* Jacque Melin – GVSU www.formativedifferentiated.com *National Board Certified Teachers (NBCTs) are dedicated to making knowledge accessible to all students.
Download ReportTranscript * Jacque Melin – GVSU www.formativedifferentiated.com *National Board Certified Teachers (NBCTs) are dedicated to making knowledge accessible to all students.
* Jacque Melin – GVSU www.formativedifferentiated.com
* * National Board Certified Teachers (NBCTs) are dedicated to
making knowledge accessible to all students. They believe all students can learn.
* * They treat students equitably. They
recognize the individual differences
that distinguish their students from one another and they
in their practice.
take account of these differences
* * They respect the
cultural and family differences
students bring to their classroom.
* * NBCTs know how to
students
as a whole.
assess the progress of individual
as well as the class
*
*
1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
S. Gendron, Kentwood presentation, March 2011
*
1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations
S. Gendron, Kentwood presentation, March 2011
Bloom’s
3 2 1 6 5 4
C
Levels
D A B
1 2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
6 5 4 3 2 1
Rigor/Relevance Framework
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
C
similarity or congruence for two geometric shapes.
• 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.
D
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.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1 A 2 3
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. graphs.
B
real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or
5
Differentiation is a set of instructional strategies.
Reality:
Differentiation is a philosophy—a way of thinking (MINDSET) about teaching and learning. It is, in fact, a set of principles.
*
*
Mindset – Carol Dweck
Teacher may underestimate student capacity and willingness to work hard and “teach down” because of the student’s language, culture, economic status, race, label, etc.
Both teacher and student study student growth, set goals for progress, and look for ways to continue development. Students at all readiness levels have maximum opportunity for challenge, growth, and success
.
Both teacher and student accept the student’s difficulties as given, and neither exerts the effort needed for high levels of student achievement. Both also accept high grades on grade-level work as adequate for advanced learners.
Fixed Mind-Set
Teacher encourages and insists on student effort and growth. Over time, the student’s mind set can change to a growth orientation with evidence that effort leads to success. Students at all readiness levels have maximum opportunity for challenge, growth, and success.
Growth Mind-Set TEACHER
C. Tomlinson
Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Quality Curriculum Flexible grouping Continual assessment Teachers can differentiate through Building Community Content Process Product According to students’ Affect/Environment 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.
*
It’s adequate for a district or school leader (or professional developers) to tell, or even show, teachers how to differentiate instruction effectively.
*
Reality
: Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ONGOING process of trial, reflection, and adjustment in the classroom itself.
*
*
*
Differentiation is something a teacher does or doesn’t do (as in, “I already do that,” or “I tell our teachers that they already differentiate instruction.”).
*
Reality:
Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way. * However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile.
*
How to Differentiate Name: Date: Fogarty & Pete, 2011
Change the Content
Change the Content
Complexity
Resources
Environment
Change the Content
Concrete to Abstract Do/View/Construe
Complexity Resources
Text/Media
Environment
TAPS
•
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
Name ________________ Class ________________ Equation _______________ Graph the related function. Identify the x-intercepts.
y x
Solve the equation by completing the square. Solve the equation by factoring. Solve the equation using the quadratic formula . State the discriminant of the equation and the number of solutions. Which method is most direct in finding the solution to the equation? Why? 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:
x
2
x
(2) Level Two: 9
x
2 30
x
8 0 (3) Level Three:
x
2
x
1 (4) Level Four: 2
x
2
x
2 0 (5) Level Five: 5
x
2
x
1
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.
Change the Process
Change the Process
Direct Instruction
Cooperative Learning
Inquiry
Change the Process
Direct Instruction
Hook them Curiosity Novelty Each one – Teach one
Cooperative Learning Inquiry
PBL
* Questgarden The Buck Institute
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 write: I will draw: I will need: Here’s how I will share what I know: I will finish by this date:
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 (Podcast) _ 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 __/__/__
Change the Product
Change the Product
Entry Points
Expressive Modes
Accountability
Change the Product
How they learn
Entry Points Expressive Modes
How they express it
Accountability
How we grade/score it Formative/Portfolios/Performance Based
Do we differentiate by: Whole group?
Small group?
Individual?
Do we differentiate by: Whole group?
Multimodal – tap into many ways of learning Small group?
Instructional Interventions Individual?
Tutorials
Hook Input Interaction Product Assessment Reflection
Hook – Role Play (content) Input –
Direct Instruction (Little Book) - Novelty
Interaction – (content/process) 3 Musketeers (process) Product – Little Book on DI Theory (product) Assessment – Tell and Retell Reflection – Scale of 1-10
Change the Product
How they learn
Entry Points Expressive Modes
How they express it
Accountability
How we grade/score it Formative/Portfolios/Performance Based
Rhyme : Tic-Tac-Toe Board
(Multiple Intelligences)
TARGETS:
•
I can recognize if two words rhyme.
•
I can supply a rhyme for a given word.
•
I can isolate and name the ending sound of a pair of rhyming words.
•
I can produce and verbalize a pair of rhyming words.
•
I can identify the letters that make up the ending sound of a rhyme.
•
I can identify word family words that rhyme.
Rhyme Time Choices
1. Feel a Rhyme 2. Act out a Nursery Rhyme. 3. Write your own . Nursery Rhyme. 4. Mother Goose 5. Retell a Nursery Rhyme 6. Rhyming Buckets Listening Center with the Flannel Board. 7. Rhyming Puzzles 8. Writing Rhyming 9. Computer: . Word Families Starfall or Gamequarium
Road to the Revolution
Know –
I can explain the causes and effects of the Acts leading up to the War.
I can identify the role of the main figures of the Revolutionary War.
I can identify that the colonists believed they had a right to separate from England. Understand I can identify the causes and effects of the events leading up to the Revolutionary War.
I can interpret why the colonists believed they had a right to separate from England. Be able to do taken. The students will be able to apply an event from the Revolutionary War to identify differing British and colonists’ views on authority. The students will be able to apply the Revolutionary War events to identify a problem that could have existed in the colonies, explain the reason for addressing the problem, and tell what action would have been
Tic-Tac-Toe Choice Board 5 th Grade – Road to Revolution
Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a row — horizontally, vertically, or diagonally you made decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity.
Jeopardy Game Position Piece Collage Write Jeopardy questions that can be used to review the events leading up to the Revolutionary War. Write 20 questions with answers. Use an index card for each question, with the answer on the back.
Write a position piece that explains what America would be like if we lost the war to the British. Make sure to include who would be the leader and what the rules would be like. Discuss the similarities or differences you would see from America today.
Make a collage showing how the colonists rebelled against the British. Include 8-12 pictures that represent the colonists’ views and actions.
Multi-Media
Song/Rap/Poem
Timeline Make a five minute multi media presentation showing the causes and effects of the Acts leading up to the Revolutionary War. Make sure to include pictures.
Write a song, rap, or poem about a group involved in the Revolutionary War. Be sure to include their role and position they take on the war. Your work may be either read or performed for the class.
Create a timeline that shows the events leading up to the war. Make sure to include 10 or more we have discussed in class.
Play Poster Letter Write a play about one event that leads up to the war. Make sure to include at least 3 key people. You may act it out to the class. Create a poster that may have been used as propaganda to persuade colonists to choose a side in the war. Write a letter to a friend that persuades a friend during the Revolutionary era to take a side either the British or the Patriots. Explain the advantages of your side and the disadvantages of the opposing view.
Story Elements: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic)
Target: I can describe the elements of a story (characters, setting, plot).
*
each horizontal row one activity from
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 a Podcast. 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: ______________________
Counting Principles & Probability: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic)
Targets:
• I can write the steps of a math induction proof for a given series.
• I can apply Pascal’s Triangle to find the coefficients of a binomial expansion.
• I can apply the Binomial Theorem to expand a binomial.
• I can find probabilities of mutually exclusive & independent events.
V. Thomasma, Kentwood
Counting Principles & Probability Tic-Tac-Toe Board
Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are designed to help you relate to and remember probability concepts. They are due at the end of the unit, so please work on them after completing daily work in class, or at home. You may work by yourself or with one other person on any or all three activities.
1. Letter of Advice
Write a letter to a friend who is in Algebra 2 this year, and going to take Precalculus next year. Don’t scare them! Instead, list and describe four pieces of advice that would help them succeed in Precalculus. Stretch your brain, and make at least 2 pieces of advice relevant to this unit. (Interpersonal/Linguistic)
4. Poem or Rap
Write a poem or rap about either permutations & combinations, Pascal’s Triangle, or The Binomial Theorem. Be sure to include information that will give your fellow math students a clever way of remembering how to use the mathematical skill you chose! Your work may be either read or performed for the class. (Musical/Rhythmic)
7. Internet Research
Search the Internet to find 5 games that use Combinatorics (permutations or combinations). Begin at Mrs. Thomasma’s Math of Games website: www.mathematicsofgames.pbwiki.co
m For each game, write a brief description of the game, which combinatorics are used, and how knowledge of the math might help with strategy! (Intrapersonal)
2. In The News
Pretend you are a journal reporter in the 1600s. (You’ll also need to pretend they had TV and reporters then!) Your job is to describe the controversy over Pascal’s Triangle…did Blaise Pascal really discover it? Should it be named after him? Use the internet to conduct some research. Plan it out ahead of time, then create a short clip (less than 5 minutes) with a video camera. (Bodily/Kinesthetic)
5. Jeopardy Review Game
Write Jeopardy questions that can be used to review our Probability Unit. Include 10 questions with answers. Use an index card for each question, with the answer on the back. We will use 6 categories, which are the titles of the lessons in your book. Write at least one question for each category. (Linguistic/Intrapersonal)
8. Comic Strip
Create a comic strip that highlights a concept about probability, counting principles, math induction, or another topic from our unit. Include illustrations and dialogue. (Visual/Spatial)
3. Graphing Calculator Activity
Create 5 probability problems that are solved most efficiently with a Graphing Calculator. (Hint: using combinations, permutations and The Binomial Theorem guarantees this). Make at least 2 of the problems real-life scenarios. Include the answers as well. (Mathematical/Logical)
6. Poster
It is your chance to make a cheat sheet for your classroom! Design and make a poster that includes the important concepts from this unit. Make it colorful, and include at least 2 relevant pictures or drawings. It will be displayed in the classroom, until test day of course! (Visual/Spatial)
9. Nature Walk
Take a walk outside to brainstorm examples of arithmetic and geometric patterns that occur in nature. You may consider architecture also. Record at least four of your observations. Draw or take pictures of them, and explain which type of sequence each exemplifies. (Naturalist)
Goal – 7 Points
Ned rode his bike 7 miles to the library.
He took a shortcut on the way home which was only 5 miles long.
How many miles did Ned ride altogether?
Anne ate 6 cookies.
Samantha ate 4 more cookies than Anne.
How many cookies did Samantha eat?
Angela had 8 computer games.
She got 3 more for her birthday.
How many computer games did Angela have then?
Henry gave 5 stickers to his younger brother. Now he only has 9 stickers.
How many stickers did Henry have at first?
Derek and Larry have 15 books together.
6 of the books belong to Derek. How many books does Larry have?
1 Point Questions
Lisa made 8 apple muffins for the bake sale. Trevor made 6 banana muffins.
They sold 5 muffins altogether. How many muffins were left?
Carl bought 18 stickers. He used 9 of them that afternoon.
He used 3 more after dinner. How many stickers did Carl have left?
Alex found 12 pennies on the playground.
He spent 5 pennies.
Then he found 3 more. How many pennies did Alex have then?
Chris found 14 colorful leaves at the park. He gave 4 to his sister. Later he found 6 more. How many leaves did Chris have then?
Suzanne has 8 pairs of white socks and 6 pairs of blue socks. Her sister has 12 pairs of white socks.
How many pairs of socks does Suzanne have?
Scott, Frankie, and Corey played in the snow for 4 hours. Scott made 5 snowballs and 2 snowmen. Corey made 7 snowballs. Frankie made 4 snowballs and a snow fort. How many snowballs did the boys make?
3 Point Questions
Alan has 10 pennies.
Bonnie has 6 fewer pennies than Alan.
Jack has 5 more pennies than Alan.
How many pennies does Bonnie have?
Scott had $15 in his wallet. He spent $8 for a toy. He earned $5 for doing a chore. He spent $3 for lunch. How much money did Scott have left?
A bag contains 20 marbles. 7 are red, 5 are blue, 2 are yellow, and the rest are green. How many green marbles are in the bag? Angela opens a saving account with $12. She then deposits $5. She withdraws $9 and then later deposits $6. How much does Angela have in the account then?
Anthony has saved $8. He gets $4 more for his allowance. He spends $3 for a toy. He gets another allowance of $4. How much money does Anthony need to buy a $20 robot? Ben walks from school to Danny’s house which is 6 blocks east of the school. Ben then walks 11 blocks west to his own house. How many blocks away does Ben live from school?
6 Point Questions
Jordan found one seashell at the beach on Monday. She found 2 seashells the next day. If Jordan finds 2 seashells every day after that, how many days until Jordan has 21 seashells altogether?
Goal – 4 Points
Goal – 40 Points
Goal – 4 Points
Goal – 60 Points
Goal – 8 Points
Goal – 40 Points
Goal – 20 Points
Goal – 250 Points
Goal – 30 Points
Novel (Maniac Magee: Learning Menu (Multiple Intelligences)
Target: I can explain the vocabulary, main character, setting, and main theme of the novel.
Story Response: Choice Board (Triarchic Intelligences)
TARGET: I can describe the theme or message that a writer or author wants to communicate.
Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story.
Practical Creative Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story.
Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story.
Immigration: Choice Board (Triarchic Intelligences)
TARGET: I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.
Analytic Practical Creative Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.
Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.
Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.
Show-And-Tell Boards
All students have the same TASK, but have a choice of SHOW AND TELL.
Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL
*
TARGET: I can write in a technical format.
SHOW TASK: Write a set of directions for a household task or school activity.
Illustrations Diagram How-to or Flow Chart Brochure TELL Use topic headings and paragraphs Use detailed numbered or bulleted steps Write detailed sentences
*
TARGET: I can describe events that occurred during the civil rights movement TASK: Describe a significant event that occurred during the civil rights movement.
SHOW Charts and graphs Timeline of incidents related to the event Illustrations, photographs, graphics, or artifacts TELL Newspaper article Video news interview Speech
*
Make Believe Comix
*
Glogster
*
Go Animate
QR Codes
*
Animoto
Choices involving Learning Profile
*
The “Profiler”
*
What is your preferred Learning Profile?
* Write * Draw * Act * Sing * Build
http://www.niehs.nih.gov/kids/music.htm#index
*
Differentiation “Profiler”
*
You have just attended a stimulating workshop on differentiated instruction and you feel motivated to let the world know more about differentiated instruction. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of workshop participants who are as motivated as you are and share your excitement about differentiate instruction to spread the news about this teaching and learning philosophy!
TARGET: I can explain key elements of differentiated instruction.
*
Differentiation “Musician
”
Your mission is to write and perform a song (any style of music) about the
experience of observing
in a classroom which is focused on developing units and using strategies that help to differentiated instruction.
You can make up a new tune or write new lyrics that fit with an existing melody.
* You should have at least one verse about each of the THREE elements that should be the focus of a differentiated classroom.
* Include a chorus about the goal of differentiated instruction. * Make it personal and fun.
*
Differentiation “Writers”
Your task is to write an article for USA Today telling the public how differentiated instruction helps teacher to meet the needs of diverse learners in their classrooms. You should minimally include the following information: * How students differ as learners.
* How student learning differences affect how students learn.
* Evidence you have that explains that students work harder when what they are asked to do connect to something they are interested in doing and/or connects to their learning profile.
* Identify classroom techniques/strategies that support the achievement of students who have different readiness levels, different interests and/or different learning profiles.
*
Differentiation “Builders”
* Your group has been commissioned to build a model of a differentiated classroom for a local museum featuring best practices in education. Your model must accurately reflect the THREE elements of differentiated instruction in a classroom where these elements are being practiced. You must be able to explain your model to museum officials.
*
Differentiation “Actors”
Your job is to create and perform an episode of a children's or teenager’s television program. This episode should be all about differentiated instruction.
* Be sure to include the following information: * What is differentiated instruction.
* What it is like being in a classroom where differentiated instruction is practiced.
* How you (the student) will benefit from being in a classroom where differentiated instruction is practiced.
*
Differentiation “Artists”
* Create a poster – or series of posters – that clearly illustrates the key points of what it means to differentiate instruction. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict the three sets of THREE elements of differentiated instruction. Poster paper, markers and other materials are available; let your instructor know what else you need.
As a team of educators:
Discuss with your peers the differentiated instructional ideas and strategies that you recommend for implementation in your unit.
*