Transcript * Jacque Melin – GVSU www.formativedifferentiated.com *(b) The teacher plans how to * achieve student learning goals, choosing appropriate strategies, resources and materials to differentiate instruction for individuals.

*
Jacque Melin – GVSU
www.formativedifferentiated.com
*(b) The teacher plans how to
*
achieve student learning goals,
choosing appropriate
strategies, resources and
materials to differentiate
instruction for individuals and
groups of students; developing
appropriate sequencing of
learning experiences; and
allowing multiple ways to
demonstrate knowledge and
skill.
*(a) The teacher carefully evaluates
how to achieve student learning
goals and uses appropriate
strategies and resources to adapt
to the needs of individuals and
groups of students (e.g., prior
knowledge, interests and
developmental differences in how
students learn).
*
*(e) The teacher provides multiple
models and representations of
concepts and skills with
opportunities for students to
demonstrate their knowledge with
a variety of products and
performances.
*
*(n) The teacher knows when and
how to use appropriate strategies
to differentiate instruction and
engage all students in complex
thinking and meaningful tasks.
*
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.
*
*
*
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
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
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
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
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
Construe - 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 write:
I will need:
Construe - 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 __/__/__
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
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
 Cooperative Learning
Each one – Teach one
 Inquiry
PBL
*
Questgarden
The Buck Institute
Change the Product
Change the Product
 Entry Points
 Expressive Modes
 Accountability
Change the Product
 Entry Points
How they learn
 Expressive Modes
How they express it
 Accountability
How we grade/score it
Formative/Portfolios/Performance Based
Change the Product
 Entry Points
How they learn
 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.
4. Mother Goose
Listening Center
5. Retell a Nursery Rhyme
with the Flannel Board.
7. Rhyming Puzzles
.
8. Writing Rhyming
Word Families
3. Write your own
Nursery Rhyme.
6. Rhyming Buckets
9. Computer:
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.
UnderstandI 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 questions
Write a position piece that
that can be used to
explains what America would
review the events
be like if we lost the war to
leading up to the
the British. Make sure to
Revolutionary War. Write
include who would be the
20 questions with
leader and what the rules
answers. Use an index
would be like. Discuss the
card for each question, similarities or differences you
with the answer on the
would see from America
back.
today.
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 multiWrite a song, rap, or poem
Create a timeline that
media presentation
about 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
discussed in class.
sure to include pictures.
performed for the 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).
*
one activity from
each horizontal row
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.
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.
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.
(Interpersonal/Linguistic)
(Bodily/Kinesthetic)
(Mathematical/Logical)
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.
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.
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!
(Musical/Rhythmic)
(Linguistic/Intrapersonal)
(Visual/Spatial)
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)
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.
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.
(Visual/Spatial)
(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?
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
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
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 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.
TASK: Write a set of directions for a
household task or school activity.
SHOW
Illustrations Diagram
How-to
or Flow
Brochure
Chart
TELL
Use topic
headings
and
paragraphs
Use
Write
detailed
detailed
numbered sentences
or bulleted
steps
* 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 Speech
interview
*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.
*http://daretodifferentiate.wiki
spaces.com/
*
As a team of educators:
Discuss with your peers the
differentiated instructional
ideas and strategies that
you recommend for
implementation in your unit.
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
Input –
(content)
Direct Instruction (Little Book) - Novelty
(content/process)
Interaction – 3 Musketeers
(process)
Product – Little Book on DI Theory
(product)
Assessment – Tell and Retell
Reflection – Scale of 1-10
*An Old African Proverb Asks
How do you eat
an elephant?????