Differentiated Instruction:

One Size Does Not Fit ALL

Overview Facilitated By Sara Fridley Region 3 Education Service Agency [email protected]

Workshop Outcomes • Increased understanding of what Differentiated Instruction IS & IS NOT • Add to our Instructional Strategies Toolbox

“If students don't learn the way we teach them, we must teach them the way they learn.”

Marcia Tate, Developing Minds Inc., Conyers, GA

Differentiation IS NOT . . .

• • • • • • The same as an IEP for every student Just another way to group kids Expecting less of struggling learners than of typical learners A substitute for specialized services Chaotic New

Good Differentiation IS . . .

• • • • • • Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and individual instruction Based on students’ readiness, interests, and/or learning profile

Essential Questions

• Who are the students in our classrooms?

• What diversity impacts and influences curriculum and instruction?

Diversity in the Classroom • • • • • • • • ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity Readiness • • • • • • Autistic Physically Disabled Multiple Handicapped English Language Learners Social Status Economic Status

Do You Know Your Students?

• • Getting to know your students is the key to making DI work Variations • Interest Surveys (students & parents) • Graphing How I’m Smart • Profile Poster •

Mystery Bag

• Bio Match

How well do YOU know the people around you? • 3 Facts & a Fib • Write 3 facts about yourself • Write 1 fib about yourself • Circulate & talk to 5 people • If they do not correctly identify the fib, they must sign your postcard

This activity works great with students as a review of content/knowledge. It does require some follow-up with the teacher to make sure the fibs are all clearly identified.

Begin With the Brain

Brain Principles • • • • • • The brain is a complex adaptive system.

The brain is social.

The search for meaning is innate.

The search for meaning occurs through patterning.

Emotions are critical to patterning.

Every brain simultaneously perceives and creates parts.

More Brain Principles • • • • • • Learning involves both focused attention and peripheral perception.

Learning always involves conscious and unconscious processes.

Multiple ways of organizing memory.

Learning is developmental.

Complex learning is enhanced by challenge and inhibited by threat.

Every brain is uniquely organized.

The Body, Movement, and the Brain • Movement (large motor) increases the flow of oxygen to the brain • Stimulates internal memory triggers • Standing up • Stretching • Changing location for a new concept (outside, library, lunchroom, sitting on the floor) • Koosh balls, bean bags, “fidgets”

Strategy Ideas • Stations (centers, etc.) • These work for EVERY age group • Movement during a short quiz • Post questions on bright paper around room • Students walk around to each “station” • Create human histograms

Time, Time, and More Time

• Time is a four-letter word!!

• Prep time • Need more time • Time on task • Opportune times for learning • Attention span is impossible to control • 10-15 minutes maximum • Less for younger students

Time On Task . . .

• “Change gears” every 15 minutes • Break up an activity into parts • Pause activity to move/reflect/question/review • Calling on students at random • Not just the kids with their hands up!

Need More Time . . .

• Adequate practice & reflection take TIME!!!

• Reflection solidifies understanding of concept • Practice needs to come in more than one format • Problem/Question of the Day • Sometimes the “fluff” is the best learning experience • Integrate other content areas • Studying grammar? Use social studies or science concepts in your sample sentences!

20 – 2 – 20 Rule . . .

• Re-explain within 20 minutes • Review & apply within 2 days • Reflect & re-apply within 20 days

Opportune Learning Times . . .

• Hold reasonable expectations • Some kids aren’t “there” developmentally • Downtime is real • Time of day matters • Not the same for big kids & little kids • Time during class or lesson matters • First & Last

Involve the Senses

• • • • • See Hear Taste Smell Touch

The Role of Music

• • • • Stimulates the brain & increases attentiveness • Right side for creativity • Activates thinking parts of the brain Creates a sound curtain to isolate groups Effects emotions, heart rate, mood, mental images of listener Embeds learning faster • Alphabet song • http://www.school-house-rock.com/Prea.html

Smell & Taste Trigger Memory. . .

• Common Trigger Smells • Fresh air • Peppermint • Lavender • Lemon • Cinnamon • Chocolate • • Can trigger both positive & negative memory Use common sense & check on allergies

Time For a Break

Color

Increases Understanding

• Using color for key concepts can increase memory retention up to 25%

Experiment

Memorize the Pattern 30 seconds

Orange Orange Red Red Purple Purple Pink Pink Yellow Yellow Orange Orange Yellow Yellow Black Black Blue Blue Blue Blue Red Red Green Green

Memorize the Pattern 30 seconds

Teach in

C o l o r

• • • Color Code • Key Concepts • Colored Pens • Color with Sunshine Painted Essay Colored Acetate • Number chart • Sliding mask • Highlighting tape

A Quick Start • • • “Color Code” key concepts • Easy in modern classrooms • White boards, Smart Boards, & computer software • Key terms in all content areas • Math (parts of equations) • Language arts (parts of speech, important vocabulary, editing) Correct “with sunshine” Students do their own color coding • Highlighting Tape • Colored pens/pencils/highlighters

Word Walls in Color CALEB GATTEGNO

Correct “With Sunshine” • • Use yellow highlighter to identify incorrect answers Give student option to correct and receive partial (or whole) credit • Key to success – require students to explain in writing what they did wrong and how they corrected the problem

Use Colored Pens/Pencils • • In writing for peer editing • Each member of group gets a different color • Can instantly see if everyone has contributed • Option – students use colored pen for their own editing/revising For language study • Color code the different tenses • Color code the verb endings (world languages) • Color code roots/prefixes/suffixes

Skier

(to ski) • • • Je ski e Tu ski es Il/elle/on ski e • • • Nous ski ons Vous ski ez Ils/elles ski ent

The Painted Essay

Peripherals • • • Post key concepts or terms on walls Use bright colored paper At test time . . .

• Leave it up in same place • Cover the concept with the same color paper • Memory trigger for visual learners • They can “picture” the words.

Enhancing Memory • Memory storage is stimulated by • Novelty • Emotion (fear, excitement) • Personal Connections

Phases & Categories of Memory • Learning/encoding • Sensory • Storage • Retrieval • Short term • Immediate • Active working • Long term

What Are Memory Barriers?

• • Lack of sleep Dehydration • • • Lack of focus/concentration Lack of appropriate cues Distortion of information

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.

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 • Pattern . . .

First & Last • The brain most easily remembers things from beginning & end of sessions

Memory Strategy Ideas • • • • • • Use the 5 senses Movement Time Chunk information Make connections between old and new knowledge Find the patterns • • • Frequent understanding checks Practice Reflection • • Interest Intent

C A

Dots on Grids

B D

Time For Lunch

Simple Learning Styles • • • Auditory • Learns best from listening Visual • Learns best from seeing Kinesthetic/Tactile • Learns best from doing

Why Visual Literacy?

• • • Over 80% of today’s students are visual learners!

Average youth today • By age 18 - 22,000 hours watching TV • By age 14 has seen 12,000 murders on network TV programming!!!!

• By 18 – 12,500 hours in school Average vocabulary of 14-year-olds is shrinking • In 1950 – 25,000 words • In 1999 – 10,000 words

Visual Learner • • • • Images go directly to long-term memory in brain Humans process visuals 60,000 times faster than text Words processed sequentially • Keyboard Images processed simultaneously • Camera

pe rim eter area

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

Nomadic Learners • “If we build in enough movement during the class period, students will be less likely to move on their own.” • Motion resources • Minds in Motion • Learning on Their Feet http://doe.sd.gov/oess/schoolhealth/mindsinmotion/index.asp

Tactile/Kinesthetic Learner • • Needs to manipulate information Needs to MOVE frequently • • • • Act it out Music stand learning Home away from home Fidgets

Turn Your Paper Sideways • • Grades 2-7 (lower or higher if needed) A trick for lining up numbers when working with multi-digit numbers in columns • TURN THE PAPER SIDEWAYS & use the lines as column guides • Also provides novelty (brain trigger)

Gardner’s Multiple Intelligences • • • • Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic • • • • Naturalist Interpersonal Intrapersonal Verbal/Linguistic

Sternberg Intelligences

• Analytical • Practical • Creative

Essential Question

• How do we enrich the experiences of our students, so that they will remember their experiences in our classrooms?

3 Keys to Differentiated Instruction • Content • What we teach students • Materials and methods used • Process • Activities • Calls on students to use key skills • Product • How students show what they have learned • Should also allow students to extend what they learned

Key #1 – Adapt Content • • Refers to both materials & methods Accommodate students’ different starting points • Some students ready for more complex or abstract levels • Some students ready for independent work

Can You Identify This?

• Migrating Bacteria. Bacterial colonies growing in a pattern in a petri dish. (ABCNews.com)

Use Large, Rich Words Encourage kids to ask, “What does that mean?” • Hydrophobic: what are the roots of this word that help us know what it means?

(ABCNews.com)

Key #2 – 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

Have a computer in your classroom?

• Great Online Resources • http://www.free.ed.gov

• http://www.thinkfinity.com (formerly Marco Polo) • http://school.discovery.com/schrockguide/ • http://www.netrover.com/~kingskid/108.html

• http://www.edhelper.com/ • http://www.ceismc.gatech.edu/busyt/ • http://www.cloudnet.com/~edrbsass/edres.htm

eField Trips & Scavenger Hunts • Virtual Tours • http://www.theteachersguide.com/virtualtours.html

• http://www.uen.org/utahlink/tours/ • http://www.efieldtrips.org/ • Many require registration • Includes “ask the expert” sessions • http://oops.bizland.com/vtours.htm

• http://www.exploratorium.edu/

eField Trips & Scavenger Hunts • Internet Scavenger Hunts • http://www.education world.com/a_lesson/archives/hunt.shtml

• http://www.thecoo.edu/~apeter/scavenger_hunts.htm

• Univ. Sioux Falls site with lots of topics • http://www.nvo.com/ecnewletter/scavengerhuntsonthe web/ • http://lessonplancentral.com/lessons/Computers_and_In ternet/Scavenger_Hunts/ • http://www.pitt.edu/~poole/eledScavenger.html

• Q – How many Wiki people does it take to change a light bulb?

• A – One, . . . but anyone can change it back.

Time For a Break

Key #3 – Adapt Product • • • Students have choices of product Students use key skills to create product • Bloom’s Taxonomy • Multiple Intelligence Theories Common focus • Vary student activities • Vary complexity

Life in the fast lane . . .

In an increasingly fast-paced world we don’t make time for creative activities.

Providing Task Choices

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

• • • Tiered Assignments Rationale – “when tasks are well beyond the grasp of students, those students do not learn.” •

Burn out

Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.” •

Tedium

Zone of Proximal Development • • “we learn only when tasks are a little too hard for us and a support system is available to help us.”

Moderate Challenge

When Tiering – Adjust . . .

• • • • • • •

Level of Complexity Amount of Structure Materials Time/Pace Number of Steps Form of Expression Level of Dependence

Indicators of Effective Tiers • • • • • • Tiers are squarely focused on essential knowledge, understanding, and skill Tiers are equally engaging to students Pre-assessment formed basis for assigning students to tiers ALL students must think at a high level to complete task Support system is in place Students understand the task and why they are not all doing the same thing

Layered Curriculum • • • Kathie Nunley • “C” Level (knowledge base) • “B” Level • “A” Level (highest level thinking skills) Layers based on Bloom’s Taxonomy Each student makes choices from ALL layers

• • • • Differentiated & Tiered Lesson Resources Kathie Nunley’s Layered Curriculum • http://www.help4teachers.com/ Indiana Dept. of Ed Gifted & Talented • http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welco me.html

Regina, Saskatchewan Schools • http://www.saskschools.ca/curr_content/bestpractice/ • Check out their other resources too Washington and Lee University • http://teachereducation.wlu.edu/courses/practicum/Differentiation.

htm

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

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Cubing

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

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

Think Dots • • Typically a small group or individual activity Vary the purpose for using • Pre-assessment • Anchor activity • Bell-ringer • Review • Post-assessment • Homework

Describe… THINK DOTS Apply… Question… Argue for or against… Satirize… Compare and/or contrast…

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.

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

Diagram how to solve 3x + 1 = 10.

Explain how a variable is used to solve word problem.

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

Role

Gingerbread Man Squanto Band Member Monet RAFT Activities

Audience

Our Class

Format

Oral Response Other Native Americans Other Band Members Van Gogh Water Vapor Battery Multiplication Fact Water Loose Wire Division Fact 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

Wrapping It All Up

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!

Principles to Guide Differentiated Classrooms

• • • • • • Focus on essentials Attend to student differences Assess often and use it to make adjustments/modifications Mutual respect Be flexible

Doesn’t happen 100% of the time!!!!

Simple Ways to Start

• • • • • Add an interdisciplinary element to a favorite unit Collaborate with other teachers Add movement/touch/visual aids to existing lessons & activities Apply Multiple Intelligence thinking to group/individual projects Offer students choices of product/presentation

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?

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