Transcript Differentiated Instruction

Differentiated Instruction
Jacque Melin – GVSU
www.formativedifferentiated.com
Differentiation
C. Tomlinson
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Meaningful tasks
Quality Curriculum
Content
Flexible grouping
Continual assessment
Teachers can differentiate through
Process
Product
Building Community
Affect/Environment
According to students’
Readiness
Interest
Learning Profile
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning
Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence
Preferences….Orbitals…..Complex Instruction…ETC.
HUGE – LIKE AN ELEPHANT
Rigor/Relevance
For
All Students
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
Knowledge Taxonomy
1.Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
S. Gendron, Kentwood presentation, March 2011
Application Model
1. Knowledge in one discipline
2.
3.
4.
5.
Application within discipline
Application across disciplines
Application to real-world predictable situations
Application to real-world unpredictable
situations
S. Gendron, Kentwood presentation, March 2011
Rigor/Relevance Framework
6
•
•
5
4
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest
rectangular area for a fixed
perimeter.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
1
•
•
•
3
2
•
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple
three- dimensional shapes.
• Given the coordinates of a
quadrilateral, plot the
quadrilateral on a grid.
A
1
2
Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
D
• Calculate percentages of advertising in
a newspaper.
• Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
• Determine the median and mode of
real data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
S. Gendron, Kentwood presentation, March 2011
Beginning with the end in
mind…
What are we asking our students to
know, understand, and be able to
do?
When is a Task Rigorous?
Students…
• think deeply about a problem
• analyze new situations
• interpret and synthesize knowledge
• bring ideas together in a new or creative way
• develop and justify their own criteria for
evaluation
• are intellectually challenged
Rigor is…
Rigor is not…
• Scaffolding thinking
• More or harder
• Planning for thinking
worksheets
• The higher level
book in reading
• Additional “work”
• More homework
• Assessing thinking about
content
• Recognizing the level of
thinking students
demonstrate
Rigor is about
complexity-not
difficulty!
Academic rigor is helping
kids learn to think for
themselves…
Relevance
Knowledge is less connected to
realistic situations and has less
apparent value beyond school
Knowledge
In one
discipline
Apply in
one
discipline
Knowledge is clearly connected to
realistic situations and has value
beyond school
Apply
across
disciplines
Apply to realworld predictable
situations
Apply to real-world
unpredictable
situations
When is a Task Relevant?
Students…
• see the value beyond the school setting
• address an actual problem of contemporary
significance
• build on real-life experiences to solve
• communicate knowledge beyond the classroom
• recognize the connection between classroom
knowledge and situations outside the classroom
Relevant Lessons Ask Students To:
EVALUATE
REVISE
JUSTIFY
RECOMMEND
INFER
PREDICT
CONCLUDE
ARGUE
PRIORITIZE
FORMULATE
Relevant lessons ask
students to apply their
knowledge to real-world
problems that have more
than one solution.
Relevant tasks answer the
question,
“Why do we have to know this?!”
“The challenge is great,
but so is the opportunity.”
Additional Resources
 Common Core State Standards
 http://www.cde.ca.gov/re/cc/
 Sample Released Items (SBAC)
 http://www.smarterbalanced.org/sample-items-andperformance-tasks/
How to Differentiate
Name:
Date:
Fogarty & Pete,
2011
Change the Content
Change the Content
 Complexity
 Resources
 Environment
Change the Content
 Complexity
Concrete to Abstract
 Resources
Text/Media
 Environment
TAPS
Do/View/Construe
DO – Manipulatives: Concrete
• Algebra Tiles (for linear and quadratic equation solving)
• Didax Geofix (nets)
• Models of shapes (surface area and volume)
• Soft 1 cm squares
http://www.etacuisenaire.com
• Virtual Manipulatives
http://www.neirtec.org/activities/math_portal.htm
• Wolfram Alpha
http://www.wolframalpha.com/
DO – Manipulatives: Concrete
• Language arts manipulatives
• Science manipulatives
• Social studies manipulatives
VIEW – Graphic
Organizers Representational
www.graphicorganizers.com
VIEW – Graphic
Organizers Representational
www.graphicorganizers.com
Think Dots Rock Cycle
Think Dots Rock Cycle
Think Dots Rock Cycle
What I like…
 This as a formative assessment
 It is tiered for students
 Student choice of activity
 Potential student collaboration
Name ________________
Graph the related function.
Identify the x-intercepts.
Class ________________
y
Equation _______________
x
Solve the equation by
completing the square.
Solve the equation by
factoring.
State the discriminant of the
equation and the number of
solutions.
Solve the equation using the
quadratic formula.
Each student will be given a problem to solve in a variety ways based on his or her performance
on a pre-assessment instrument. The level one problem is the easiest among the group while the
level five problem is the most challenging.
(1) Level One: x2  2 x  8  0
Which method is most direct
in finding the solution to the
equation? Why?
(2) Level Two: 9x2  30x  25  0
(3) Level Three: x2  6 x  1
(4) Level Four: 2 x2  3x  2  0
(5) Level Five: 5x2  8x  1
S
H
A
P
E
Tiering is…
 A form of
differentiation
 Differentiation
according to readiness
 Based upon students’
readiness for a
particular task
 Driven by preassessment
 NOT the only kind of
differentiation, though
it is foundational
 NOT locking students
into “ability boxes” -groups are flexible and
vary according to the
task
 NOT more work or
“better” work for some
levels – tasks are
equitable
Tiered assignments should be:
-Different work, not simply more or less work
-Equally active
-Equally interesting and engaging
-Fair in terms of work expectations and time
needed
-Require the use of key concepts, skills, or ideas
-Are used as practice or daily work, NOT as an
assessment task to be graded.
-Learn from each other – share work!
Basic Elements Defining
the Core Curriculum
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
Thinking Skill
Subject Matter
Research
Skills and/or
Resources
Culmination or
Exhibition
List
The causes
and effects of
the Industrial
Revolution
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Thinking Skills
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
List
The causes
and effects of
the Industrial
Revolution
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Judge with
criteria
The causes
and effects of
the Industrial
Revolution
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Research Skills
Process:
Thinking
Skills
List
Judge with
criteria
Content
The causes
and effects of
the Industrial
Revolution
The causes
and effects of
the Industrial
Revolution
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
American history
professor at the
university; use
the Internet; and
read the text,
Chapter IV.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Product Element
Process:
Thinking
Skills
List
Judge with
criteria
Content
The causes
and effects of
the Industrial
Revolution
The causes
and effects of
the Industrial
Revolution
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
American history
professor at the
university; use
the Internet; and
read the text,
Chapter IV.
Write an editorial
and debate the
positive and
negative
consequences of
the Industrial
Revolution.
Differentiating the Core:
Modifying the Content Element
Process:
Thinking
Skills
List
Judge
with
criteria
Content
The causes
and effects of
the Industrial
Revolution
The patterns in the
behaviors and trends of
consumers and producers
who contributed to the
causes and subsequent
effects of the Industrial
Revolution.
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
American history
professor at the
university; use
the Internet; and
read the text,
Chapter IV.
Write an editorial
and debate the
positive and
negative
consequences of
the Industrial
Revolution.
Tiered
Graphic
Organizers
Tier 1
Tiered
Graphic
Organizers
Tier 2
Tiered
Graphic
Organizers
Tier 3
Task/Work
 Make sure the directions are clearly stated in
student-friendly language.
 Include specific details (e.g., “Give a minimum of
three examples”)
 Include criteria for quality or a rubric so students
clearly know your expectations for their work.
 As appropriate, sequence the steps students need
to follow.
 Include examples or samples of work as necessary.
 Explain how students will share their work.
 Double-check that the directions can be followed
by students independently.
Task Cards/Work Cards
Write a letter to yourself
stating at least five key
points that you would like to
remember about
differentiated instruction and
how you will use these
things in your classroom.
Write a letter to your principal
comparing what you have
learned about differentiated
instruction to what is
happening in your school.
Write a persuasive letter to
your school board president
convincing him/her that your
school district must adopt
the philosophy of
differentiated instruction in
your district.
http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
3 Levels of Challenge - CbC
Green—Tasks are foundational and appropriate for the
current grade level. Success depends on understanding and
applying required knowledge and skills. Green level tasks
meet a rigorous grade level proficiency standard.
Blue—Tasks are advanced and complex. Success depends on
extending one’s skills in order to recognize and address the
added layers of complexity.
Black—Tasks are extremely advanced and highly complex.
Success depends on creatively applying and extending one’s
skills, at times in very unfamiliar territory.
Tiered Assignment
Rockin’ Read and Research
Standards and KUD
Rubric
Tiered Activity Three Levels
Advanced
Grade Level
Tiered Activity Three Levels
Emergent
Visual Reference
Tiered Activity
Rockin’ Read and Research
What I like…
 CCSS connection to reading and citing evidence from the text. This
supports ELA and enhances science curriculum as well. Collaboration
with the ELA teacher will be necessary to group students in each tier.
Team collaboration is valuable!
 I’m pleased with the subtle name changes for each level so that
students who are working on the emergent worksheet will not be
intimidated by students who are advanced.
 Students will have the opportunity to view visual depictions of each
of the weathering, erosion, and deposition examples.
 The technology connection will engage students.
 Students will have the opportunity to connect their lab results to
written text as well as visual examples.