Transcript Document 7115214

Differentiating
Instruction:
Beginning the Journey
"In the end, all learners need your energy,
your heart and your mind. They have that in
common because they are young humans. How
they need you however, differs. Unless we
understand and respond to those differences, we
fail many learners." *
•Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Alexandria, VA: ASCD.
•Instructor: Laura Chase
•Training: Induction for the 21st Century Educator
•Mentoring & Induction Consultant
•Washington, Illinois
•District #50 Schools
Everyone Stand!
Sit down if I say something that
applies to you!
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I differentiated my instruction
I have given a pre-test or a diagnostic
assessment.
I have tutored a child
I have analyzed similarities and differences in
students’ test scores
I have given students different books to read.
I have taught students in a small group
• This proves that everyone already differentiates
and gives you a lens through which to view
differentiation. It’s not impossible. You do it
intuitively. Now you just need to do it
intentionally.
Differentiation is a Way of Thinking
About Teaching and Learning
Differentiated
Instruction
Defined
“Differentiated instruction is a teaching
philosophy based on the premise that
teachers should adapt instruction to
student differences. Rather than marching
students through the curriculum lockstep,
teachers should modify their instruction to
meet students’ varying readiness levels,
learning preferences, and interests.
Therefore, the teacher proactively plans a
variety of ways to ‘get at’ and express
learning.”
Carol Ann Tomlinson
WAYS IN WHICH INDIVIDUALS
CAN DIFFER
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Prior knowledge or skill expertise
Learning rate
Cognitive ability
Learning style preference
Motivation, attitude, and effort
Interest, strength, or talent
Key Principles of a Differentiated
Classroom
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon
student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product in
response to student readiness, interests, and learning
profile.
• All students participate in respectful work.
• Students and teachers are collaborators in learning.
• Goals of a differentiated classroom are maximum growth and
individual success.
• Flexibility is the hallmark of a differentiated classroom.
Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
WHAT CAN BE
DIFFERENTIATED?
• CONTENT--What students learn
• PROCESS--How they learn it
• PRODUCT--How students show
what they’ve learned
• LEARNING ENVIRONMENT--The
conditions under which learning
takes shape
DIFFERENTIATING CONTENT
INCLUDES:
• Modification of the rate of learning including
– The point at which learners are allowed to begin
study
– The rate at which they are allowed to learn
– The point at which they leave an area of study
• Opportunities for student-selected areas of
study within and across disciplines.
• The modification of the complexity in the area
of study.
• A multidisciplinary approach to learning.
DIFFERENTIATING PROCESS
INCLUDES:
• Learning and using higher order thinking
skills
– creative thinking
– critical thinking
– problem solving
• Application of abstract thinking skills to
student-appropriate content resulting in
products at a level of sophistication
appropriate for the student
• Integration of basic skills and abstract
thinking skills
DIFFERENTIATING PRODUCT
INCLUDES:
• Learning and using multiple forms for
communicating learning
• The opportunity to present information to
diverse and appropriate audiences
• The opportunity for learners to participate
in the assessment of learning activities
and the resulting product forms
DIFFERENTIATING LEARNING
ENVIRONMENT INCLUDES:
• Groupings which are fluid and flexible
and approximate real-life situations
• Access to various materials and
resources
• An atmosphere which encourages
expression of new ideas, acceptance of
diversity, and exploration
• Experiences reflecting learner interests
and ideas
• Honoring the dignity of all learners
Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Respectful tasks
Flexible grouping
Continual assessment
Teachers Can Differentiate Through:
Content
Environment
Product
Process
According to Students’
Readiness
Interest
Learning Profile
Through a range of strategies such as:
Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS
Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning
Centers
Comparing Traditional and
Differentiated Classrooms
STUDENT DIFFERENCES
• In a traditional classroom these are
addressed when they become a
problem.
• In a differentiated classroom,
differences become the basis for
planning and instruction
Comparing Traditional and
Differentiated Classrooms
ASSESSMENT
• In a traditional classroom, assessment
tends to be summative. It occurs at the
end of a unit, week, year, etc. This misses
the big picture – if you aren’t assessing
until the end you are missing chances to
reteach as you go so that skills are
strengthened.
• In a differentiated classroom, assessment
is diagnostic and formative so that
instruction responds to the learner
Comparing Traditional and
Differentiated Classrooms
INTEREST/LEARNING STYLE
• In a traditional classroom, interest
and learning style rarely inform
instruction.
• In a differentiated classroom
students are guided in making
interest and learning profile-based
choices and instruction is based
around the ways in which students
learn.
Comparing Traditional and
Differentiated Classrooms
INSTRUCTION
• In a traditional classroom, much of the instruction is
whole-class.
• In a differentiated classroom, many instructional
groupings and arrangements used
ASSIGNMENTS
• In a traditional classroom, students are all usually
given the same assignment to complete.
• In a differentiated classroom multi-option
assignments are used, providing students choices in
the ways in which they show what they have
learned.
Comparing Traditional and
Differentiated Classrooms
FACTORS GUIDING INSTRUCTION
• In a traditional classroom, a single
curriculum guide or text is often used.
• In a differentiated classroom student
readiness, interest, learning profile
guide instruction that incorporates
multiple materials. School curriculum
guides and standards are still used,
but they are supplemented by other
materials.
Think of DIFFERENTIATION
as the lens you look through
when using any materials,
programs or instructional
strategies. If you have high
quality curriculum and
materials, then it isn’t so
much WHAT you use as it is
HOW you use it to meet the
varying readiness, interests
and learning profiles of your
students.
What Differentiated Instruction…
IS NOT
IS
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Differentiated instruction is more
QUALITATIVE than quantitative.
Differentiated instruction provides
MULTIPLE approaches to content,
process, and product.
Differentiated instruction is STUDENT
CENTERED.
Differentiated instruction is a BLEND
of whole class, group, and individual
instruction.
Differentiated instruction is
"ORGANIC".
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Individual instruction
Chaotic or new
Just another way to provide
homogenous instruction (You
DO use flexible grouping
instead)
Just modifying grading systems
and reducing work loads
More work for the "good"
students and less and different
for the "poor" students
Affirmation
Contribution
Important
Focused
Engaging
Demanding
Scaffolded
Curriculum and
Instruction are
The
Student
Seeks
the Vehicle
The
Teacher
Responds
Power
Purpose
Challenge
Invitation
Opportunity
Investment
Persistence
Reflection
Carol Tomlinson, 2002
“Differentiation is not so
much the ‘stuff’ as the
‘how.’ If the ‘stuff’ is ill
conceived, the ‘how’ is
doomed.”
Carol Ann Tomlinson
RESPECTFUL TASKS
Respectful tasks recognize student
learning differences. The teacher
continually tries to understand what
individual students need to learn
most effectively. A respectful task
honors both the commonalities and
differences of students, but not by
treating them all alike.
A respectful task offers all students
the opportunity to explore essential
understandings and skills at degrees
of difficulty that escalate consistently
as they develop their understanding
and skill.
-CHOICE-
The Great Motivator!
• Requires children to be aware of their own readiness,
interests, and learning profiles.
• Students have choices provided by the teacher. (YOU are
still in charge of crafting challenging opportunities for all
kiddos – NO taking the easy way out!)
• Use choice across the curriculum: writing topics, content
writing prompts, self-selected reading, contract menus,
math problems, spelling words, product and assessment
options, seating, group arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR
LEARNING!
Learning Profile Factors To Consider
Group Orientation
independent/self orientation
group/peer orientation
adult orientation
combination
Learning Environment
Gender
&
Culture
Cognitive Style
Creative/conforming
Essence/facts
Expressive/controlled
Nonlinear/linear
Inductive/deductive
People-oriented/task or Object oriented
Concrete/abstract
Collaboration/competition
Interpersonal/introspective
Easily distracted/long Attention span
Group achievement/personal achievement
Oral/visual/kinesthetic
Reflective/action-oriented
quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/”spare”
Intelligence Preference
analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Discussion Question?
What are you
already doing to
differentiate
instruction in
your classroom?
Differentiation Strategies
• All strategies are aligned with
instructional goals and objectives
• Specific strategies are selected based
on
– Focus of instruction
– Focus of differentiation
Example of a Differentiated
Classroom
• Students Who Know Their Own Mind
Students Who Know Their Own
Mind
Differentiation in a Math Classroom
Ways to Differentiate
Content
• Reading Partners / Reading Buddies
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Read/Summarize
Read/Question/Answer
Visual Organizer/Summarizer
Parallel Reading with Teacher Prompt
Choral Reading/Antiphonal Reading
Flip Books
Split Journals (Double Entry – Triple Entry)
Books on Tape
Highlights on Tape
Digests/ “Cliff Notes”
Notetaking Organizers
Varied Texts
Varied Supplementary Materials
Highlighted Texts
Think-Pair-Share/Preview-Midview-Postview
Ways TO DIFFERENTIATE
PROCESS
•Anchoring
•RAFTs
•Cubing
•Think Dots
•Choices (Multiple Intelligences)
•Centers
•Tiered lessons
•Contracts
•Web Quests
•Literature Circles
•Reciprocal Roles
R-A-F-T
RAFT is an acronym that stands for
Role of the student. What is the student’s role:
reporter, observer, eyewitness, object?
Audience. Who will be addressed by this raft: the
teacher, other students, a parent, people in the
community, an editor, another object?
Format. What is the best way to present this
information: in a letter, an article, a report, a
poem, a monologue, a picture, a song?
Topic. Who or what is the subject of this writing: a
famous mathematician, a prehistoric cave dweller,
a reaction to a specific event?
RAFTs can…
• Be differentiated in a variety of ways:
readiness level, learning profile,
and/or student interest
• Be created by the students or
Incorporate a blank row for that
option
• Be used as introductory “hooks” into
a unit of study
• Keep one column consistent while
varying the other columns in the RAFT
grid
What does it look like?
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A teacher assigns (or students select) a role, audience, format, and topic
from a range of possibilities. Below is a chart with a few examples in each
of the categories; it is meant only as a sampling to spark new ideas.
Role
•artist
• character
•scientist
• adventurer
• inventor
• juror
• judge
• historian
• reporter
•rebel
•therapist
•journalist
Audience
•self
•peer group
•government
•parents
•fictional
character(s)
•committee
•jury
•judge
•activists
•immortality
•animals or
objects
Format
journal
editorial
brochure/booklet
interview
video
song lyric
cartoon
game
primary
document
critique
biographical
sketch
newspaper article
Topic
•issue relevant to
the text or time
period
•topic of personal
interest or
concern for the
role or audience
•topic related to
an essential
question
RAFT Sample
Role
Audience
Format
Topic
Gingerbread Man
Our Class
Oral Response
I never should
have listened to
the fox
Squanto
Other Native
Americans
Pictographs
I can help the
inept settlers
Band Member
Other Band
Members
Demo Tape
Here’s how it goes
Monet
Van Gogh
Letter
I wish you’d shed
more light on the
subject
Water Vapor
Water
A Love Letter
You make me so
hot
Battery
Loose Wire
A Newspaper
Article
Man has shocking
experience
Multiplication Fact
Division Fact
Invitation to a
Family Reunion
Here’s how we’re
related
RAFT Sample
Role
Audience
Format
Topic
Our Class
Oral Response
I never should have
listened to the fox
Squanto
Other Native
Americans
Pictographs
I can help the inept
settlers
Band Member
Other Band
Members
Demo Tape
Here’s how it goes
Positive Numbers
Negative
Numbers
Dating Ad
Opposites Attract
Rational Numbers
Irrational
Numbers
Song
Must you go on forever?
Decimals
Fractions
Poem
Don’t you get my point?
Perimeter
Area
Diary Entry
How your shape affects
me
Monet
Van Gogh
Letter
I wish you’d shed more
light on the subject!
Joan of Arc
Self
Soliloquy
To recant, or not to
recant; that is the
question
Tree
Urban Sprawl
Editorial
My life is worth saving
Thoreau
Public of his day
Letter to the
Why I moved to the pond
Gingerbread Man
Designing a Differentiated
Learning Contract
A Learning Contract has the following
components
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A Skills Component
Focus is on skills-based tasks
Assignments are based on pre-assessment of students’ readiness
Students work at their own level and pace
2.
A content component
Focus is on applying, extending, or enriching key content (ideas,
understandings)
Requires sense making and production
Assignment is based on readiness or interest
3.
A Time Line
Teacher sets completion date and check-in requirements
Students select order of work (except for required meetings and homework)
4. The Agreement
The teacher agrees to let students have freedom to plan their time
Students agree to use the time responsibly
Guidelines for working are spelled out
Consequences for ineffective use of freedom are delineated
Signatures of the teacher, student and parent (if appropriate) are placed on the
agreement
Contracts
Reading Contract
• Choose an activity from each shape group. Cut out your three
choices and glue them
• Below. You are responsible for finishing these activities by
_________. Have fun!
This contract belongs to _____________________________________
Make a poster
advertising
yourself as a good
friend. Use words and
pictures to help make
people want to be your
friend. Make sure
your
name is an important
part of the poster
Get with a
friend and make
a puppet show
about a problem and
the solution in your book
Draw a picture of a problem
in the story. Then use words
to tell about the problem and
how the characters solved
their problem
Make a two sided
circle-rama. Use it to tell
people what makes you a
good friend. Use pictures
and words and make
sure your name is an
important part of the
display
Get with a
friend and act out
a problem and its
solution from your
book
Write a letter to one of the
characters in your book. Tell
them about a problem you have.
Then have them write back with
a solution to your problem.
Make a mobile that
shows what makes you
a good friend. Use
pictures and words
to hang on your mobile.
Write your name on the
top of the mobile in
.
beautiful letters
Meet with me
and tell me about a
problem and its solution
from the story. Then tell
me about a problem you have
had and how you solved it
Think about another
problem one of the
characters in your book
might have. Write a new
story for the book about the
problem and tell how it
was solved.
Tiered Lessons
• In a heterogeneous classroom, a
teacher uses varied levels of
activities to ensure that students
explore ideas at a level that builds on
their prior knowledge and prompts
continued growth. Student groups
use varied approaches to exploration
of essential ideas.
Rationale for Use
• Blends assessment and instruction
• Allows students to begin learning where
they are
• Allows students to work with appropriately
challenging tasks
• Allows for reinforcement or extension of
concepts and principles based on student
readiness
• Allows modification of working conditions
based on learning style
• Avoids work that is anxiety-production (too
hard) or boredom-producing (too easy)
• Promotes success and is therefore
motivating
Tiered Assignments
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Guidelines for Use
Be sure the task is focused on a key concept
or generalization essential to the study
Use a variety of resource materials at
differing levels of complexity and associated
with different learning modes
Adjust the task by complexity, abstractness,
number of steps, concreteness, and
independence to ensure appropriate
challenge
Be certain there are clear criteria for quality
and success
Tiered Instruction
• In a differentiated classroom, a teacher uses
varied levels of tasks to ensure that students
explore ideas and use skills at a level that builds
on their prior knowledge and prompts continued
growth.
• While students work at varied degrees of
difficulty on their tasks, they all explore the
essential ideas and work at high levels of
thought.
• Assessment-based tiering allows students to
work in their “Zones of Proximal Development” or
in a state of “moderate challenge.”
Tiering a Lesson
What range of learning
needs are you likely to
address?
What should students
know, understand, and
be able to do as a result
of the lesson?
What’s your “starting
point lesson?” How will
you hook the students?
Know:
Understand:
Be Able to Do:
What’s your first cloned
version?
What’s your second
cloned version of this
activity?
What’s your third cloned
version of this activity?
Six Ways to Structure
• By Challenge Level – Bloom’s Taxonomy
– From knowledge, comprehension, application, to analysis, evaluation, and
synthesis
• By Complexity
– From simple to complex
• By Resources
– Choose materials at various reading levels and complexity of content
• By Outcome
– From basic tasks to advanced tasks (presenting what was learned on a
topic studied…to…presentation comparing same topic to today’s similar
issues and looking at impact, concerns, changes, etc.)
• By Process
• From basic tasks to advanced tasks
– (Research consumer information about a product and report findings … to …
establish criteria for purchasing a product based on information learned
about the product…to…interview 3 people who have purchased the product
and identify the criteria they used in making a decision when purchasing
this product and drawing conclusions)
• By Product
– Ex. Verbal/linguistic; visual/spatial; logical/mathematical; bodily
kinesthetic; musical (student products reflect their learning preferences and
interests)
What constitutes a Tiered
Assignment?
 A focus on a key concept
 Adjustment of the task to the students' ability
level
 Adjustment of the number of steps to the
students' productivity level
 Students working with appropriately challenging
tasks
 Result = Respectable work for everyone
 To use Tiered Assignments you must:
– Know the expected outcomes
– Know the ability range of your students
– Tiering by learning style, interest, or readiness
Sample of Tiered Lesson
Make a list of 10 things that are
everlasting.
List 5 synonyms for everlasting.
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Put those 10 things on a continuum
from most everlasting to least
everlasting. Justify your ranking.
Sample of Tiered Lessons
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Subject: Mathematics
Grade: Fourth
Standard: #6 Spatial Sense
Key Concept: Students gain an understanding of symmetry.
Generalization: Students identify line symmetry.
Background:
The teacher reviews the concept of symmetry and illustrates line symmetry. Groups of four students are given a picture
and asked to identify the objects in the picture which are symmetric and/or have line symmetry. Note, the groups need
not been given the same picture and it would be more interesting if each group had a different picture. Students share
their results with the class.
This lesson is tiered in process according to Howard Gardner’s Multiple Intelligences.
Tier I: Bodily-Kinesthetic Learners
In groups of four, these students are given the rules for the “Mirror-Sculpture” game as described
in the book. The game has students form a human design which is symmetric as viewed from a
spot in the room by a nonparticipating person. After a symmetric design has been identified, each
student draws a picture of the sculpture on a piece of paper.
Supply each group of four students, a picture and/or description of other sculptures which contain
line symmetry. Have the students duplicate the design with their bodies and identify the lines of
symmetry.
Tier II: Visual Learners
In pairs the students play the “Copycat” or the “Nosymm” game as described in the book. The
“Copycat” game has pairs of students create a line-symmetric design using paper with a square grid
and colored markers. While the “nosymm” game has one student in the pair create a symmetric
design while the other student destroys the symmetry. After creating their designs, have the
students share each design with other pairs in the same tier.
Supply the students with several pictures which contain line-symmetric designs and have the
students identify all the lines of symmetry. Depending on the sophistication of these students you
may need to vary the level of complexity of the designs.
Tier III: Logical-Mathematical Learners
These students will search through magazines, newspapers, and the yellow pages to find logos and
trademarks for companies and organizations. Students trace each symbol and indicate the
symmetry in each design.
Supply the students with several pictures of hubcaps and have them identify all the lines of
symmetry.
Tier IV: Naturalistic Learners
These students will search through magazines and books which pertain to nature and/or
science. Students will identify items from nature, plants and animals, which are symmetric. For
those items which contain line symmetry, students will draw a replica of the item and identify the
symmetries.
Supply the students with several pictures of objects in nature and have them identify the lines of
symmetry.
Assessment:
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Subject: Language Arts
Grade: Fourth
Standard: # 5: Writing Process
Key Concept: Ideas for writing come from a variety of sources.
Generalization: Reading a novel together can inspire ideas for writing.
Background: The class has been reading Help, I'm a Prisoner in the Library by Eth Clifford.
Imagination plays a big part in the book even from the beginning. This lesson is based on
completion of chapters 3 and 4 of the book. Students will be grouped according to interest in
today's activities.
This lesson is tiered by product according to interest.
Tier I: Diary Group
This group is interested in creating a diary from the perspective of the policeman whom Mary
Jo calls. He mentions that he received 15 phone calls that day. From the information provided
in these chapters, create a diary that explains what he learns from the 15 phone calls. Add
ideas about what he thinks about the people making the phone calls. Finally, finish your diary
entry with what he thinks about being a policeman.
Tier II: Newspaper Group
This group is interested in creating a newspaper article based on the phone calls the policeman
has been getting. Take the part of a news writer and describe the conversation you had with
the policeman who tells the information he has received in those 15 phone calls. Be sure to
write this as a newspaper column.
Tier III: Letter Group:
This group is interested in writing a letter to the policeman telling him of the events that you
imagine he might hear. Write from the perspective of a person who has been trying to get
through to the police station and has not been able to for quite a while. Explain your problem
and what you think of the policemen. Write this as an effective letter and be careful to
represent yourself well by the words and form you use.
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Subject: Science
Grade: Seventh
Standard: #7 The Mathematical World
Key Concept:
Mathematical statements can be used to describe how one quantity changes
when another changes. Rates of change can be computed from differences in magnitude and
vice versa.
Generalization:
Work, mechanical advantage, and efficiency can be calculated to determine
how a change in one quantity affects other quantities in the equation.
Background: Students have been studying a unit on force, motion, and energy. They have
covered the definition of work and how to calculate work. They can identify six simple
machines. The teacher has given a short quiz on this material and has grouped the students
according to their scores on the test and their math ability. Pairs, triads, or quads work well.
This lesson is tiered in process according to readiness.
Tier I: Basic
Materials: spring scale, meter stick, a variety of objects. Students practice finding the amount of
work done when each object is lifted, using the formula, Work = Force X Distance. Students may
also be given a worksheet of problems that use the calculation of work as the focus.
Tier II: Grade Level
Materials: Students should be given simple machines or pictures of simple machines and asked to
determine whether the machines have the mechanical advantage of force, of distance, or of
changing direction. Also give students a worksheet for practice in calculating mechanical
advantage ( MA = Output force/input force). Students should choose one of the problems or one
of the machines and set up an investigation to illustrate one of the forms of mechanical
advantage.
Tier III: Advanced
Students should choose a particular type of compound machine (lawn mower, electric mixer,
etc.) and research the output and input forces. From those figures, they can calculate the
efficiency of the machine (E = output force/input force x 100%). Students should plan an
experiment to determine the efficiency of their machine.
Assessment:
Teacher observation and student interviews during the investigation will serve as formative
assessments. Each group’s calculations will be assessed for accuracy. Experimental design
should be assessed with a rubric.
Cubing
A way to differentiate based on student
interest and readiness which can be
used to build student interest and
learning styles. Cubing allows students
the opportunity to build relevance,
make connections to prior knowledge,
and encourage critical thinking.
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Possible Prompts for
Cube Faces
Describe It
Look at the subject closely (perhaps with your senses in
mind).
Compare It
What is it similar to? What is it different from?
Associate It
What does it make you think of? What comes to your mind
when you think of it? Perhaps people? Places? Things?
Feelings? Let your mind go and see what feelings you have
for the subject.
Analyze It
Tell how it is made. If you can’t really know, use your
imagination.
Apply It
Tell what you can do with it. How can it be used?
Argue for It or Against It
Take a stand. Use any kind of reasoning you want—logical,
silly, anywhere in between.
Suggestions
• Create cubes with prompts at various levels
of difficulty then color code the cubes.
• Cubing provides a way for all students to
explore one important topic or idea but to
accomplish tasks at their readiness levels, in
their preferred learning styles, and/or in
areas of personal interest.
• All students are working on activities dictated
by their cubes; the activities are
differentiated for individual students or
groups of students. Groups are very flexible.
One cubing activity might group gifted
learners for more challenging, higher-level
activities; another cubing activity might
group gifted and non-gifted students alike
according to their interests.
Possible Uses for Cubing
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Introduce a new concept.
Build interest in a new concept.
Informally pre-assess students.
In the middle of a unit to help
students see the relevance of a
concept.
• Review concepts. Informally assess
students.
Cubing Idea
Creating a Cubing Exercise
• Start by deciding which part
of your unit lends itself to
optional activities.
• Decide which concepts in this
unit can you create a cube for.
• Is it possible for you to make
3 cubes for 3 different
interests, levels, or topics?
• First Step: (use one of the cubes)
• Third Step:
– Write 6 questions that ask for
– Always remember to
information on the selected
have an easy problem
unit.
on each cube and a
– Use your 6 levels of Bloom,
hard one regardless the
intelligence levels, or any of
levels.
the cubing statements to
– Color code the cubes
design questions.
for easy identification
– Make questions that use these
and also if students
levels that probe the specifics
change cubes for
of your unit.
questions.
– Keep one question opinion
– Decide on the rules:
based-no right or wrong.
Will the students be
asked to do all 6 sides?
Roll and do any 4 sides?
• Second Step: (use other cubes)
Do any two questions
– Use the first cube as your
on each of the 3 cubes?
“average” cube, create 2 more
using one as a lower level and
Places to get questions:
one as a higher level.
Old quizzes,
– Remember all cubes need to
worksheets, textbookcover the same type of
study problems,
questions, just geared to the
students generated
level, don’t water down or
make too busy!
– Label your cubes so you know
which level of readiness you
are addressing.
Level 1
Level 2
Level 1
Anchoring
Many things can wait; the child
cannot. Now is the time his bones
are being formed and his mind is
being developed. To him, we
cannot say tomorrow; his name is
today!
Do you know these
students?
• Rapid Robin: The
“Dreaded Early
Finisher”
• “I’m not finished”
Freddie: “It takes
him an hour-and–a
half to watch ’60
Minutes’”
What is an anchor activity?
• 􀀹It is curriculum-based.
• 􀀹It has instructional clarity.
• 􀀹It is differentiated to meet
the needs of each student.
• 􀀹It is engaging.
Anchor Activities are:
• Ongoing assignments that
students can work on
independently throughout a
unit, a grading period or
longer.
Benefits of an Anchor Activity
• An Anchor Activity can be used to
differentiate activities on the basis of student
readiness, interest or learning profile.
• Anchor Activities allow students time to work
on independent research, to work more in
depth with a concept, enrich their skill
development.
• Anchor Activities can be used as a
management strategy when working with
small groups of students.
• Anchor Activities can be a vehicle for making
the classroom more student centered.
How do I Get Started?
1. Teach the whole group to work on an anchor activity
independently and quietly. The teacher is not a contact
person at this time.
2. Progress to one group on anchor activity and another
group on another activity - then flip flop groups. This may
be done later in the day or in back-to-back time slots.
Example - One group may be working with the teacher on
math manipulatives while the other group works
independently on anchor activities.
3. Progress to 1/3 of the class on anchor activities, 1/3
involved in a teacher directed activity and 1/3 working at
mini lab on a curriculum related unit.
4. Move to the next stages only when your students are
ready. Length of time can be increased at the second
stage before moving on to the third stage.
•
Some Anchor activities:
• •Read
• •School Library Media Center
• •Learning Packets
• •Journaling
• •Learning/Interest Centers
• •Listening Centers
• •Research Questions or Projects
• •Commercial Kits and Materials
Display Ideas
In his classroom the
Anchor Activities are hung
from the ceiling.
This pocket chart has removable cards which
can be changed to reflect the
ongoing activities within a unit of study
Ways to Differentiate
Products
• Choices based on readiness,
interest, and learning profile
• Clear expectations
• Timelines
• Agreements
• Product Guides
• Rubrics
• Evaluation
Map
Diagram
Sculpture
Discussion
Demonstration
Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
•
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Lecture
Questionnaire
Flag
Scrapbook
Graph
Debate
Museum
Learning Center
Advertisement
Puzzle
Model
Book List
Timeline
Calendar
Toy
Coloring Book
Article
Game
Research Project Diary
Poster
TV Show
Magazine
Song
Computer Program
Dictionary
Photographs
Film
Terrarium
Collection
Petition Drive
Trial
Teaching Lesson
Machine
Prototype
Book
Speech
Mural
Club
Award
Cartoon
Recipe
Biography
Test
Review
Invention
Low-Prep Differentiation
•Choices of books
•Homework options
•Use of reading buddies
•Varied journal Prompts
•Varied pacing with anchor
options
•Student-teaching goal
setting
•Work alone / together
•Whole-to-part and part-towhole explorations
•Flexible seating
•Varied computer programs
•Design-A-Day
•Varied Supplementary
materials
• Varied Supplementary
materials
• Options for varied modes
of expression
• Varying scaffolding on
same organizer
• Computer mentors
• Think-Pair-Share by
readiness, interest,
learning profile
• Use of collaboration,
independence, and
cooperation
• Open-ended activities
• Mini-workshops to reteach
or extend skills
• Jigsaw
• Negotiated Criteria
• Explorations by interests
• Multiple levels of
questions
High-Prep Differentiation
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Tiered activities and labs
Tiered products
Independent studies
Multiple texts
Alternative assessments
Learning contracts
4-MAT
Multiple-intelligence
options
Compacting
Spelling by readiness
Entry Points
Varying organizers
Lectures coupled with
graphic organizers
Interest groups
Tiered Centers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Interest centers
Personal agendas
Literature Circles
Stations
Complex Instruction
Group Investigation
Tape-recorded materials
Teams, Games, and
Tournaments
Choice Boards
Think-Tac-Toe
Simulations
Problem-Based Learning
Graduated Rubrics
Flexible reading formats
Student-centered writing
formats
OPTIONS FOR DIFFERENTIATION OF
INSTRUCTION
To
Differentiate
Instruction By
Readiness
‫ ٭‬equalizer adjustments
(complexity, openendedness, etc.
‫ ٭‬add or remove scaffolding
‫ ٭‬vary difficulty level of text
& supplementary materials
‫ ٭‬adjust task familiarity
‫ ٭‬vary direct instruction by
small group
‫ ٭‬adjust proximity of ideas to
student experience
useful instructional
strategies:
- tiered activities
- Tiered products
- compacting
- learning contracts
- tiered tasks/alternative
forms of
assessment
To Differentiate
Instruction By
Interest
‫ ٭‬encourage application of
broad concepts & principles
to student interest areas
‫ ٭‬give choice of mode of
expressing learning
‫ ٭‬use interest-based
mentoring of adults or more
expert-like peers
‫ ٭‬give choice of tasks and
products (including student
designed options)
‫ ٭‬give broad access to varied
materials & technologies
-
useful instructional
strategies:
interest centers
interest groups
enrichment clusters
group investigation
choice boards
MI options
internet mentors
To Differentiate
Instruction by
Learning Profile
‫ ٭‬create an environment with
flexible learning spaces and
options
‫ ٭‬allow working alone or
working with peers
‫ ٭‬use part-to-whole and
whole-to-part approaches
‫٭‬Vary teacher mode of
presentation (visual,
auditory, kinesthetic,
concrete, abstract)
‫ ٭‬adjust for gender, culture,
language differences.
useful instructional
strategies:
- multi-ability cooperative
tasks
- MI options
- Triarchic options
- 4-MAT
Teacher Station 1
Bookshelf
Teacher
Station
2
Group
Schedule
Assignments
To make differentiation work—in fact,
to make teaching and learning work—
teachers must develop an alternative
approach to instructional planning
beyond "covering the text" or "creating
activities that students will like.“
“Even though students may learn in
many ways, the essential skills and
content they learn can remain steady.
That is, students can take different
roads to the same destination”.
Carol Ann Tomlinson