Transcript TOP 10 STRATEGIES TO DIFFERENTIATE INSTRUCTION Jacque Melin [email protected] www.formativedifferentiated.com A Definition of Differentiated Instruction (DI) • Diane Ravitch defines differentiating instruction as a form of.

TOP 10 STRATEGIES TO
DIFFERENTIATE INSTRUCTION
Jacque Melin
[email protected]
www.formativedifferentiated.com
A Definition of Differentiated Instruction (DI)
• Diane Ravitch defines differentiating
instruction as a form of instruction that
seeks to "maximize each student's
growth by recognizing that students
have different ways of learning,
different interests, and different ways
of responding to instruction.”
(continued)
• "In practice, it involves offering several
different learning experiences in response
to students' varied needs. Educators may
vary learning activities and materials by
difficulty, so as to challenge students at
different readiness levels; by topic, in
response to students' interests; and by
students' preferred ways of learning or
expressing themselves" (p. 75).
Dr. Carol Ann Tomlinson
• University of Virginia Distinguished Professor
• ASCD and Solution Tree Author
What do you predict will be the top 10
differentiated instructional strategies?
• 10
•9
•8
•7
•6
•5
•4
•3
•2
•1
#
Pre-assessment
• Not the least important because it is number 10.
• You cannot differentiate for readiness until you
pre-assess.
• Can be formal or informal.
• Use data to plan lessons for diverse readiness
levels.
Types of informal pre-assessments
• Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking
a ‘big idea’ question; student answers can uncover what they understand, what misconceptions
they may have, or the reasoning processes they are using. They are given only 1-3 minutes to
write an answer (thus 'quick write')
Example: "How do electrical devices work?"
Graphic Organizer - there are so many - you might want to consider a Venn diagram, a
word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as
a pre-write; (KWL is really common, so don’t use for this assignment please).
Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a
random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned
drawing, or diagram.
•
Cloze Writing - fill in the blank using a vocabulary bank
Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the
upcoming topic/unit; students place themselves on a continuum line about what level of comfort
they may have with answering the question; for each question there usually is new movement.
Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e.
Underground Railroad) Students over a certain amount of time (a day-a week) write
thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep
track of what students record. The graffiti wall then can be used throughout the unit by adding
new information, correcting misconceptions, categorizing, developing vocabulary, etc.
for you to listen to later.
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
Types of informal pre-assessments
• Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking
a ‘big idea’ question; student answers can uncover what they understand, what misconceptions
they may have, or the reasoning processes they are using. They are given only 1-3 minutes to
write an answer (thus 'quick write')
Example: "How do electrical devices work?"
Graphic Organizer - there are so many - you might want to consider a Venn diagram, a
word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as
a pre-write; (KWL is really common, so don’t use for this assessment please).
Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a
random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned
drawing, or diagram.
•
Cloze Writing - fill in the blank using a vocabulary bank
Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the
upcoming topic/unit; students place themselves on a continuum line about what level of comfort
they may have with answering the question; for each question there usually is new movement.
Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e.
Underground Railroad) Students over a certain amount of time (a day-a week) write
thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep
track of what students record. The graffiti wall then can be used throughout the unit by adding
new information, correcting misconceptions, categorizing, developing vocabulary, etc.
for you to listen to later.
Types of informal pre-assessments
• Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking
a ‘big idea’ question; student answers can uncover what they understand, what misconceptions
they may have, or the reasoning processes they are using. They are given only 1-3 minutes to
write an answer (thus 'quick write')
Example: "How do electrical devices work?"
Graphic Organizer - there are so many - you might want to consider a Venn diagram, a
word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as
a pre-write; (KWL is really common, so don’t use for this assignment please).
Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a
random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned
drawing, or diagram.
•
Cloze Writing - fill in the blank using a vocabulary bank
Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the
upcoming topic/unit; students place themselves on a continuum line about what level of comfort
they may have with answering the question; for each question there usually is new movement.
Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e.
Underground Railroad) Students over a certain amount of time (a day-a week) write
thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep
track of what students record. The graffiti wall then can be used throughout the unit by adding
new information, correcting misconceptions, categorizing, developing vocabulary, etc.
for you to listen to later.
Other types of pre-assessments
•
Yes/No Cards - Students make a large index card with Yes (or "Got It") on one
side, No ("No clue") on the other side. Teachers ask an introductory or review
question. Students who know the answer hold up the Yes card, if they might
have the answer they hold the No card. Then do a quick Think/Pair/Share. This
short assessment can give a quick look at what the group is ready
for/understands/'gets'.
Example: Use when introducing vocabulary words that students need as a
knowledge base for a specific unit of study.
Entrance Cards- As students enter for the day give them a small index card and
ask them to respond to a displayed sentence or short paragraph which shares a
specific idea that will be taught during the unit displayed in the room. They might
ask questions or add more information to the displayed statement.
Square Off/or 4 Corners - Place a card in each corner of the room labeled as:
No Path, Rocky Path, Smooth Path, and Paved Path. Teach them the
meaning of the analogy of "path" in their learning. Make a statement or ask a
question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct
the students to go to the corner of the room that matches their comfort level with
what they are thinking or where they are with the statement. As a group, those in
each corner discuss what they know about the statement/question. Briefly visit
each corner to listen to their conversations or they can record the conversations
onto an audio tape
iPad Pre-assessment Apps
• Traffic Light
• Screen Chomp
• Show Me
Other technology tools for Pre-assessments
• Socrative
• Room 7615
• Poll Anywhere
#
Curriculum
Compacting
• A three-step process that:
• a) assesses what a student knows about material to
be studied,
• b) plans for learning what is not known,
• c) plans for freed-up time to be spent in enriched or
accelerated study.
#
Learning Contracts
• Written agreements between students and teachers that grant the
student certain freedoms/choices about completing tasks yet require
the student to meet certain specifications.
• They outline what the students will learn, how they will learn it, how
long they will have to learn it, and how they will be graded or
evaluated.
• Often times contain “working conditions” or rules to be followed.
Learning/Working Conditions
• Learning Conditions:
• ___I will spend the required amount of time working on my Science Independent Study
•
•
•
•
•
•
•
•
Project.
___I will complete all required projects and keep them at school.
___ I will keep a daily log of my progress.
___I will leave my project to participate in designated whole-class activities or lessons
the teacher asks.
___I will share progress reports about my project to designated audiences once a week.
Working Conditions:
___I will not call attention to the fact that I am doing different work than others.
___I will work on my project for the entire class period.
___I will carry this paper with me to any room in which I am working on my project, and I
will return it to my classroom at the end of each session.
• Student Signature: ___________________________________
• Teacher Signature: ___________________________________
From Susan
Winebrenner
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:
Here’s how I will share what I know:
I will finish by this date:
I will need:
I will write:
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 __/__/__
#
Most Difficult First
• Used for skill-based subjects (like math);
• If student shows mastery, move on to
independent work;
• Give credit for the assignment
#
Flexible Grouping
• Based on:
• Readiness
• Interest
• Learning Profile
Grouping Methods
• TAPS
• Teacher Assigned
• Student Selected
• Random
#
Questioning
• Rigor and Relevance
• Plan ahead
#
Open Ended Tasks
• Especially good for math.
• Require more than remembering a fact or reproducing a skill,
• Students can learn from answering the questions; teachers
can learn about the students,
• May be several acceptable answers.
• PBL connects to this strategy
• Science Inquiry connects to this strategy
Open Ended Math Examples
• Write down everything you know about the number 12.
• Using a store catalog select a range of gifts to buy for 4
friends or family members. What is the total cost? If you
put them on layaway, how much would you need to pay
every week to have it paid off in 6 weeks?
• Use the digits of the current year and any number of the
operations. How many number sentences can you make
in 5 minutes?
• If the average of 6 numbers was 58, what could the 6
numbers be?
Instead of….
Find the difference between 6 and 1
can become ….
The difference between two numbers is
5. What might the two numbers be?
Instead of…
731 – 256 =
Can become…
Arrange the digits (1,2,3,5,6,7) so that
the difference is between 400 and 500
(regrouping must be used).
PROJECT BASED
LEARNING
Project Based Learning (PBL)
• The Buck Institute for Education www.bie.org
• West Virginia Department of Education
http://wvde.state.wv.us/teach21/pbl.html
From “Google-able” to open-ended:
What were the major developments in the
Renaissance?
Was the Renaissance a rebirth, or a whole new
baby?
From “too big” to answerable:
How have humans changed the
environment?
How has our (state, city, etc.) changed
in the past 50 years?
From too general to more concrete and
challenging:
How do architects use geometry?
How can we design a theatre that meets
specifications with the greatest number of
seats?
From too abstract to more relevant and
engaging:
What is a hero?
Who are the heroes in my life?
From too general to more concrete and localized:
What are the characteristics of healthy soil?
Is our soil healthy enough to support a vegetable
garden?
From “sounds like a teacher” to student-friendly:
How does the author use voice and perspective in
The House on Mango Street to reflect on her
childhood and community?
How does our childhood shape who we are
as teenagers?
SCIENCE INQUIRY
Llewellyn
Seven Segments of Scientific Inquiry
• The Question
• 1. Exploring a Phenomenon
• 2. Focusing on a Question
• The Procedure
• 3. Planning the Investigation
• 4. Conducting the Investigation
• The
• 5.
• 6.
• 7.
Results
Analyzing the Data and Evidence
Construction New Knowledge
Communicating the Knowledge
Llewellyn
Approaches to Inquiry
• Demonstrated Inquiry
• Structured Inquiry
• Guided Inquiry
• Self-Directed Inquiry
• Students formulate the question
• Students plan and carry out the procedure
• Students analyze the results
• Students communicate what was learned (this could also be
differentiated)
Levels of Inquiry (Llewellyn)
Demonstrated
Inquiry or
Discrepant
Event
Structured
Inquiry
Guided
Inquiry or
TeacherInitiated
Inquiry
Self-Directed
Inquiry or
StudentInitiated
Inquiry
Posing the
question
Teacher
Teacher
Teacher
Student
Planning the
procedure
Teacher
Teacher
Student
Student
Analyzing
the results
Teacher
Student
Student
Student
uestion
Application
xplanation
Knowledge Probe
valuation
Data Analysis
rediction
Investigative Plan
bservation
Habits of Mind Goal:
Self-Direction
Other Habits of
Mind
Explain a Structured Investigation with M&M’s
Can you predict the number of each color of M&M’s in this
king-sized bag?
Explain a Guided Investigation with M&M’s
• What would happen if you placed an M&M in a container
of water?
As students are working on planning the procedure and
organizing the results, are students…
• Using qualitative and quantitative observations?
• Stating claim/evidence (reasoning)?
Learning about collecting data
Qualitative Observations:
Data I collect using by five
senses (feeling, seeing,
hearing, smelling, or
tasting). I check with my
teacher about tasting.
Record by writing
descriptions, making
sketches, taking photos,
using video/audio,
samples
Quantitative Observations:
Data I collect by taking
measurements and by
counting. Recorded using
numbers. Need to be
labeled.
CER Graphic
What would happen if you placed an
M&M in a container of water?
• Claim: (answers the question): The outside colored coating
dissolves into the water and the “m” floats to the top of the
water.
• Evidence: (how do you know that happened): We put a blue
plain M&M with the “M” facing up in a paper bowl filled with
room temperature water. We observed the colored shell
dissolving into the water, then the “m” floated to the top. This
took 3 minutes to happen.
• Reasoning: (why?): The “m” on M&Ms are printed in edible
white ink. The ink won't dissolve in water. When the candy shell
dissolves, the letters peel off and float to the top.
Do Self-Directed Inquiry with M&M’s
Self-Directed Investigation with M&M’s
(differentiated)
Explanation of …….(Question)
• Do plain M&M’s dissolve at the same rate as peanut M&M’s?
• Claim (Using sentences, answer your original Question):
• Evidence (Summarize how the data you gathered is used to
support your claim, include specific examples):
• Reasoning:
• How does your data support or challenge your personal
knowledge?
What would YOU like to investigate?
Students present findings
• Lab report
• Video
• Speech/presentation
• Blog
• Pictures
• Website
• Etc.
Partner Sharing Time
#
Tiering
• Based on readiness
• -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 formative work, NOT as an assessment
task to be graded.
• -Learn from each other – share work!
THINKDOTS OR CUBING
#
Choice Boards
• Help to manage a differentiated classroom
• Independent work
• Used to extend and refine learning targets
TIC TAC TOE BOARDS
One way to design a TTT board in a
“universal design” manner
B
C
B
C
C
C
B
C
B
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 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 taken.
Jeopardy Game
Tic-Tac-Toe Choice Board
5th 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.
Position Piece
Write Jeopardy
Write a position piece that
questions that can be
explains what America would
used to review the
be like if we lost the war to the
events leading up to the British. Make sure to include
Revolutionary War. Write who would be the leader and
20 questions with
what the rules would be like.
answers. Use an index
Discuss the similarities or
card for each question,
differences you would see
with the answer on the
from America today.
back.
Multi-Media
Song/Rap/Poem
Collage
Make a collage
showing how the
colonists rebelled
against the British.
Include 8-12 pictures
that represent the
colonists’ views and
actions.
Timeline
Make a five minute multi- Write a song, rap, or poem about Create a timeline that
media presentation
a group involved in the
shows the events
showing the causes and
Revolutionary War. Be sure to leading up to the war.
effects of the Acts
include their role and position
Make sure to include
leading up to the
they take on the war. Your work
10 or more we have
Revolutionary War. Make may be either read or performed
discussed in class.
sure to include pictures.
for the class.
Play
Poster
Letter
Write a play about one Create a poster that may have
Write a letter to a
event that leads up to the been used as propaganda to friend that persuades
war. Make sure to
persuade colonists to choose
a friend during the
include at least 3 key
a side in the war.
Revolutionary era to
people. You may act it
take a side either the
out to the class.
British or the Patriots.
Explain the
advantages of your
side and the
disadvantages of the
opposing view.
Choice Board
I like this activity because:
• Students have clear direction for when their daily work is
completed.
• The activities reinforce the lessons taught and provide re-
teaching and extension opportunities.
• The activities target multiple learning profiles and
preferences and include a technology option.
• The pictures encourage and aid independent work.
Anchor Activity: Think-Tac-Toe Board –
4th grade Economics Unit
Why I Like This Strategy…
• It allows students to work at their own pace
• Students are provided with choices
• It gives “fast finishers” direction when they complete
a task
• It allows flexibility in instruction. The teacher can
meet with groups while students work on the anchor
activity.
• It provides students with a variety of ways to
demonstrate their understanding.
LEARNING MENUS
Novel (Maniac Magee: Learning Menu
Target:
I can explain the
vocabulary, main
character, setting, and
main theme of the novel.
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?
Lisa made 8 apple
muffins for the bake
sale. Trevor made 6
banana muffins.
They sold 5 muffins
altogether. How many
muffins were left?
1 Point Questions
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?
Alan has 10 pennies.
Bonnie has 6 fewer
pennies than Alan.
Jack has 5 more
pennies than Alan.
How many pennies
does Bonnie have?
3 Point Questions
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?
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?
6 Point Questions
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
RAFTS
RAFT Assignment – 4th grade
economics
• Directions:
• For this assignment, choose two of the four options
below. Each activity will prove an “I can” statement that
correlates. Please circle the two RAFT assignments that
you have chosen. Be sure to look at the attached rubric
before handing in your two RAFT completed activities!
RAFT Assignment
RAFT Assignment
Rubric
RAFT Activity
Students use various writing samples to
explore fraction vocabulary words.
What I like:
•Incorporates writing into mathematics
•Uses many different writing styles for many different interests
•Works with students at any level
•Extend finished product with technology integration
•Simple, yet effective.
TRI-MIND OR TRIARCHIC
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
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.
Creative
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
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.
Practical
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.
Creative
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
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 describe events that occurred during the
civil rights movement
TASK: Describe a significant event that occurred during
the civil rights movement.
Timeline of
Illustrations,
SHOW
Charts and
incidents
photographs,
graphs
related to the graphics, or
event
artifacts
TELL
Newspaper
article
Video news Speech
interview
THE “PROFILER”
What is your preferred Learning Profile?
• Write
• Draw
• Act
• Sing
• Build
http://www.niehs.nih.gov/kids/music.htm#index
Geometry–
Cubes and
Spheres
“Profiler”
#
Independent Projects
• Ultimate in autonomous learning;
• Huge student buy in;
• Even the unexpected will help you and the student learn
something;
• Fun and Learning!! Nothing beats that!
Genius Hour
Daretodifferentiate
• http://daretodifferentiate.wikispaces.com/
As a team of educators:
Discuss with your peers the
differentiated instructional
ideas and strategies that
you recommend for
implementation in your unit.
Harry Chapin
Not – One-size-fits-all
Differentiated instruction –
there are differences among learners and
instruction should be flexible enough to
accommodate these differences