Differentiated Instruction: Adapting the Process

Workshop 2

Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency [email protected]

[email protected]

Workshop Outcomes

  Increased understanding of how to differentiate the “process” Add to our instructional strategies toolbox

The Business of Schools Is tasks assigned. to produce work that engages students, that is so compelling that students persist when they experience difficulties, and that is so challenging that students have a sense of accomplishment, of satisfaction—indeed, of delight—when they successfully accomplish the Inventing Better Schools * Schlechty

Let’s Share!

  Divide into 4 groups & ALL discuss these 4 questions     What Differentiated Instruction strategy did you try in your own classroom?

How did it work?

Is there anything you want to do differently in the future?

Is there a strategy you want to use in the future?

Each group choose “Best of the Best”  Share the best with the whole group

Key #1 – Adapt Process

   Students use key skills  Bloom’s Taxonomy  Multiple Intelligence Theories Common focus   Vary student activities – not the target Vary complexity Teacher uses a variety of methods

More Than One Way to Get There

Examples of Process DI

      Adding “movement” Adjusting “time” Use good reading strategies in ALL content areas & grade levels Choices of tasks    Jig Saw Assignments Cubing, ThinkDots, Think-Tac-Toe RAFTS Graphic Organizers Learning Centers & Learning Logs

Begin With the Brain

The Body, Movement, and the Brain

 Essential Question – How can movement help the brain reach its potential?

  The Brain-Compatible Classroom  Chapter 3 (pg 41) What can you take from this resource back to your own classroom?

Time, Time, and More Time

 Essential Question – What role does TIME play in the classroom?

  The Brain-Compatible Classroom  Chapter 5 (pg 75) What can you take from this resource back to your own classroom?

Characteristics of Memory

    Sensory  The more of the 5 senses stimulated, the easier it will be to recall Intensity  Stands out in our memories Emotional  Both positive & negative Survival  Emotional & psychological as well as physical

More Characteristics of Memory

   Personal Importance  Easier to remember things that have a personal impact Repetition  More often we recall info, the better we get at recalling on demand First & Last  The brain most easily remembers things from beginning & end of sessions

TEACHER: Donald, what is the chemical formula for water?

DONALD: H I J K L M N O.

TEACHER: What are you talking about?

DONALD: Yesterday you said it's H to O.

Graphic Organizers – Show ‘n Tell

  

Teacher use

  Help learners visualize information Critical for visual learners!!

Student use

 Great way for students to process understanding

Add another aspect

 Large size for group work  Manipulate the pieces

Use Good Reading Strategies

  Vary strategies to aid a variety of learning styles/intelligences Good reading strategies work in any content area & grade level STRATEGIES: Before, During, & After Reading

Reading Strategies

DOUBLE ENTRY JOURNAL

(Basic) As You Read, Note: After You Read, Explain:          Key phrases Important words Main ideas Puzzling passages Summaries Powerful passages Key parts Important graphics Etc.

         How to use ideas Why an idea is important Questions Meaning of key words, passages Predictions Reactions Comments on style Interpretation of graphics Etc.

DOUBLE ENTRY JOURNAL

(Advanced) As You Read As/After You Read After You Read       Key passages Key vocabulary Organizing concepts Key principles Key patterns Links between text & graphics   Why ideas are important Author’s development of elements  How parts and whole relate  Assumptions of author  Key questions        Teacher Author Expert in field Character Satirist Political cartoonist Etc.

Teaching Vocabulary for Success

     Front load vocabulary instruction Encourage descriptions vs. definitions Use both linguistic and non-linguistic tools Teach key word parts Use individual word lists    Have students interact about words they are learning Use words that are important in academic subjects Pre-assess and use formative assessment to match words and instruction to learner needs Tomlinson ‘04 - Modified from Marzano ‘04

What Words Should Be Front Loaded?

   Ones that are essential to understanding Ones that you know students will struggle with Ones that lack support in context

How Many?

  3-4 for younger students 5-6 for older students

When You Front Load Vocabulary, Be Sure:

    Students have a context for the word  If not - YOU MUST establish a context To show students how to use root words to make meaning You maintain a focus on the words throughout the chapter That you “hold up” the words in subsequent chapters as prior knowledge

Time For Lunch

Come back at 1:00

High Quality Teaching…

It’s About Having All the Parts in Place… Tomlinson ‘01

The 4 Roles of a Teacher

    Diagnostician  Who am I teaching?

Program Design Engineer  What are students expected to learn?

Project Manager  How are students demonstrating their knowledge?

Assessor  Does the student product reflect/demonstrate understandings but also challenge them to stretch?

Diagnostician

 Who am I teaching?   readiness interests  Pre-Assess  Provides a baseline of prior knowledge   Helps set a high ceiling Capitalizes on interests, abilities, strengths, learning styles

Review the Pre-assessment Ladder

    What do none know?

What do only a few students know?

What do know?

some of my students of my of my students What do all know?

of my students

Approaches to Pre-Assessment

  Formal  Pre-tests/quizzes  Performance on prior end-of-unit assessments Informal     Journal entries Surveys & KWL activities Webbing activities Systematic Observation

Program Design Engineer

 What are my students expected to    Know Understand Be able to do    Unpack your Content Standard(s) What does this Content Standard mean in terms of student work?

The Content Standard is the

BARE MINIMUM

!

Teaching the Standard is Not the Same as Teaching to the Test

Concept

"Know" = Facts “Understand” = Principles "Be able to Do" = Skills

KNOW . . .

 Facts, names, dates, places, information      There are 50 states in the US Thomas Jefferson 1492 The Continental Divide The multiplication tables

UNDERSTAND . . .

   Essential truths that give meaning to the topic “Big Picture” concepts Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT)      Multiplication is another way to do addition.

People migrate to meet basic needs.

All cultures contain the same elements.

Entropy and enthalpy are competing forces in the natural world.

Voice reflects the author.

BE ABLE TO DO . . .

  Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) Verbs or phrases (not the whole activity)       Analyze Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Contribute to the success of a group or team Use graphics to represent data appropriately

Project Manager Hat

 How are my students demonstrating their knowledge?

   What evidence will I collect?

Do I record a grade for it?

Do I have a balance between summative and formative assessments?

Assessor Hat

 Does the student product reflect/demonstrate understandings but also challenge them to stretch?

  Is there rigor?

Is there relevance?

Assessing for Differentiation

  Formative Assessment SHOULD  Happen frequently  Drive instruction  Who needs differentiation   The struggling student?

The gifted student?

 What needs to be differentiated Summative Assessment CAN  Be used formatively!

Providing Task Choices

      Cubing Think Dots Think Tac Toe RAFTS Student Contracts Tiered Assignments

Cubing / Think Dots / Think Tac Toe

  Provide for levels of thinking  Bloom’s levels   Learning Styles Multiple Intelligences Variety of uses    Choice of task Below, At, or Above Grade Level options Individual or group tasks

Cubing

1.

2.

3.

4.

5.

6.

Describe It

Look at the subject closely (perhaps with your senses in mind).

Compare It

What is it similar to? What is it different from?

Associate It

What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

Analyze It

Tell how it is made. If you can’t really know, use your imagination.

Apply It

Tell what you can do with it. How can it be used?

Argue for It or Against It

Take a stand. Use any kind of reasoning you want — logical, silly, anywhere in between.

Ideas for Kinesthetic Cube

         Arrange _________into a 3-D collage to show_________ Make a body sculpture to show__________________ Create a dance to show_______________________ Do a mime to help us understand_________________ Present an interior monologue with dramatic movement that________________________ Build/construct a representation of________________ Make a living mobile that shows and balances the elements of __________________ Create authentic sound effects to accompany a reading of ________________ Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

Ideas for Cubing in Math…

       

Describe Analyze

how you would solve_____________ how this problem helps us use mathematical thinking and problem solving.

Compare Contrast

this problem to one on p._____

it too.

Demonstrate how a professional (or just a regular person) could apply this kind of problem to their work or life.

Change

one or more numbers (elements, signs) in the problem. Give a rule for what that change does.

Create

an interesting and challenging word problem from the number problem. (Show us how to solve it too) Diagram or Illustrate the solution to the problem. Interpret the visual so we understand.

Think Dots

  Typically a small group activity Vary the purpose      Pre-assessment Anchor activity Bell-ringer Review Post-assessment

a, b, c and d each represent a different value. If a = 1, find b, c, and d.

a + b = c b - b = d c + a = -a Explain the mathematical reasoning involved in solving card 1.

Explain how a variable is used to solve word problem.

Create an interesting word problem that is modeled by 2x + 4 = 4x - 10. Solve the problem.

Diagram how to solve 3x + 1 = 10.

Explain why x=4 in 2x = 8, but x=16 in ½ x = 8. Why does this make sense?

Think Dots

Title: Algebra level 2

R.A.F.T.S.

     Role Audience Format Topic Strong Verbs

RAFT Activities

Role

Gingerbread Man

Audience

Our Class Squanto Band Member Monet Other Native Americans Other Band Members Van Gogh Water Vapor Battery Water Loose Wire Multiplication Fact Division Fact

Format

Oral Response Pictographs Demo Tape Letter A Love Letter A Newspaper Article Invitation to a Family Reunion

Topic

I never should have listened to the fox I can help the inept settlers Here’s how it goes I wish you’d shed more light on the subject You make me so hot Man has shocking experience Here’s how we’re related

Four Steps to MUCH better Curriculum

Step One: Hook

How am I going to make the task appealing, inviting, and intriguing to my students?

Step Two: Focus

Does the task absolutely and with no ambiguity call on students to grapple with one or more of the key understandings and skills of the unit?

Step Three: Ratchet

Is the task crafted at very high levels of thought and production for the students who perform it? Are you confident it will stretch them in use of information, critical and creative thinking, reflection on their thinking, skill and accuracy,research, insight, or other areas valuable in this effort?

Step Four: Tighten

Are the directions written in such a way that the students cannot take the “low road” or the easy way out with their work? Are they written to direct students to the “high road” of the quest for quality in work and thought?

Let’s Build a Lesson

    Standards based What pre-assessment could you use?

Understanding By Design “Four Stages” of lesson design 1.

Identify desired outcomes 2.

3.

4.

Determine acceptable evidence Plan learning experiences and instructional activities Plan differentiation

Homework for March

 Bring your first lesson/unit in April  Rough draft  Be prepared to present it to small group for feedback

Odds & Ends

Using a Strength to Support a Weakness

100% Me poems

I’m 9% math 10% soccer 4% science 2% clean locker I’m 21% wilderness 6% blue I’m 6% braces And 2% shoe I’m 33% smiles 3% brown hair 4% pineapple I’m very rare!

Kelsey—Grade 6 In Practical Poetry: A Non-Standard Approach to Meeting Content-Area Standards By Sara Holbrook (2005), Portsmouth, NH: Heinemann, p. 79

Fortune Lines

Novels, plays, epic poems, music, history & other subjects all present a story that unfolds as a sequence of scenes or events. Fortune lines probe learners’ understanding of the story by requiring them to graph a pattern of events. For example, the story of little Red Riding Hood can be separated into ten scenes:

Little Red Riding Hood sets off from home Little Red Riding Hood enters woods Little Red Riding Hood meets wolf Little Red Riding Hood escapes from wolf, continues through wood Little Red Riding Hood comes to grandma’s cottage ‘What big eyes you have’ ‘What big ears you have’ ‘What big teeth you have’ wolf unmasks, pursues Hunter enters, kills wolf Grandma found unhurt in cupboard

Positive Postcard

  Send each child a postcard with positive comments  1 each quarter or semester for each child  Make a list and check each child off as his/her postcard is mailed Your school district MAY even purchase the postcards & postage

What Do They Know?

      Exit cards 3-2-1 Summarizer Squaring Off Yes/No cards Thumb It First of 5

Brain Resources

   Brain Breaks  http://www.alite.co.uk/information/brain_brea ks.htm

Grow a Brain (Susan Jones)  http://www.susanjjones.com/grobraintro.html

The Brain Connection  http://www.brainconnection.com/

Graphic Organizer Resources

 http://www.writedesignonline.com/organizers/  http://www.teachervision.fen.com/graphic organizers/printable/6293.html

 http://www.ncrel.org/sdrs/areas/issues/students/learn ing/lr1grorg.htm

 http://edhelper.com/teachers/graphic_organizers.htm

 http://www.educationoasis.com/curriculum/graphic_or ganizers.htm

Pre-assessment Resources

 http://assist.educ.msu.edu/ASSIST/clas sroom/assessment/section1/sec1strat1p reassess.htm

 http://curry.edschool.virginia.edu/gifted /projects/NRC/projects/ascd/ascd2002.

ppt

Fun Math Resources

 Chaos in the Classroom  http://math.bu.edu/DYSYS/chaos-game/chaos game.html

 Fractals  http://math.rice.edu/~lanius/frac/

High Quality Lesson Resources

 Verizon Thinkfinity (formerly Marco Polo) curriculum resources  http://www.marcopolo-education.com

       ReadWriteThink Illuminations ArtsEdge EconEdLink National Geographic Expeditions ScienceNetLinks EdSitement