
learning.”
– Carol Ann Tomlinson, 1999
• The greatest sign of success for a
teacher is to be able to say…
“The children are now working as
if I did not exist.”
–Maria Montessori
Book and Online Resources
•
•
•
•
•
•
•
•
•
Instruction for All Students, Paula Rutherford, Just Ask Publications, 2002.
Why Didn’t I Learn This in College?, Paula Rutherford, Just Ask Publications,
2002.
How to Differentiate Instruction in Mixed Ability Classrooms, 2nd Edition, Carol
Tomlinson, ASCD, 2001. This is the basic book, and is widely available in all school
libraries. This fits an overview study best.
The Differentiated Classroom: Responding to the Needs of All Learners, Carol
Tomlinson, ASCD, 1999. This is the next step for teachers who already know much
about differentiation.
Differentiation in Practice, Carol Tomlinson and Caroline Eidson, ASCD. Three
resource books of actual lessons for grades K-6, or 5-9, or 9-12 in a variety of subject
areas. This represents good models, but works best with teachers who are well
grounded in their understanding of both curriculum and differentiation.
www.ascd.org A source for books, but also an opportunity to see sample chapters,
take online courses, etc.
Access some learner preference assessments at www.e2c2.com/fileupload.asp Look
for the file entitled “Profile Assessments for Cards.”
www.exemplars.com A source for standards-based, tiered lessons with rubrics with
student examples.
http://www.internet4classrooms.com/di.htm Electronic learning styles inventories,
definitions, lessons, articles and more
Contact Information
Education Service Agency, Region 2
Barb Hansen
Marge Hauser
Pat Hubert
Lori Stoltenburg
Vickie Venhuizen
367-7680
[email protected]