Transcript Document 7178975

Differentiated Instruction
Middle School
Coaches
February 3, 2011
Yoly McCarthy
Curriculum Support
The teacher will be able toKnow: What differentiated instruction is and how it can
change the way a classroom is taught
Understand: The look of a differentiated class and how
to implement a few of the strategies
Do: Develop an activity using differentiated strategies
based on a subject specific benchmark.
If you always do
What you’ve always done
You’ll always get
What you’ve always got
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Welcome: What is differentiation?
 Quiet Share (Pre-Assessment)
Classroom building/ Research for DI
Having clear objectives (KUD)
Pre-Assessment
 Writing samples, concept map, surveys, data
How to differentiate learning activities through
 Content
 Process
How to differentiate homework in class
 Product
Multiple Intelligence Inventory
Create a Think-Tac-Toe
Writing choices: RAFT
Anchor Activities
Learning Centers
Reviewing and Assessing: Exit Cards
QUIET SHARE…
1. Pick a column 2.Write or think silently 3. Be
ready to share when time is up
Write a
definition of
what you think
Differentiation
Instruction is.
Explain to a new
teacher what you think
differentiation is in
terms of what he/she
would be doing in the
classroom and why.
The definition should
help the new teacher
develop an image of
what you think
differentiation looks
like in action.
Develop a
metaphor,
analogy, or
visual symbol
that you think
what
differentiation
is to you.
“What we call differentiation is not a recipe for
teaching. It is not an instructional strategy. It is
not what a teacher does when he or she has time.
It is a way of thinking about teaching and
learning. It is a philosophy.”
Carol Tomlinson, September 2000
Differentiation, according to Sprenger (2003)
is “offering students multiple ways of taking in
and expressing information”
Educators focus on “content, process, product,
and environment” while addressing three basic
tenets that students and teachers are both
teachers and learners; everyone can learn, and
that learning can be enjoyable (Sprenger,
2003, p.2).
Or differentiate
• Respond to variations
according to
in students’
 The content within a
readiness
benchmark
• Respond to the
 The process in
myriad of students’
which a student may
interest
learn
• Respect the various
 The product the
students’ learning
student may produce
profiles
All
of this depends on a safe, secure
environment where students feel that
they can share their interests, abilities,
and opinions
Kids need to know that they can let
their misconceptions be known
without ridicule
1.
2.
3.
4.
How do teachers begin and end class time
with their students?
In what ways do students assume ownership
of their learning?
How do teachers understand and celebrate
students’ similarities? Differences?
How do teachers know that each student
feels included in the community? What
actions do they take to ensure this?
Talk at the door
 Early interest
assessments
 Small group instruction
 Dialogue journals
 Student conferences
 Open room days
 Ask for student input
 Invite examples,
analogies, experiences
 Elicit input from
students
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Listen
 Seek varied perspectives
 Share own interests,
questions, plans
 Start class with kid talk
 Go to student events
 Watch before & after
school, at lunch
 Keep student data cards
with interests and talents
 Take notes during class
 Use Socratic or studentled discussions
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1. Build a climate of trust that allows students to
express themselves in an open, non-judgmental,
non-threatening manner
2. Ensure that respect is mutual
3. Create a sense of safety
4. Facilitate the building of supportive and accepting
relationships
 Differentiated
Instruction is the result of a synthesis of a
number of educational theories and practices about
teaching and learning modalities…to include: child
psychology, behavior management, learning styles,
multiple intelligences, assessment, .......
 Brain research indicates that learning occurs when the
learner experiences moderate challenge and relaxed
alertness –readiness
 Psychological research reveals that when interest is
tapped, learners are more likely to find learning
rewarding and become more autonomous as a learner.
 Because learning styles change slowly it is harder to
change a child's way of learning than to adapt instruction
to their learning style (Yilmaz-Soylu, & Akkoyunlu,
2009).
 When
a teacher tries to teach something to the
entire class at the same time, chances are…
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1/3 of the kids already know it
1/3 of the students will get it
1/3 of the kids won’t get it
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SO, 2/3 of the students are wasting their time.
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Lillian Katz
When I feel lost in class…
 I play with my hair.
 I wish the teacher would know how I feel and would help me.
 I want to go home and watch TV.
 I get mad.
 I feel scared. Sometimes I try to listen harder but mostly it
doesn’t work.
 I get some much needed rest
When classes move too slowly…
 I color my nails with a pen.
 I listen to music in my head or to think back to a movie, to its
funny parts.
All students participate in respectful work.
Teacher and students work together to ensure continual
engagement & challenge for each learner.
The teacher coordinates use of time, space, and
activities.
Flexible grouping which includes whole class learning,
pairs, student-selected groups, teacher selected groups,
and random groups.
Is this a student in your class?
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Socrates was a famous Greek teacher who went around giving
people advice. They killed him. Socrates died from an
overdose of wedlock.
Bach was the most famous composer in the world, and so was
Handel. Handel was half-German, half-Italian, and half
English. He was very large. Bach died from 1750 to the
present. Beethoven wrote music even though he was deaf.
He was so deaf, he wrote loud music. He took long walks in
the forest even when everyone was calling for him.
Beethoven expired in 1827 and later died for this.
I am not sure how clouds get formed. But the clouds know
how to do it, and that is the important thing.
K.U.D.
 Know:
Topic you want the student to know
 Understand:
Characteristics of the topic you want the student
to understand
 Be Able to Do:
Objectives and skills you want the student to be
able to complete or become proficient at
(McTighe and Wiggins, 2005)
Choose any benchmark from the item specifications and write
a KUD that would form a lesson (Backwards Design with
the end in mind)
 Know
 Understand
 Do
Example from Social Science:
Know: Facts, Definitions, Dates, Names, PlacesThe Holocaust occurred from 1938-1945; genocide, concentration
camps; Hitler
 Understand: Concepts, Abstract Big Ideas, Makes learning
meaningful to students, Connects topic to other topicsTolerance, Injustice, Survival
 Do: Skills, Actions, Performance
Analyze Elie Wiesel’s choices during his experiences in the Holocaust
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Readiness (Pre-assessments, Diagnostic
assessments)–
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Refers to readiness for a given skill, concept, or way of thinking
Use data and pre-assessments to determine this and guide instruction
Interests and Attitudes –
Have to do with those things that learners find relevant,
fascinating, or worthy of their time
 Done through surveys and discussions
Learning Profiles and Need –
 Refer to things such as learning styles, intelligence
preferences, and how the learner sees himself in relation to the
rest of the world
Need to pre-assess, assess, and re-assess throughout
the curriculum
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Writing samples
Concept Maps
Surveys
Data
Intelligences
Formative assessment probes
Free form maps/ group drawing
Listening in on student talk
With your group, DRAW everything
you know about this topic to show
us your understanding of it
Objects in the Universe
 Content
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Varied texts, learning contracts, mini-lessons, prehighlighted learning materials, note-taking organizers,
high interest topics within the content
 Process
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(What)
(How)
Multiple intelligence inventory with an activity for each
kind (Sternberg), interest groups, flexible grouping,
Jigsaw, Think-Pair-share, dialogue journals, math journals
 Product
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Process Logs, Writing samples, Exit Cards, Concept Maps,
3-2-1 summarizer
It doesn’t
have to be
difficult
Students
complete the Multiple
Intelligence Inventory independently
After they have determined their multiple
intelligence level, they can draw or
describe their profile on their class
folder, journal, etc
Intelligences can change and be
strengthened
Linguistic
Musical
Logical/
Interpersonal
Mathematical
Spatial
Bodily/
Kinesthetic
Intrapersonal
Naturalistic
– Students should pick three according to three in
a row
Make a story about an
Make a poster
imaginary character
advertising a new
who is a simple
simple machine you
machine. Including
invented. Include cost
properties of it.
and use for it.
Name and draw 5
examples of simple
machines.
Build a miniature
model of a simple
machine
Draw a picture
describing at least 3
characteristics of a
simple machine
Make up a rhyming
song or poem about
simple machine
properties and
examples.
Use a sequence chart
or timeline to describe
the invention of
simple machines
throughout history.
Invent a new simple
machine and draw a
plan for it with a
description of its
purpose.
Make a matching
game for children
based on simple
machines with
descriptions on the
back of each card.
Steps:
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning
styles, or interests.
3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the center of the board.
6. Students complete three tasks, one of which must be the task in the middle
square. The three tasks should complete a Tic-Tac-Toe row.
Adaptations:
• Allow students to complete any three tasks—even if the completed tasks don’t
make a Tic-Tac-Toe.
• Assign students tasks based on readiness.
• Create different choice boards based on readiness. (Struggling students work with
the options on one choice board while more advanced students have different
options.)
• Create choice board options based on learning styles or learning preferences. For
example, a choice board could include three kinesthetic tasks, three auditory
tasks, three visual tasks.
•
Meet with your group choose a Florida standard and come up
with nine varied activities students can do to learn the content.
Anchor activities are ongoing assignments that
students can work on independently,
throughout a unit, grading period, or longer.
Provide meaningful work for students when they…
•Finish an assignment or project
•When they first enter the class
•When they are “stumped”
Provide ongoing tasks that tie to the content and
instruction.
Free up the classroom teacher to work with
other groups of students or individuals
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Brain busters
Learning packets
Activity box
Learning / interest centers
Vocabulary work
FCAT Explorer
Investigations
FCAT Practice activities
Magazine articles
Jason Project
Research questions or projects
Commercial kits and materials
Journals or Learning Logs
Silent reading; Discovery articles
Websites; GIZMOS, Discovery Learning
Role- You
as a teacher leader
Audience- Science teachers in your
school
Format- Your choice
Topic- Changing what we do to
ensure all our kids succeed
 Should
contain materials that promote the
individual growth of the individual students
 Include activities that vary from simple to
complex, concrete to abstract
 Provides clear directions for the students
 Uses materials and activities which address a wide
range of reading levels, learning profiles and
student interests
Example: Cell Structure and Function
Center (Creative) 1: Draw a cell and label all its organelles and
their functions. Now make up your own cell with its own
“organelles”.
Center (Analytical) 2: Develop a metaphor for the cell using an
organization in real life such as a city, school, etc. Draw and
describe all parts and what each one does.
Center (Practical) 3: Write a RAFT for the cell in which
-the roles are the major organelles of the cell
-the audience is the cell
-the format is a plea
-the topic is the reasons they should keep their job and why
Center (Teacher) 4: Listen to a mini lecture about the structure of
the cell and be able to ask questions of the teacher. Fill out an
exit card of what you learned and why it is important.
Center (Technology) 5: Use a Gizmo to learn the parts of the cell
and the purposes for each.
 With
your partner create 5-10 centers that students
can do (remember not all centers should be needed
to learn the topic) based on a science topic to be
learned
 For each center determine and describe:
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Specific goals
Way it is differentiated
A “HOT” activity to be included
Materials needed at each
 Can
be used to pre-assess or review about a topic
in science
 Wonderful tool to review vocabulary
 Fun game that incites interest and healthy
competition
 Used at the end of a unit in order to review and
assess concepts learned
 Pair up and face each other with one partner facing
away from the board
Hydrogen
Oxygen
Nitrogen
Sulfur
Neon
Magnesium
Mercury
Carbon
Adenine
Cytosine
Hydrogen
bonds
Nucleus
Double Helix
Chromosome
Deoxyribose
 General
rubrics for differentiated assignments
 Response cards
 Exit cards
 Group quizzes
 Checklists of objectives
 Formal assessments
 Student writing samples
Response cards are another form of quick
assessment. Each student has a card and
indicates their understanding of a topic by
holding up the appropriate response.
Response cards:
1.
Increase participation level of all students
2.
Increase on-task behavior
3.
Provide immediate feedback
4.
Are highly motivating and fun!
Just Think...
If response cards were used instead of
hand raising for just 30 minutes a day, each student
would make more than 3,700 additional academic
responses during the school year.
Preprinted
boards
Student-made
Write-on
LIVING NON
LIVING
EXO
ENDO
TRUE
FALSE
1.
2.
3.
4.
5.
No two children are alike.
No two children learn in the identical way.
An enriched environment for one student is
not necessarily enriched for another.
In the classroom we should teach children
to think for themselves.
There are only three styles of learning.
Exit Cards (A.K.A. “Tickets out the Door”) are used to gather
information on student readiness levels, interests, and/or
learning profiles. They can be used as quick assessments to
see if the students are “getting it.”
 The teacher hands out index cards (or has them use halfsheets of paper) to students at the end of an instructional
sequence or class period.
 The teacher asks the students to respond to a predetermined
prompt on their index cards, and then turn them in as they
leave the classroom or transition to another subject.
 The teacher reviews the student responses and separates the
cards into instructional groups based on preset criteria or
achievement.
Group 1
Students who are
struggling with the
concept or skill
READINESS
GROUPS
Group 2
Students with some
understanding of
concept or skill
Group 3
Students who
understand the
concept or skill
Notice how these exit cards have been differentiated by
readiness. Each student is still expected to know about
living things, but their individual questions are based on
their skill level and their degree of knowledge.
Explain the difference
between living and nonliving.
Give some examples of each
as part of your explanation
A mushroom is an example of:
(CIRCLE THE CORRECT RESPONSE)
Living
Non-Living
Here are some more specific strategies you can do as a teacher that
will help meet the needs of ALL the students in your class
–Use cds, computer games, etc. as a means for students to
receive information or as a means for students to demonstrate
knowledge.
–Use graphic organizers such as flowcharts, Venn Diagrams,
semantic mapping, concept (mind mapping), etc.
–Have students underline or highlight key words or phrases.
–Use texts that are tailored to the students’ reading levels.
–Use questions on assessments that are tailored to the
students’ reading levels. (Bloom’s Taxonomy)
–Collect topic related supplementary materials such as comic
books, newspaper articles, magazines, etc.
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Provide word walls for students to reference while
reading/writing.
Encourage different forms of expressing learning such as
drawing, acting, poetry, etc.
Use flexible grouping, peer tutoring, learning buddies, etc.
Use ongoing assessment of students progress so that
intervention can quickly occur (exit cards, response cards…).
Use student diaries, learning logs, journals, prediction logs
Shorten or lengthen assignments while still maintaining the
objective of the lesson.
Rewrite problems using less/more complex language.