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Presented by Sherah B. Carr, Ph.D. www.teachingwithpurpose.com Create a Name Tag Including: 1. Adjective and Your Name Examples: Serious Stan, Mathematical Mary, Bicycling Bill 2. A hobby or something special about you Examples: Coin Collector, Shopper, Artist, etc. How can you reach ALL the learners in your class? But….let’s do the math! In a class of 28 students…. How many different members of your audience do you have? If we keep teaching students the SAME way and they still don’t get it…. Who’s really the slow learner? Eric Jensen Today you’ll see a framework for differentiated instruction that will hopefully get RAVE REVIEWS! It’s clear! It’s doable! Topics Take One – Setting the Classroom Stage Take Two – Knowing the Players Take Three – Working and Altering the Scripts Take One Setting the Classroom Stage What’s your classroom climate? Do you really believe that ALL students can learn? Do you know the strengths of each student? Do you celebrate growth? Meeting Basic Needs First We all know that basic human needs must be met in the classroom. Maslow’s hierarchy of needs William Glasser’s Choice Theory of Motivation The need to survive, belong, have some power, freedom, enjoyment Ways to Set the Stage for DI Core belief in student’s potential Perception is everything Sense of community Questioning – wait time Music and laughter Affirmations Cheer Cards – see my web site Remember our name tags? Use strengths in classroom learning skills… Create skills scenarios – using their strengths or hobbies compare and contrast persuasive writing science concepts – experiments social studies – supply and demand Math problems worded with student hobbies Literacy – books, poems, stories, etc. Keep student strength cards for yourself Student Strength Recognition Post-it and Pair – Give each child 2-3 post-it notes – Have them write down two or three things they are good at doing. Stick them on a book or clipboard – Walk around • Try to find someone with the same strength • Try to find someone with a different strength – Save their strengths on the child’s folder or index card Classroom Climate Check • • • • • • • • • Physical environment Openness Well managed Supports individual Understands and respects differences Encourages group and individual work Makes connections to background Uses multiple teaching strategies Links home and community Take Two Knowing the Players How well do you know your students? Do you realize that time spent in making personal connections to students pays off in better behavior and learning? Classroom Management that Works - Marzano Prior Knowledge What’s the big deal? Ways to Gather Prior Knowledge • • • • • • K-W-L Brainstorming Anticipation Guides Agree/Disagree Statements Dumping Mindstorms What’s in Your Head? Graffiti Brainstorming Where are you on the road? DIRT ROAD PAVED ROAD YELLOW BRICK ROAD INTERSTATE Post in four corners of the room…..check for prior knowledge Pie Plate Ratings Learning Styles/Modalities • Visual – learning from seeing • Auditory – learning from hearing • Kinesthetic – learning from touching, doing, moving Learning Style Preferences of 5,300 Students Moving, touching, doing 37% Sound, music 34% Auditory Visual Kinesthetic 29% Learning from pictures From 5,300 students grades 5-12 – Specific Diagnostic Studies (1989) Learning Styles Learning Styles Inventories – see my web site Pat Wyman – www.howtolearn.com CAPSOL Styles of Learning – www.stylesoflearning.com What ways are you consciously looking at your daily/weekly/monthly lesson plans and units and incorporating visual, auditory and kinesthetic activities for students? Multiple Intelligences If we insist on looking at the rainbow of intelligence through a single filter, many minds will erroneously seem devoid of light. Renee Fuller from Beyond IQ Verbal/ Linguistic Intrapersonal alone everybody Interpersonal Naturalist Logical/Mathematical Rhythmic/Musical Bodily Kinesthetic Visual/Spatial Howard Gardner’s Multiple Intelligences Multiple Intelligences Student Multiple Intelligence Inventories Check out my web site www.teachingwithpurpose.com Portfolio Feedback Conference Questions • Choose a piece of work – you found challenging and tell why – you enjoyed and tell why – you found easy and tell why – you disliked and tell why – you’re proud of and tell why Take Three Working and Altering the Scripts How can you create ASSIGNMENTS that allow for different learners? • Scaffolding • Choices • Tiering How do you differentiate a lesson when teaching a skill? • • • • Whole group instruction Constant checks for understanding Distribute practice and summarizing Determine needs for differentiation in lesson assignments – Scaffolding including graphic organizers – Choices – Tiering • Scaffolding • Choice Assignments – Menus – Tic-Tac-Toe – Contracts • Tiered Lessons – Leveled assignments • Compacting • Flexible Grouping Scaffolding • Temporary support • Keeps student respect • Great aid to struggling students Great Resources Scaffolding Grade Level Learning – Carolyn D. Boyles Scaffolding with Technology – Carolyn D. Boyles & Lauri Susi Scaffolding Strategies • Break task into smaller steps • Use graphic organizers to help with organizing information • Giving partially completed notes, graphic organizers, math problems, etc. • Provide additional clues – mnemonics, color coding, fact sheets, tables, etc. • Give big picture with content maps and vocabulary lists • Providing pre-made links and hints in Microsoft Word files Extensive Use of Graphic Organizers Venn Diagrams Word Maps Mind maps/webs Matrix Frayer Diagram Definition Examples And don’t forget Kidspiration software for graphic organizers Great teaching tool and kids love it! Characteristics Non-Examples Etch a Sketch Great for vocabulary work Write It! Draw It! Choice Assignments • The brain likes choice – Increases memory – Helps make connections to something already known – Higher interest – Feelings of control – Improves decision making • Choice gives students opportunities to use their learning strengths Fractions - Tic-Tac-Toe Assignment This assignment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills. You must use all the fractions 1/2, 1/3, 1/4, 1/6, 1/8 in your assignments. Create a rap song about the fractions. Draw candy bars that shows fractions. Create a chart of the fractions. Include 3 columns with the symbol, what it means and an example. Write a story about how you use fractions in real life. Make flash cards of the fractions. Put a picture clue on the back of each card. Create a mobile of the fractions. Hang a card under each fraction telling what it is. Show how pizzas could be divided into the fractions. Work with a friend to create a poem about fractions. Create a matching game with the fractions and picture cards to match. © 2006 Sherah B. Carr, Ph.D. For K-1 or ESOL Learners Puzzle Draw Flash Cards Computer Write Pair Read © 2006 Sherah B. Carr, Ph.D. Whiteboard Music Use this one after reading a story. Red Blue Green Choose two different colored items from the menu Find a friend and tell them the main idea, characters and story setting. Put the story events in order. Find a partner and tell them the order of events in the story. Writing Write 2 sentences that tell what the story was about. Write a list of 10 things you remember from the story. Drawing Draw a picture of 3 things that were in the story. Make a poster that shows others about the story. Include 3 ideas from the story. Speaking © 2006 Sherah B. Carr, Ph.D. Teacher Choice Assignment Idea Starters Advertisement Animation Audio Recording Billboard Blog Session Book Book Cover Brochure Bumper Sticker Card Game Cartoon Collage Computer Presentation Crossword Puzzle Debate Diagram Diary Diorama Documentary Dramatization Essay Fish Bone Chart Flip book Flowchart Foldable Frayer Chart Game Graphs Index Card Files Information Cube Interview Internet Research Invention Jigsaw Puzzle Journal Kiosk K-W-L Chart Learning Center Light Show Limerick Mind Map Mini-book Mobile Mural Musical Composition Newsletter Newspaper Oral Presentation Panel Discussion Photo Album Portfolio Poster Pro and Con Chart Puppets Quilt Quiz Bowl Radio Show Recipe Research Report Science Experiment Scrapbook Sculpture Shadow Box Slide Show Spreadsheet Storybook Surveys Take Out Box Timeline Tour Transparencies TV Show Venn Diagram Video Student Learning Contract Form Student: ____________________________________________________________________________ Subject: _______________________________ Date of Contract: ____________________________ What are you going to learn? List the skill(s). _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ How are you going to learn the skill(s)? What things will you use to help you learn? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ How will you show your teacher that you know the skill? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Contract Grade: _________________________ Check Up Date: __________________________ Date when you will meet with your teacher part way through the contract to see how you are doing. Finished Date: __________________________ Date when you need to be done and are ready to show your teacher what you learned. Student Signature: _______________________________________________________________ Parent/Guardian Signature: _______________________________________________________ Teacher Signature: ______________________________________________________________ Tier 1: Basic Knowledge; Foundation Tier 2: Understanding; Application; Diverse settings Tier 3: Analysis; Synthesis; Evaluation; Depth With each layer of the cake can be made interesting and delicious. Tiering Assignments • • • • Start with standard Large group instruction Determine readiness/levels/interests Tier (usually three levels) of assignment for deeper understanding and practice • Tiering can be leveled according to readiness, interest or learning style. Handout page 15 Awesome Web Site with Tiered Assignments See Indiana State DOE web site with tiered lesson samples: http://www.doe.state.in.us/exceptional/gt/tier ed_curriculum/welcome.html Language Arts Grade: Kindergarten Standard: Ideas to Include in a Story Tier I: Students interested in Zoos Today we are going to share ideas about what happens at the zoo. We want to come up with five ideas about what happens at the zoo. If you were an animal at the zoo, what do you think happens when you wake up in the morning? What ideas do you have that might happen next? What else might happen?Now, can we arrange these ideas to tell a story? Tier II: Students interested in Playgrounds Today, we are going to share ideas about what happens on the playground. We want to come up with five ideas about what happens when we play on the playground. Think about going to the playground. What happens first? What else happens? Let's think of some more ideas. Now let's arrange these ideas to tell a story. Tier III: Students interested in Basketball games Today we are going to share ideas about what happens at a basketball game when we go to watch. We want to come up with five ideas about what happens at basketball games. Think about going to a game; what happens first? Let's think of some more ideas. Now, let's arrange these to make a story. Mathematics Grade: First Standard: Fractions and Decimals Tier I: Basic Learners Using paper circles (pizza) and squares (sandwich), in pairs students determine how to share the food equally and illustrate by folding the paper. Have two pairs determine how they can share equally with four people. They can cut the parts and stack them to see if they match. Have the quad repeat the process for sharing a paper Reese Peanut Butter Cup equally with three people. Tier II: Grade Level Learners Using paper circles (pizza) and squares (sandwich), in triads have students determine how to share the food equally and illustrate by folding the paper. Have two triads determine how they can share equally with six people. Have the group of six repeat the process for sharing a paper Birthday Cake with twelve people. In each case, they can cut the parts & stack to match. Have the group start with half a cake and divide equally for 3, 6, and 12 people. Tier III: Advanced Learners Using paper rectangles (sandwich) and triangles (slice of pie), in pairs have students determine how to share the food in three different ways to get equal parts. Have them illustrate by folding the paper. The pair should also answer the questions: Are there other different ways to divide each shape equally? How many ways are there? Have the pair determine which shapes - circles, squares, rectangles, triangles- are easier to divide evenly and illustrate why with a particular food of their choice. Science Grade: Third Standard: The Water Cycle Tier I: Visual Learners These students will read the story, Cloudy with a Chance of Meatballs by Judi Barrett and relate the ideas in the book to the water cycle by visual means, such as a chart or concept map. Tier II: Auditory Learners These students will read the book, A Drop of Water Around the World, ISBN: 1883220-72-6 and present the ideas through a radio broadcast, play, or readers’ theater. They should emphasize the parts of the water cycle. Tier III: Kinesthetic Learners These students will create a working model of the water cycle, using a clear jar, hot water, ice, and foil. They should design a way to explain what is happening in the cycle. Science Grade: Fifth Standard: Make and Revise Predictions Novel Study: Witch of Blackbird Pond by Elizabeth George Speare Tier I: Below Grade Level Learners These students need to understand the events of the first chapter of the novel. They will have read the chapter but will answer questions given to them to check on their comprehension of the facts of the chapter first. After understanding the facts, they will write a letter from Kit to her friend in Barbados telling what she expects will happen next. The letter needs to be turned in at the end of the class. Tier II: Grade Level Learners These students will analyze the events in chapter one. They will analyze according to Kit's thoughts concerning her "disappointment in America." They will focus on analysis of why America would be disappointing to a person who was coming from Barbados. Do a prewriting exercise of creating a Venn diagram that shows a comparison of America (as Kit sees it) and Barbados (as Kit remembers it). Then use your information to write a journal entry from Kit's point of view that explains why she is so disappointed and predicts what she thinks will happen next. Turn in your journal entry at the end of the class. Tier III: Above Grade Level Learners: These students will synthesize the words used in chapter one according to what the words help them learn about Kit. They will then predict what will happen next from a synthesis of the words used to tell the events in the first chapter. Important words to present to them to begin their search are embarrassment (p.6), dour-looking (p.7), impulsively (p.8), Heathen Island (p.11), Puritans (p.12), humiliation (p.13), respectable woman (p. 13), and nonchalance (p. 14). If they do not know word meanings, they should begin their search in a dictionary. Then they should write Kit's explanation (in any form they choose) of what has happened and what she predicts next. Turn in the piece at the end of class. In most classrooms there is a wide range of learner needs. Students differ in readiness levels, interests, and approaches to learning. Teachers can modify the classroom environment and instruction to meet the varied needs and strengths of all learners. How can you tailor instruction to help meet the needs of all learners?