Transcript Differentiating Instruction Day 2

Differentiating
Instruction
Day 2
Evelyn Blalock
Columbus State University
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Check your
Group
Assignment
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Agenda for Today

Differentiated Instruction Review
 Math Learning Styles
 Content, Process, Product

Differentiated Strategy
 Menu
 Tiered
Instruction

Flexible Grouping

Plan of Implementation Activity
 Create a Tiered Menu for a Math 3 lesson/objective
 How can you use Flexible Grouping in Math 3
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4 Math Instructional Styles

4 Instructional Styles: (6th grade) all studying area and perimeter

Mastery

Apply formulas, compute accurately, reinforce skills through practice
 EX-apply formulas you already know

Understanding

Discover patterns, make generalizations, develop mathematical
explanations
 EX-explain the process you used to figure out your answer

Self-expression

Think creatively, develop new problems, try our a variety of problem
solving approaches
 EX-create your own area & perimeter problem using shapes

Interpersonal

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Make personal connections and solve real world problems
EX-draw floor plan of your house, How much carpet?
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The Differentiated Instruction
Umbrella
Differentiation
Strategy One
Strategy Two
Strategy Three
www.k8accesscenter.org The Access Center for descriptions of different
Differentiated Strategies
http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp
Evelyn Blalock
What is Differentiated Instruction for Math
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Learning & Math Instructional Style
Activity
Individual Activity
Learning Objective: Students will investigate the
relationships between lines and circles.
1.
What Math Instructional Style do you use
most often?

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2.
Find 1 Math Tool to teach Conics
Use the matrix to find a Math Tool
Pick a style that you use least often.


Find 1 Math Tool to teach Conics
Use the matrix
to find a Math Tool
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Learning & Math Instructional Style
Activity
Group Activity – How to teach content
 Share with your Group
 Math
 Math
Tool for preferred Math Instructional Style
Tool for least used Math Instructional
Style

Expand it
 Create
a way to use a Math Tool to teach
content for any Math Instructional Style not
covered
 Alter your instructional plans using the Math
Tools to use them as a group to differentiate for
an entire class
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Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Adapted from The Differentiated Classroom: Responding to the
Needs Blalock
of All Learners (Tomlinson, 1999)
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Learning
Profile
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What to Differentiate:
CONTENT
WHAT students
learn
PROCESS
PRODUCT
HOW students
learn
How students SHOW
what they’ve learned
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Content

Content: What is being taught.



differentiate the actual content being presented to students
remediate, accelerate, or enrich using basic or more
complex resources
Examples:
 Connecting learning to real life uses
 Leveling or Tiering materials; Adjustable
Assignments (Gregory & Chapman, p. 71-76)
 Using a variety of instructional materials
 Providing choice (Gregory & Chapman, p. 152-158)
 Using selective abandonment
 Acceleration, compacting, flexible pacing

(Gregory & Chapman (2007) Differentiated Instructional
Strategies: One Size Doesn’t Fit All)
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1. Content Example

Designing Multi-level lessons

Identify underlying concepts (Essential
Content, Skills, Questions)

ALL students will learn



MOST students will learn


Use a graphing calculator to solve quadratic equations
Graph a quadratic equation
Solve polynomial, exponential, and logarithmic equations
analytically and graphically
SOME students will learn


High Achievement: An abstract understanding of the
parameters of a given quadratic equation
Beginning skills:
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Process

Process: How the student learns what is being taught.


Differentiated by addressing different learning styles, levels of
thinking, and kinds of thinking
Examples:
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Flexible Grouping
Jigsaw (Gregory & Chapman, p. 115-117)
Task Cards and Tiered groups (Differentiated Instruction in Action Video)
Research and Brain-Based Instructional strategies from
Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108)
Learning contracts (Gregory & Chapman, p. 162-165)
Choice boards & Menus (Gregory & Chapman, p. 153-158; 163)
Compacting (Gregory & Chapman, p. 77-81)
Interest groups; flexible grouping (Gregory & Chapman, p. 84-90)
Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p.
120-123)

(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
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2. Process Example

Teach to assure that ALL students can
answer the essential question (s)
 Has
the skills & knowledge needed for
products
 Using a Variety of teaching methods
 To meet the needs of diverse students
Varying ability levels and academic performance
levels
 Variety of student strengths, learning styles, and
interests

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Product

Product: How the student shows what he or she has
learned.




differentiated by addressing different learning styles
providing choice in variety
different levels of complexity of products
Performance tasks Examples (Gregory & Chapman, p. 119)
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Oral presentation
Math Log or journal
Draw a picture
Record findings
Play Who Wants to be a Millionaire or Jeopardy
Design a brochure for the process
Color code a sequence
Write a song
Make a bar graph and interpret the data
Learning Contract (Gregory & Chapman, p. 162-165)
(Gregory & Chapman, 2007 Differentiated Strategies: One
Size Doesn’t Fit All) Evelyn Blalock
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3. Product Example
Choice Board Strategy
 Multiple Intelligence Choice board (See
Gregory & Chapman, 2007, p. 33-43, 158)

 Leveled/
Tiered /Scaffolded
 Choice
 Varied
learning styles
 Includes assessment plan
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Differentiated Learning
Strategies

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Acceleration
Curriculum
Compacting
Flexible Grouping
Literature Circles
Mentoring
Contracting
Independent
Study
Telescoping
Inquiry Based
Learning
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Post-holing
Learning Centers
Tiered Instruction
Tic-Tac-Toe Choices
Differentiated
Assessment
Brain Compatible
Learning
Collaborative
Learning
Project Based
Learning
Creative Problem
Solving
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The Differentiated Instruction
Umbrella
Differentiation
Strategy One
Strategy Two
Strategy Three
www.k8accesscenter.org The Access Center for descriptions of different
Differentiated Strategies
http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp
Evelyn Blalock
What is Differentiated Instruction for Math
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Designing Multi-level lessons

Identify underlying concepts (Essential
Content, Skills, Questions)

ALL students will learn



MOST students will learn


Use a graphing calculator to solve quadratic equations
Graph a quadratic equation
Solve polynomial, exponential, and logarithmic equations
analytically and graphically
SOME students will learn


High Achievement: An abstract understanding of the
parameters of a given quadratic equation
Beginning skills:
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Tiered Tasks
All Students
 Same Content Objectives
/Essential Questions
Tiered Differences

ALL students working on
grade level GPS
 Differentiation makes grade
level content accessible
 Start with concrete, build to
abstract



Same amount of time
Each student challenged to
do her/his best
Benjamin, A. (2008). Differentiated
Instruction using technology

Level of Abstraction

Level of Complexity (more
steps, more connections to
related subjects)

Level of Learning (Bloom’s
Taxonomy)

Level of Support (scaffolding)

Level of Depth (more or less
details)

Level of Readiness (2 or more)
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Tiers adjusted by:

Bloom’s Taxonomy: a
hierarchy of levels of learning
(see handout)
1.
Knowledge &
Comprehension
2.
3.
Application &
Analysis
Abstract
Concrete
 Concrete: everyone has the
same image
 Abstract: everyone does not
have the same image

Must teach concrete 1st then
abstract, then how to transition
between the two

Transition is extremely difficult
for many students.
Synthesis &
Evaluation
A. (2008).
Differentiated Instruction using
technology

They can memorize, perform
steps on multiple problems,
but can’t apply to a word
problem.
 Teach students to visualize
math & how to move to the
symbolic
Benjamin,
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Adjusted by Abstraction Example
Real World
Problem

Abstract
 The Simplex method
for finding pivot columns
 pivot rows
 pivot reductions
 the feasibility region

To build a shed
that will
remain intact
in a rainstorm
or hurricane.
de
Bruyn, Y. (2003). Where is the
highest point on the roof of a shed.

Concrete
 3-D Model of a shed with
a plane but sloping roof
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High Interest Activities

Applying the abstract

Real-world connections

Allow students to practice

Example
 Building
a shed (Simplex method for feasibility
region)
 Putting carpet in the den (Area)
 NASA Satellite Activity (Quadratic Equations)
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Think-Pair-Share

Think of at least 3 ways you currently
differentiate; Think of at least 1 way you
Tier content
 Content
 Process
 Product


Pair
Share with Group
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The Differentiated Instruction
Umbrella
Differentiation
Strategy One
Strategy Two
Strategy Three
www.k8accesscenter.org The Access Center for descriptions of different
Differentiated Strategies
http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp
Evelyn Blalock
What is Differentiated Instruction for Math
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Choice Board Strategy, p. 215
(Content + Process + Product)

Organizers for curriculum
 Variety
 Variety
of activities (types of product)
of interests & learning styles (ways to
process)
 Addressing different topics by interest (content)
 Use for choices within a unit; choices within class
routine

Choose activities & products to learn skill or
content

Choose more than one project/product

Flexible Grouping: working alone, pair, small
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Guide to Creating a Menu
Appetizer (Everyone Shares)
•Purpose: To increase understanding or practice an important skill at
the “ALL students will learn” level.
Entrée (Select One)
•Purpose: These tasks or projects are designed for students to apply,
evaluation, analyze, and synthesize the content as a culminating
activity
•At least 2 big tasks or projects
Side Dishes (Select at Least Two)
•Purpose: These tasks or projects are designed to explore some of
the interesting side topics using the content or to practice skills,
make connections, think creatively, solve real world problems
•At least 3 medium-sized tasks or projects
Dessert (Optional)
•Purpose: (1) student must use higher level thinking skills to
produce a product that uses the content at a high achievement
level, (2) a task at the “ALL students will learn” level so every
student has the opportunity to earn extra credit
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Diner Menu – What is the probability that you and
your classmates will pass the SAT?
Appetizer (Everyone Shares)
•Use a graphic organizer to show the differences in interpretation of
probability histograms for discrete and continuous variables.
Entrée (Select One)
•Pose a research question that can be answered at school, collect
data, then analyze and interpret the data. You must collect at least 30
data points.
•With a partner, research the effect zip code and ethnicity (discrete
variables) has on SAT score (continuous variable) distributions and
write a 5 paragraph essay; What could be the causes for this?
Side Dishes (Select at Least Two)
•Estimate the SAT scores of students in all zip codes around the
school. Justify your answer.
•With a partner, create and perform a skit from the point of view of a
student whose SAT score falls 2 points below the cut off. Describe
what the cut off point is.
•Make predictions by interpreting probability histograms.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of experimental
studies.
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Activity: Create a Menu

Choose an Objective from Math III
 Interest

Groups (Unit 1,2,3,4,5,6)
Create a Choice Board Menu for students
 Choice,
some
 Supports a variety of learning styles,
strengths, and preferences of the Teachers in
this group
 Addresses the needs of learners at a variety
of readiness levels, including students with
disabilities
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Evelyn Blalock
Flexible Grouping

Purpose:
 To
increase learning (Piaget, Vygotsky, &
Research-based Best Practice)
 To facilitate students with disabilities belonging
and being accepted as equal members of the
class community

Flexible, Heterogeneous Grouping (TAPS)
 Total
group: Everyone should know
 Working Alone: problem-solve in their own way
 Partner (Pairs): generate more ideas, show each
other the solutions
 Cooperative/Small group: groups ideas &
talents to accelerate learning
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Assigning Students to Groups
Heterogeneously
 Random



Playing cards
Pull a string
Mixed by ability or learning style

By academic performance

The Wheel: Above grade level, at grade level, below grade level
(Gregory &
Chapman, p. 88)



By Learning style or multiple intelligence
By Math Learning Style
Change groups periodically, i.e. within one class period,
once a month
Homogenously
 Interests
 Readiness
 Knowledge about a topic
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 WHAT
CHILDREN
CAN DO
TOGETHER
TODAY, THEY
CAN DO
ALONE
TOMORROW.
 Vygotsky,
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Managing Groups using Task
Cards

VIDEO- Flexible Grouping & Tiered Instruction
 Flexible
Grouping
Video: Quick Fire Challenge in History class
 Heterogeneous by mixing learning styles
 Use of roles

 Flexible
grouping
 Readiness levels & interests (Mid: Respectful
Tasks intro & Foreign Language class
example)
 Tiered by Evelyn
readiness
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Blalock
Think-Pair-Share

Individually – Think


How do you currently use flexible grouping in your
classroom?
What improvements or changes would you make as you
continue to support flexible grouping in your classroom?

Pair to discuss and share uses and improvements
of flexible grouping

Share strategies with group at your table

Write a list of uses for flexible grouping in Math III
classrooms
Add Flexible Grouping to your Menu or Tiered unit

Add list to your Exit Ticket

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Exit Ticket

Examples of Differentiating
 Content
 Process
 Product

Post Menus to Ning
 Groups
can post bursts of genius that may
come in the middle of the night.
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