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.
*
How to Differentiate
Name:
Date:
Fogarty & Pete,
2011
Change the Content
Standard/Benchmark
Knowledge
Reasoning
Skill
Product
Deconstructing Standards Standard/Benchmark: __________________________________________________________________
_____________________________________________________________________________________
Type:
q Knowledge
q Reasoning
q
q
Skill
Product
Learning Targets – Teacher Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets
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Reasoning Targets
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Skill Targets
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Product Targets
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“I Can” / Learning Targets – Student Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets

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Reasoning Targets

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Skill Targets
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Product Targets
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*
“I can…” statements
*Statements of intended learning.
*Statements that describe how we will
know that we have learned it.
*Should be posted or written, not just
shared verbally.
Christina Hank
http://turnonyourbrain.wordpress.com/
1. I can identify the hypotenuse of any right triangle.
Who am I?
2. I can prove the Pythagorean Theorem by relating the
triangle side lengths to areas.
4. I can find any side of
a right triangle if I know
the two other sides.
Don’t I know you
from somewhere?
3. I can create a physical proof of the
Pythagorean theorem using cubes to show
areas.
c
a
b
I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
A (-3,-2)
7. I can use right triangles in a coordinate system to find
the distance between two points.
How far is it from
Albuquerque to Boston?
9. I can deconstruct real world objects
into circular objects.
H
8. I can relate the formulas for the
volumes of cones, cylinders, and
spheres to the formula for the area of
a circle.
???
R
10. I can use right triangles to
find the radii and heights of real
world objects and use those
values to calculate volumes.
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/Simulations:
Concrete
• Language arts manipulatives
• Science manipulatives
• Social studies manipulatives
• Simulations – all subjects
• http://www.interact-simulations.com/
VIEW –
Graphic Organizers Representational
www.graphicorganizers.com
http://guamjfk.weebly.com/uploads/1/0/3
/7/10376068/math_toolkit_gos.pdf
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.
Abstract
Basic
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
West Virginia
Buck Institute for Education
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
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)
*Make
Believe
Comix
*Glogster
*Go
Animate
QR
Codes
*Animoto
Analytic
Use a cause/effect chain or some other format you develop to
show how each part of a cell affects other parts as well as the
whole. Use labels, directional markers, and other symbols as
appropriate to ensure that someone who is pretty clueless
about how a cell works will be enlightened after they study
your work.
Practical
•
•
•
Creative
Look around you (in your world or the broader world) for systems
that could serve as analogies for the cell. Select your best analogy
(“best” = most clearly matched, most explanatory or enlightening).
Devise a way to make the analogy clear and visible to an audience
of your peers, ensuring that they will develop clearer and richer
insights about how a cell works by sharing in your work.
Be sure to emphasize both the individual functions of cell parts and
the interrelationships among the parts.
Use unlikely stuff to depict the structure and function of the cell, with
emphasis on interrelationships among each of the parts. You should
select your materials carefully to reveal something important about the
cell, its parts, and their interrelationships. Your “ahas” should trigger
ours.
OR
Tell a story that helps us understand a cell system with interdependent
actors or characters, a plot to carry out, a setting , and even a
potential conflict. Use your own imagination and narrative preferences
to help us gain insights into this remarkable system.
*
*Know:
* Poets’ names, personification, verse, onomatopoeia,
simile, metaphor, haiku, imagist poems
*Understand:
* How do we make meaning out of poetry?
* What makes a poet’s voice intense, meaningful,
memorable?
* What are significant poetic forms and structures? How do
they make meaning?
*Do
* Read, discuss, and appreciate a variety of poems
* Analyze poems, poetic forms and devices
* Research the cultural and historical context of poems and
poets
*CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative
and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate
knowledge of 18th, 19th and early 20th century foundational works of American literature
*
so much depends
upon
A red wheel
barrow
glazed with rain
water
beside the white
chickens
The Red Wheelbarrow
ROLE
AUDIENCE
FORMAT
TOPIC
WIlliams
Tennyson
Letter
Why I moved away from
traditional Victorian poetry
Poetry critic
Poetry
aficionados
Analysis
The key features of
Williams’ style
WIlliams
His Colleagues
Explanation
Why RW “is real, not
realism, but reality itself”
Students
Other Students
Interview
How Williams composed
one of his most famous
poems
Older
WIlliams
Younger
WIlliams
Letter to My
54 Self
Younger
How my poetry changed as I
grew older
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
Task: Construct a food web with the owl at the highest trophic level. Be sure to
include producers (green plants) and decomposers in your food web. Also include
the Sun. The intermediate organisms should include the prey found in the owl
pellets that you dissected in class. Label the role of all organisms and use arrows
to show the energy flow between each organism. Finally, explain the flow of
energy in the food web.
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.
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
As a team of educators:
Discuss with your peers the
differentiated instructional
ideas and strategies that
you recommend for
implementation in your unit.
* Choice Boards
* Tic Tac Toe
* Trimind
* RAFTS
* Menus
* Show and Tell
* Profiler
* Tiered Assignments
*
www.daretodifferentiate.com
*An Old African Proverb Asks
How do you eat
an elephant?????