Transcript Differentiation: Part 1

Differentiation
What It Is and How to Implement Strategies
Essential Question
• How are differentiation strategies
successfully implemented in the
classroom?
Differentiation
•changing the content, process, products,
or learning environment of your class based
on an individual student’s readiness,
interests, and learning profile
What Differentiation is NOT . . .
• Fluffy projects
• Busy work
• Harder assignments for whole class
• Teaching “to the middle”
• Getting mean when grading papers
• Giving the same assignments and
expecting different results
Differentiating CONTENT
• Content: ideas, concepts, facts,
rules, principles that students
learn
• Changes: level of difficulty,
novelty, acceleration, and
depth of study
Differentiating PROCESS
• Process: the presentation of the
content and learning activities
for students
• Changes: alter activities, use
tiered questions/assignments,
provide learning centers, offer
hands-on experiences, or vary
time limits
Differentiating PRODUCT
• Products: how students show
what they know; how we know
that they know!
• Changes: student choice, group
work, independent study,
performance tasks
Differentiating LEARNING ENVIRONMENT
• Learning Environment:
organization of classroom, roles
and relationships between
students, and role of teacher
• Changes: learning centers,
independent work stations,
kinesthetic learning, shared
decision making
The BEST strategies to Differentiate
• Activating Strategies
– activates engagement and motivation
• Student Choice
– fosters motivation, engagement, interest
• Jigsaw
– ensures higher rate of cooperation, success
• Tiered Assignments
– offers different challenges, resources, and products
based on ability level of student
• Alternative Assessment
– increases motivation, interest, and success
• Summarizing Strategies
– provides evidence of learning for learner and teacher
Activating Strategies
•Hooks interest and
links to prior
knowledge
•Motivates by
creating meaning
•Previews key
vocabulary
•Prepares for
learning
Hot Seat
• Before the beginning of class, the teacher
prepares 4-5 questions related to the
topic of study and writes them on sticky
notes.
• Place the sticky notes underneath student
desks so they are hidden from view.
• At beginning of class, inform students that
several of them are sitting in “Hot Seats”
and will be asked to answer the questions.
• Have the students check their desks for
the strategically placed sticky notes.
• Students who are in the “Hot Seats” take
turns answering the questions.
Password
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Pair up with a partner.
Decide who is a 1 and who is a 2.
1’s turn away from the screen.
2’s turn to face the screen and your
partner.
• A series of pictures or terms are revealed.
2’s start at the bottom left and go across
giving clues to your partner. When your
partner guesses correctly, start the next
series of clues.
• Follow the arrows until you and your
partner reach the top of the pyramid.
Password
Seinfeld
Entertainment
Tonight
Top Chef
Grey’s
Anatomy
Friends
Friday Night
Lights
Prison
Break
24
Oprah
Jeopardy!
Examples of Student Choices
Written products: proposals, poems,
brochures, letters, lab reports, etc.
Concrete Products: building a
model, repairing an engine, creating
artistic representations, making films,
etc.
Performance Products: speeches,
songs, monologues, presentations,
etc.
Most Difficult First
• Fosters individual self-pacing
• The teacher gives a shortened
assignment allowing the student to
demonstrate mastery of newly
introduced content.
• The student is not required to
complete all of the items, problems,
or questions on an assignment if
she/he can show mastery by
accurately completing the most
difficult first.
Homework Menu Options
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Autobiography
Advertisement
Announcement
Book Jacket
Business Plan
Campaign Speech
Cartoon/Comic Strip
CD Cover
Character Sketch
Descriptive Paragraphs
Dialogue
Diary Entries
Email
Encyclopedia Entries
Advice Column
Resume
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Eulogy
Eyewitness Account
Greeting Card
Grocery List
Informative Essay
Interview
Job Application
Menu
Monologue
Movie Review
Narrative Essay
Newspaper Article
Persuasive Essay
Play
Poem
Jigsaw
• type of collaborative work
• students read and examine a
portion of a reading assignment
and report what they've learned
to the entire group
• provides opportunities for small
group interaction
• allows active engagement of all
students
• varies ways in which students read
and acquire information from their
reading
How to Jigsaw: HOME GROUPS
• Divide the entire class into HOME GROUPS
according to the number of passages to
be read/examined.
• Each participant of each HOME group
receives a number. If the HOME group has
4 participants, each group has members
who are numbered 1-2-3-4.
• Each member of a HOME group receives
a different reading
assignment/article/passage/chapter. All
number 1 members of each HOME group
would have the same article, as would all
number 2 members, etc.
How to Jigsaw: EXPERT GROUPS
• The HOME groups split, and members
come together in other EXPERT groups. All
number 1 members from each HOME
group get together. Each member of an
EXPERT group will become an expert on
his/her article/passage and be prepared
to teach the information he/she learned to
the original HOME group.
• Members of the EXPERT group then return to
their HOME groups, and each member
shares his/her expertise and knowledge
with the HOME group.
• Following this activity, group members
discuss their own performance and the
performance of the group.
Planning Tiered Assignments
Concept to be Understood
OR
Skill to be Mastered
Create on-level task first then adjust up and down.
Below-Level
Task
On-Level
Task
“Adjusting the
Task”
Above-Level
Task
Performance Based Assessments
• At key points throughout the year,
students independently demonstrate
their growing knowledge,
understandings, and skills by
engaging in
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Reality-based projects
Real world goals
Roles
Audiences
Situations
Products and performances
Carefully-articulated standards
Successful Performance Tasks
• G (Goal)
• R (Role)
• A (Audience)
• S (Situation or Specifics)
• P (Product, Performance, Purpose)
• S (Standards and Criteria for Success)
Cubing with Bloom’s
Students cite content
they remember
•What color was the dress?
•How old was the
president?
•What is the formula for..?
Comprehension
Students demonstrate
whether or not they
understand a topic
•Explain how…
•Which word doesn’t fit?
•What is the difference
between…?
•Which actions support…?
Application
Students use
knowledge and skills
in different situations
•What would happen if we
changed…?
•Create a proposal for …
•Use the formula for ……
Knowledge
Cubing with Bloom’s
Analysis
Synthesis
Evaluation
Students break down topics
and analyze them in context
of the whole
•What variables had the
biggest effect?
•Find the mistake in…
•What is the relationship
between…?
Students bring together
seemingly opposite aspects
•Defend the decision
to….
•Add a character to the
scene..
•Create a cartoon that
depicts…
•Design a better system
for …
Students use all of the other
levels to judge the validity
•Judge the value of …
•Which decision is
unethical? Why?
•Which process is not
most efficient? Why?
•Could this have
worked 20 years ago?
Why or why not?
Key Points about Summarizing
Students answer the essential question
Solidifies the learning
Provides evidence of student learning
ALL students summarize!
Summarizing should be distributed
throughout the lesson, not just at the end!
Teachers use it to assess and determine reteaching needs
Allocate time for this and don’t skip!
3-2-1
3 concepts you learned today
2 ways you will apply this knowledge
outside of the classroom
1 question you still have
Tic-Tac-Know
Activating
KWL
Anticipation
Guide
3-2-1
Differentiation
Hot Seat
Brainstorming
Wordsplash
Summarizing
Suggestions
• Start small: one lesson, one
unit, one assessment, one
week, one semester, one
course, one year, one
career…
• You can’t differentiate
every activity every day; do
as much as you can when
you can (without going
crazy!)
• Bottom line: change is
good, and you can do it!
Give One, Get One
• For one minute, brainstorm as many
strategies you can think of you will
use in your classroom in order to
differentiate instruction.
• For the next minute, walk around
and collaborate with three people
by giving them one of your strategies
and getting one new strategy from
them
Your Turn!
• Using the materials you brought and
the strategies presented, spend the
final portion of our training with
teachers from your grade level team
developing a lesson that
incorporates differentiation.
References
• Thanks to the following for providing
resources included in this
presentation:
– Area 6 Area Lead Teachers: Theresa
Cowart, Jennifer Frisch, and Dan Penick
– Best Practice Modules, Metro RESA
– Learning-Focused Schools, Dr. Max
Thompson and Dr. Julia Thompson