Transcript Document

Total Group
Alone
Paired
Small
Groups
•Comprehension
•Recall
•Modeling other levels of thinking
•Checking for level
•Analyze
•Synthesize
•Adaptive reasoning
•Evaluation
•Analytical
•Synthesize
•Decision making
•Evaluation
•Systems thinking
•Application
•Decision making
•Criteria establishment
•Comprehension
Begin Slowly – Just Begin!
Low-Prep Differentiation
Choices of books
Homework options
Use of reading buddies
Varied journal Prompts
Orbitals
Varied pacing with anchor options
Student-teaching goal setting
Work alone / together
Whole-to-part and part-to-whole explorations
Flexible seating
Varied computer programs
Design-A-Day
Varied Supplementary materials
Options for varied modes of expression
Varying scaffolding on same organizer
Let’s Make a Deal projects
Computer mentors
Think-Pair-Share by readiness, interest, learning profile
Use of collaboration, independence, and cooperation
Open-ended activities
Mini-workshops to reteach or extend skills
Jigsaw
Negotiated Criteria
Explorations by interests
Games to practice mastery of information
Multiple levels of questions
High-Prep Differentiation
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-intelligence options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with graphic organizers
Community mentorships
Interest groups
Tiered centers
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing formats
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate
Instruction By
Readiness
To Differentiate
Instruction By
Interest
To Differentiate
Instruction by
Learning Profile
‫ ٭‬equalizer adjustments (complexity,
open-endedness, etc.
‫ ٭‬add or remove scaffolding
‫ ٭‬vary difficulty level of text &
supplementary materials
‫ ٭‬adjust task familiarity
‫ ٭‬vary direct instruction by small group
‫ ٭‬adjust proximity of ideas to student
experience
‫ ٭‬encourage application of broad
concepts & principles to student interest
areas
‫ ٭‬give choice of mode of expressing
learning
‫ ٭‬use interest-based mentoring of adults
or more expert-like peers
‫ ٭‬give choice of tasks and products
(including student designed options)
‫ ٭‬give broad access to varied materials &
technologies
‫ ٭‬create an environment with flexible
learning spaces and options
‫ ٭‬allow working alone or working with
peers
‫ ٭‬use part-to-whole and whole-to-part
approaches
‫٭‬Vary teacher mode of presentation
(visual, auditory, kinesthetic, concrete,
abstract)
‫ ٭‬adjust for gender, culture, language
differences.
useful instructional strategies:
- tiered activities
- Tiered products
- compacting
- learning contracts
- tiered tasks/alternative forms of
assessment
useful instructional strategies:
- interest centers
- interest groups
- enrichment clusters
- group investigation
- choice boards
- MI options
- internet mentors
useful instructional strategies:
- multi-ability cooperative tasks
- MI options
- Triarchic options
- 4-MAT
CA Tomlinson, UVa ‘97
Thinking About the Role of Instructional Strategies in Differentiation
Strategy for
Differentiation
Primarily Used to
Differentiate
Positives
Cautions
Tiered Assignments
Readiness
Meat & Potatoes differentiation
Must use as only part of a flexible grouping
pattern
Tiered Products
Readiness, Interest,
Learning Profile
Can be passion-producing
Must provide coaching for quality
Learning Contracts
Readiness
Encourage student autonomy
Be sure to blend skill and content
Drill-Focused
Cooperative Tasks
Low End Readiness
Deals with coverage and mastery
issues
May aggravate have/have not status
Thought/Production
Focused Cooperative
Tasks
Interest, Learning
Profile
Involves all students with high level
tasks
Be sure tasks call for varied intellectual skills
Alternative
Assessments
Readiness, Learning
Profile
More of a real-world way of
measuring student learning
Be sure assessment focus on essential
understandings and skills
Graduated Rubrics
Readiness
Clear coaching for quality and success
Take care to stress ideas and process more
than mechanics
Choice Boards
Readiness, Interest
Balances teacher choice and student
choice
Teacher choice should target readiness
Learning Centers
Readiness
Can target varied skills levels in a class
Don’t send all students to all centers
Thinking About the Role of Instructional Strategies in Differentiation, cont’d
Strategy for
Differentiation
Primarily Used to
Differentiate
Positives
Cautions
Interest Centers
Interest
Can link classroom topics to areas of
student talent and interest
Be sure centers provide depth or breadth (vs
cute)
Enrichment clusters
Interest, Learning
profiles
Stresses student choice and students
as producers of useful products
Lose their punch without teachers skilled in
the cluster domain
Compacting
High End
Readiness
Can reduce unnecessary redundancy
for advanced or eager learners
Loses its punch unless Column 3 is rich and
challenging
Peer Tutoring
Low End
Readiness
Gives struggling learners additional
explanation opportunities
Can over-use high end learner in teacher
role and may short change struggling
learner if tutor is weak
Multi Ability
Options (MI,
Triarchic Theory)
Interest, Learning
Profile
Encourages teachers to be flexible in
planning routes to learning
Can easily become just a learning style vs.
intelligence approach
4-MAT
Learning Profile
Helps teachers be more conscious of
student learning style/mode
Can become formula-like – does not address
readiness
Independent Study
Interest
Encourages student autonomy in
planning and problem-solving
Students need an amount of independence
suited to their readiness for it
Small Group Direct
Instruction
Readiness
Cuts down size of class and increases
student participation
Students not being taught must be well
anchored
Differentiation
Strategy [1]
[1]
Primary Use
Description of Strategy
Things to Consider
Tiered
Assignments and
Products
Readiness
Assignments and products are
designed to instruct and assess
students on essential skills that are
provided at different levels of
complexity, abstractness, and openendedness. The curricular content
and objective(s) are the same, but
the process and/or product are varied
according to the student’s level of
readiness.
For example, students with moderate
understanding about a topic are
asked to write an article. Students
with a more advanced understanding
are asked to prepare a debate.
 Focus task on a key
concept
 Use a variety of resource
materials at different levels of
complexity and associated
with different learning
modalities
 Adjust task by complexity,
abstractness, number of steps,
concreteness, and
independence to ensure
challenge and not frustration
Compacting
Readiness
Compacting is the process of
eliminating teaching or student
practice due to previous mastery of
learning objectives. Compacting
involves a three step process:
1.assess the student to determine
his/her level of knowledge on the
material to be studied and determine
what he/she still needs to master
2.create plans for what the student
needs to know, and excuse the
student from studying what he/she
already knows
 Thoroughly pre-assess the
learner’s knowledge and
document findings
 Explain the process and its
benefits to the student
 Create written plans and
timelines for study
 Allow student choice in
enrichment or accelerated
study
This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
9
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.
Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of photosynthesis.
10
THINK-TAC-TOE
Book Report
Draw a picture of
the main
character.
Write a poem
about two main
events in the
story.
Create a Venn
diagram
comparing and
contrasting the
introduction to
the closing.
Perform a play
that shows the
conclusion of a
story.
Write a song
about one of the
main events.
Make a poster
Dress up as your
that shows the favorite character
order of events in
and perform a
the story.
speech telling
who you are.
Write two
paragraphs
about the main
character.
Write two
paragraphs
about the setting.
11
Tiered Activity – Writing a Persuasive Essay
4th–6th Grade Classroom
Beginning
Intermediate
Advanced
Outcome/
Objective
Students will determine a topic
and will write a five-sentence
paragraph with a main idea,
three supporting sentences, and
a concluding sentence.
Students will determine a
topic, state a point of view,
and write two paragraphs
defending that point of view.
Students will determine a
topic, state a point of view, and
write an essay of at least five
paragraphs that uses multiple
sources to defend that point of
view.
Instruction/
Activity
Students will receive a model of
a five-sentence paragraph and
explicit instruction in
constructing the paragraph.
As a prewriting activity, students
will list their topic and develop a
list of at least three things that
support their topic.
Students will receive a
model of a persuasive essay
and a graphic organizer that
explains the construction of
a persuasive essay.
Students will also receive
explicit instruction in writing
a persuasive essay.
As a prewriting activity,
students will use the graphic
organizer to plan their
writing.
Students will review the
graphic organizer for a
persuasive essay. Students
will be given explicit instruction
in locating sources and quotes
for their essays. As a
prewriting activity, students will
use the graphic organizer to
organize their essay. Students
will also compile a list of five
sources that defend their main
point.
Assessment
Students will be able to write a
five-sentence paragraph that
successfully states and
supports a main idea. The
paragraph will meet the criteria
on the state writing rubric.
Students will be able to state
a point of view and
successfully defend the idea
using two paragraphs that
defend the point of view
using main ideas and
supporting details. The
paragraphs will meet the
criteria on the state writing
rubric.
Students will be able to write a
five-paragraph essay that
states a point of view, defends
the point of view, and uses
resources to support the point
of view. The essay will meet
the criteria on the state writing
rubric.
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Novel Think Tac-Toe
Directions: Select and complete one activity from each horizontal row to help you and
others think about your novel. Remember to make your work thoughtful, original, rich
with detail, and accurate.
Create a pair of collages that
compares you and a character in the
book. Compare and contrast physical
and personality traits. Label your
collages so viewers understand your
thinking.
Write a bio-poem about yourself and
another about a main character in the
book so your readers see how you
and the character are alike and
different. Be sure to include the most
important traits in each poem.
Write a recipe or set of directions for
how you would solve a problem and
another for how a main character in
the book would solve a problem.
Your list should help us know you and
the character.
Draw/paint and write a greeting card
that invites us into the scenery and
mood of an important part of the
book. Be sure the verse helps us
understand what is important in the
scene and why.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to help
viewers understand both what the
places are like and why they are
important in your life and the
characters’.
Make 2 timelines. The first should
illustrate and describe a least 6-8
shifts in settings in the book. The
second should explain and illustrate
how the mood changes with the
change in setting.
Using books of proverbs and/on
quotations, find at least 6-8 that you
feel reflect what’s important about the
novel’s theme. Find at least 6-8 that
do the same for your life. Display
them and explain your choices.
Interview a key character from the
book to find out what lessons he/she
thinks we should learn from events in
the book. Use a Parade magazine
for material. Be sure the interview is
thorough.
Find several songs you think reflect
an important message from the book.
Prepare an audio collage. Write an
exhibit card that helps your listener
understand how you think these
songs express the book’s meaning.
Novel Title: ____________________ Author:_______________________
Activities Selected: _______, _____, _____
Student: ______________________
Learning Contract #1
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will draw:
I will write:
I will need:
Here’s how I will share what I know:
I will finish by this date:
14
Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__
15
RAFT
RAFT is an acronym that stands for
Role of the student. What is the student’s role: reporter, observer,
eyewitness, object?
Audience. Who will be addressed by this raft: the teacher, other
students, a parent, people in the community, an editor, another
object?
Format. What is the best way to present this information: in a letter, an
article, a report, a poem, a monologue, a picture, a song?
Topic. Who or what is the subject of this writing: a famous
mathematician, a prehistoric cave dweller, a reaction to a specific
event?
RAFT Activities
Role
Audience
Format
Topic
Semicolon
Middle Schoolers
Diary entry
I Wish You Really
Understood Where I Belong
N.Y.Times
public
Op Ed piece
How our Language Defines
Who We Are
Huck Finn
Tom Sawyer
Note hidden in a tree knot
A Few Things You Should
Know
Rain Drop
Future Droplets
Advice Column
The Beauty of Cycles
Lung
Owner
Owner’s Guide
To Maximize Product Life
Rain Forest
John Q. Citizen
Paste Up “Ransom” Note
Before It’s Too Late
Reporter
Public
Obituary
Hitler is Dead
Martin Luther
King
TV audience of 2010
Speech
The Dream Revisited
Thomas Jefferson
Current Residents of
Virginia
Full page Newspaper Ad
If I Could Talk to You Now
Fractions
Whole Numbers
Petition
To Be Considered A Part of the
Family
A word problem
Students in your class
Set of Directions
How to Get to Know Me
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?
Billmeyer and Martin, 1998
(C.)R.A.F.T. (S). Assignments
Context, Role, Audience, Format, Topic, Strong Verb
• Aids students in formulating ideas that are outside of the
typical response paragraphs and essays
• Allows for high student choice and differentiation by
interest
• Allows for leveling by difficulty and differentiation by
readiness
R.A.F.T.(S). Prompts
• Imagine that you are Goldilocks’ mother
(role). Explain (strong verb) to Goldilocks
(audience) the importance of using good
manners (topic).
• The leaves from a tree (audience) would like
to know why they are changing color (topic).
Pretend you are a scientist (role) and write
them a letter (format) to explain (strong verb)
why.
Create a (C).R.A.F.T.(S). Prompt
• Think of a topic you are currently studying that would lend
itself to a writing assessment
• Identify a variety of each:
• Context- This may be added for beginning writers it
provides the background or scenario for the writing
– Role
– Audience
– Format
– Topic
– Strong verb – direct the writer to the purpose
• Write your prompt in sentence format, leaving blanks for
student choice where appropriate .
Role
Audience
Format
Topic
Death of Confederate Robert E. Lee
Soldier
Complaint
Pickett’s Charge
21st Century Woman
Susan B. Anthony
Thank-you note
Women’s Rights
Alexander the Great
Aristotle
Letter
What I have seen on
my journeys
Ben Franklin
Dear Abby
Advice column
My son likes a World
War
Great Wall of China
Self
Diary
Invaders I have seen
and stopped
February 2013
Office of Instructional Enhancement and
Internal Operations/Office of Special
Education
21
Role
Audience
Format
Topic
Zero
Whole numbers
Campaign speech
Importance of the
number 0
Percent
Student
Tip sheet
Mental ways to
calculate percents
Decimal
Customers
Petition
Proof/check for set
membership
Parts of a graph
TV audience
Script
How to read a graph
Exponent
Jury
Instructions for the
jury
Laws of exponents
February 2013
Office of Instructional Enhancement and
Internal Operations/Office of Special
Education
22
Array Web
Parts or
Characteristics
Concept
T-Charts
DATA or IDEA
T- Chart
IDEA T-Chart
Opinion or
Estimate
Proof or
Evidence
Student Choice Boards
• Enable students to choose learning activities
that are designed by the teacher
• Can be used in any subject area and enhanced
with nonlinguistic representation
Fractions Choice Board
• Learning Goals: Students will…
– KNOW: Fractions show parts of a whole and
can be expressed numerically.
– UNDERSTAND: Fractions represent equal sized
portions or fair shares.
– Be able to DO: Use different materials to
demonstrate what the fraction looks like.
Turville, J. (2007) Differentiating by Student Interest
Turville, J. (2007)
Differentiating by
Student Interest
Insects Choice Board
• Learning Goals: Students will…
– KNOW: The characteristics of insects.
– UNDERSTAND: Insects have particular
characteristics and parts and are different from
other kinds of bugs.
– Be able to DO: Create a product that
demonstrates an understanding of
characteristics that are particular to insects.
Turville, J. (2007) Differentiating by Student Inte
Turville, J. (2007) Differentiating by Student Interest
Learning Contracts
• Allow student choice with a range of specified
activities.
• “Pact” between teacher and learner to
complete a series of tasks that are designed to
achieve specific learning goals
• Encourage responsibility and time
management
Turville, J. (2007) Differentiating by Student Interest
Sample Learning Contract
Activities Chosen:
My activities will be complete and
handed in and/or ready to present by
_______________________________.
Turville, J. (2007)
Differentiating by
Student Interest
Student Signature ________________
Teacher Signature ________________
Parent Signature _________________
A Planet “Show & Tell”
Pick a Way to Explain
Create One
(Each student must pick one square from each horizontal row and use the two together)
Use the computer
to make a drawing
that shows how the
rotation and
revolution of the
Earth works to
create day and
night and seasons.
Paint a picture that
shows how the
rotation and
revolution of the
Earth works to
create day and
night and seasons.
Construct a model
that shows how the
rotation and
revolution of the
Earth works to
create day and
night and seasons.
Create a book or
puppet show that
shows how the
rotation and
revolution of the
Earth works.
Make labels for the
sun, Earth, day,
night, orbit to attach
to or use with your
creation. Be ready
to explain orally.
Write sentences*
that identity and
explain each part of
your drawing or
model and how
each part works.
Write a story that
explains the Earth’s
rotation, revolution,
day and night, and
seasons.
Write a poem that
explains the Earth’s
rotation, revolution,
day and night and
seasons.
This differentiated review/synthesis task is based on Va. SOLS for science:
1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of
heat & light *night & day are caused by the rotation of the Earth. 1.7 The student will investigate and understand the relationship of
seasonal change (light and temperature) to the activities & life processes of plants and animals.
Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.
Sample Think Tac Toes
•
Think Tac Toe Language Arts (http://www.rcs.k12.tn.us/rc/instruction/ttt/ttt.htm)
•
Environmental Think – Tac – Toe
(http://www.msu.edu/~adermanc/Biology102%20Spring/Human%20systems%20Think.htm)
•
Assorted Elementary Cubing and Think-Tac-Toe http://www.narragansett.k12.ri.us/Nes/DInew/tttcubingact.html
•
Chemistry Think-Tac-Toe http://64.233.169.104/search?q=cache:yf7fJ9WYGkcJ:www.piecesoflearning.com/samplepag
es/dd3.pdf+think+tac+toe&hl=en&ct=clnk&cd=9&gl=us&client=firefox-a
•
Art Think-Tac-Toe -http://hiartteacher.blogspot.com/2008/04/leonardo-da-vinci-think-tactoe.html
•
http://www.bedfordk12tn.com/education/components/scrapbook/default.php?sectiondetail
id=1153&pagecat=166&PHPSESSID=d8c6a5e82cb5a14694dc64d934fc7244
•
Math Think-Tac-Toe –
http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tictactoe.pdf
Verbal Rehearsal
 Connect with prior learning
 Association method
 Think-Pair-Share
Larry Bell’s 12 Powerful Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
Explain
Summarize
Compare
Contrast
Predict
List in steps
Break apart
Read between the lines
Judge
Create
Tell all about
Back up with details
Tell how
Give me the short version
All the ways they are alike
All the ways they are different
What will happen next
Frayer Method
Examples
Non-linguistic
Representation
Non-examples
Concept
Now write your own definition:
Use or
Application – put in
context
Visual Clueing
 Post key words
 Color code or place
with pictures, clip art
Bibliography
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans
and More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice.
Thousand Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:
ASCD. 1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the
Differentiated Classroom, Stenhouse Publishers, 2006.
Cont.
• Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the
Needs of All Learners. Alexandria, VA: Association for Supervision and
Curriculum Development.
• Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability
Classrooms. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Turville, Joni. (2007). Differntiating by Student Interest: Strategies and
Lesson Plans. Larchmont, NY: Eye On Education.
• Northwest Regional Educational Laboratory (2005). Seeing with new eyes:
A guidebook on teaching & assessing beginning writiers (6th ed.).
Portland, OR: Northwest Regional Educational Laboratory.
Resources (continued)
• Assessment:
– Curriculum-based measurement
www.studentprogress.org
• National Center on Accessing the General
Curriculum (NCAC):
www.cast.org/ncac/
• Access Center:
www.k8accesscenter.org
41
Where Do I Go From Here?
Resources
• Online discussion forum:
http://www.k8accesscenter.org/discuss
• Effective classroom strategies
– Differentiated instruction
• Differentiation Listservs:
• [email protected]
• Collaboration
42
Resources
Diane Heacox
Differentiating Instruction in the Regular Classroom
Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability
Classrooms
http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html
http://www.wilmette39.org/DI39/DIPA/DIPA2.html
http://www.wilmette39.org/DI39/assess.html#2
http://www.flaguide.org/cat/minutepapers/minutepapers1.php
http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs
/ppts/Assessment.ppt