“SHAKING UP” YOUR LESSONS: A LOOK AT DIFFERENTIATED INSTRUCTION

Presented by Martha Elliott, Brian Keller, Lisa Plichta, and Jennifer Setzke

Today we want to introduce you to the 2012-2013 Institute Day Topic:

Differentiated Instruction

Objectives:•To know the three types of differentiation•To understand differentiated instruction is a systematic way of planning and teaching that addresses the interests, learning profiles, and readiness of all students•Participate in three types of differentiated activities

Directions: As each picture is displayed,

please answerthe following question on your

whiteboard: Is this an example of

differentiation?YES NO

Is this an example ofdifferentiation?

NODifferentiation is not streaming or leveling or tracking

Strickland, 2012.

Click icon to add picture

“Even in homogenous classes , there is considerable heterogeneity in terms of readiness, interest, and learning profile (Strickland, p. 2)”

YESClick icon to add picture“Differentiation is meeting kids where they are … not where we wish they would be (Strickland, p.1).”

Strickland, 2012.

“Differentiation is responsive teaching rather than one-size-fits-all teaching (Strickland, p.1).”

Is this an example ofdifferentiation?

YESClick icon to add pictureDifferentiation is intentional planning as opposed to on-the-spot adjustments

Strickland, 2012.

Is this an example ofdifferentiation?

NOClick icon to add pictureDifferentiation is not simply group work nor is it constant group work

Strickland, 2012.

Is this an example of differentiation?

NOClick icon to add pictureDifferentiation is not an IEP (IndividualizedEducation Plan) for every child

Strickland, 2012.

Is this an example of differentiation?

YESClick icon to add pictureDifferentiation is everywhere

Strickland, 2012.

Is this an example of differentiation?

YES

IT IS NOT NEW

What is Differentiation?

What it is: What it is Not:•Teaching with variance in mind•Responsive teaching rather than one-size-fits-all teaching•Meeting kids where we are… not where we wish they would be•“Shaking up” the classroom sostudents have multiple options for making sense of information

•New•Tracking or Streaming•IEP for every child•Constant Group Work•Occasional Variation of teaching styles•On the spot adjustments

Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.

What is Differentiation? “A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).”

It is not what we teach, it is HOW WE TEACH

“ That students differ may be inconvenient, but it is inescapable. Adapting to diversity is the inevitable price of productivity, high standards and fairness to the students.” – Theodore Sizer

5 Principles for Differentiated InstructionRespectful CommunityQuality TasksFlexible GroupingContinual AssessmentBuilding Community

3 Ways to DifferentiateInterest

Learning

ProfileReadine

ss“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)

“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).

Differentiating by INTERESTWhy? Because

interest is a great motivator

Because interest relates to relevancy (for the students)

When we differentiate by interest we should consider student: Passions Hobbies Family Interest or pursuits Clubs or sports TV Shows (they watch) Music (they listen to) Friends Electives they take

Strickland, p. 3

Example of Differentiating by Interest in World LanguageASSIGNMENT:In order to practice ourreading fluency andcomprehension in

Spanish,pick one of the

followingarticles listed on the

right toread tonight. Be

preparedto summarize the

article in Spanish in your own

wordsfor your classmatestomorrow.

"Will 'The Hunger Games be the next "Twilight'?“

("Seran 'los juegos de hambre' el proximo 'Crepusculo'?")

"Rihanna and Chris Brown Together Again?" ("Rihanna y Chris Brown juntos de nuevo?") 

Google's new glasses ("Google lanza unas gafas interactivas")

The unluckiest man in Spain ("El hombre mas desafortunado de Espana")

Example of Differentiating by Interest in Math

Look for examples of vectors in your after school activities. Record what you find in one of the following three ways:◦Explain these examples in writing◦Illustrate these examples◦Prepare 2 minute explanation to

share orally with the classDifferentiation by

InterestDifferentiation by Learning Profile

Example adapted from Strickland, p. 3

Example of Differentiating by Interest in Science, Health, or Social Studies

Select one of the following roles toassume as we discuss the tobaccoindustry in North Carolina:

◦Tobacco Farmer◦Lobbyist for the tobacco industry◦Person with emphysema◦Teen who smokes◦Oncologist

Example from Strickland, p. 3

Ways to get the information you need to differentiate by INTEREST

In General: Within an Instructional Unit:

• Administer a student interest survey in August: • What is your favorite sport? Why?• Who is your favorite team? Why?• What is your favorite TV show?

Why?• Who is your favorite musical artist?

Why?• What is your favorite thing to read

about? Why?

• Hallway Chats• Personal Relationships

Create an assignment that involves a personal profile

Assign journal entries that ask your students to relate to your subject

Ask the question: What are some of the things that You hope we do during the unit?

Ways to differentiate by INTEREST

Three Ways to Incorporate Differentiation by Interest

1. Show how current topics relate to or enhance skills required for success in various student activities• like previous Math example

2. Design assignments that relate your subject matter to pop-culture/ student interests • like World Language Example

3. Ask students to share their personal experience with, preferred perspective, or interest in the topic of study • like previous Tobacco exampleStrickland, p. 3- 4

SHARE YOUR EXAMPLE WITH AN ELBOW PARTNER

FIRST: SELECT ONE OF THE FOLLOWING TASKS

THAT TEACHERS REGULARLY CREATE:

:

SECOND: CHOOSE AT LEAST ONE OF THE FOLLOWING STUDENT INTERESTS AND INCORPORATE IT INTO THE

TASK YOU SELECTED:An in-class activityA homework

assignmentA long-term project

Rap MusicCubs/ White SoxMarch MadnessHomecomingFriendsStudent Clubs/ActivitiesFamily Interest

Provide an example of an in-class activity that differentiates for student interest.

Provide an example of a homework assignment that differentiated for student interest.

Provide an example of a long-term project that could be differentiated for interest.

ACTIVITY #1

3 Ways to DifferentiateInterest

Learning

ProfileReadine

ss“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)

“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).

Differentiating by LEARNING PROFILE

Why?Because

efficiency results when learners are taught in ways that are natural for them (Tomlinson & Strickland p.7)

When we differentiate byLearning profile we

shouldconsider student:

Learning StylesSternberg’s IntelligencesGarner’s Multiple

IntelligencesEnvironmental

PreferencesGroup Orientation

Strickland, p. 5

Example of Differentiating by Learning Profile in Language

Arts“ To get started with today’s work

on alliteration in poetry, you may choose to: listen to poems using alliteration read poems using alliteration write a poem using alliteration

Example from Strickland, p. 5

Example of Differentiating by Learning Profile in Science

Water Cycle Activity: Choose one of the following options to complete.CHOICE A Design a cartoon that illustrates your

journey as a water droplet. Include appropriate captions.

CHOICE B Draw an accurate version of the water cycle that includes all steps. Be sure to show the process that get a water droplet from one step to another.

CHOICE C Create a fictional story about the journey of a water droplet. Base it on your water droplet’s journey.

CHOICE D Create a local version of the water cycle. Be sure to include the names of local rivers, bays, oceans, mountains, and so on.Activity taken from Sample 9.3- Water Cycle Activity Options

on pg. 343 of Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.

Example of Differentiating by Learning Profile in Science

Tomlinson & Strickland, p. 327

Choice A, C, D◦high levels of creative intelligence

Choice B◦high levels of visual/spatial

intelligenceChoice E

◦high levels of naturalistic intelligence

Who would benefit from selecting each of the choices?

Ways to get the information you need to differentiate by Learning Profile

Help Students Determine their Learning Preferences

• Survey concerning Learning Styles (Auditory, Visual, Kinesthetic)• http://people.usd.edu/~bwjames/tut/learnin

g-style/stylest.html

• Survey concerning Garner’s Multiple Intelligences• Multiple Intelligences Inventory like:

http://surfaquarium.com/MI/inventory.htm

• Create questionnaire for students to complete that would assist them in determining their intelligence

Ways to differentiate by Learning Profile

Three Ways to Incorporate Differentiation by Learning Profile

1. Let students gain access to content through varied means (like reading, listening, talking, writing, etc.)• Like the previous Language Arts Example

2. Create activities/ assignments that require or appeal to various multiple intelligences for successful completion• Like the previous Science Example

3. Allow options for students to compete against others or themselves

Strickland, p. 5-6

Take two minutes to think about the discuss following with your other elbow partner:Give an example of how you could teach tomorrow’s objective (in your class) in a way that would appeal to : 1) A Visual Learner2) An Auditory Learner3) And Kinesthetic

ACTIVITY # 2

SHARE YOUR EXAMPLE WITH YOUR OPPOSITE ELBOW

PARTNER

3 Ways to DifferentiateInterest

Learning

ProfileReadine

ss“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)

“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).

Differentiating by READINESSWhy? To appropriately

challenge all learners

Goal:“make the work a

littletoo difficult forstudents at a givenpoint in their growth-and then to providethe support they needto succeed at a newlevel of challenge”

When we differentiate byReadiness we should considerstudent: “Attitude (toward school & topic) Experience with the topic

(outside of school or previous courses)

Knowledge, understanding, and skill with the topic

Misunderstandings about the topic

Overgeneralizations about the topic

General communication, thinking, & reasoning skills”

Strickland, p. 8-9Tomlinson & Strickland, p. 6

Example of Differentiating by Readiness in Social Science

Lesson Objective: To know the positions of Malcolm X and Martin Luther King on

ways to achieve equality. After the initial lesson, students complete an Exit Slip: Provide two examples of methods Martin Luther King used during

the Civil Rights Movement and two that Malcolm X used.

Teacher analyzes exit slip information & divides thestudents into three groups

1) Students that flip-flopped the examples between the two Civil Rights Leaders

2) Students that provided only one example for each Leader3) Students that provided at least two appropriate examples

for each leader

Continued Social Science Example

The next day in class the students were placed in either Group 1, 2, or 3

Students in Group 1 sat with the teacher Teacher re-taught the objective Students filled in a graphic organizer

Students in Group 2 worked independently Read & summarized an article concerning multiple

ways of achieving equalityStudents in Group 3 worked independently

Read an article concerning current leaders Compared current leaders & their positions to

Malcolm X and Martin Luther King

Example of Differentiating by Readiness in Physical Welfare

A Tiered Task:

Strickland, p. 8

Assignment A:“A classmate had to leave the room today just as we were beginning to play kickball. Please write that student a note explaining what happened in today’s game, why it happened the way it did, and what your team could do to improve your performance. Be as much help as possible.”

Assignment B:“Pretend you were the coach of your kickball team today. Select a key or critical play in today’s game. Pretend it happened in some other way. What might the results have been? Why? What principle can you infer? Be sure you pick something that will help your team in its efforts to improve over time.”

Ways to get the information you need to differentiate by Readiness

Things all teachers can do to obtain

information:• Pre-Assessment• In-Class /Formative Assessment (During the Unit)• White Boards• Knowledge Rating

Chart• KWL

•Homework Assignment•Entrance & Exit Slips

Formal Assessments that can provide

information:• EPAS Data (Explore, Plan, ACT)

• Read 180• AIMS Web Data• NWEA Map Data• Aleks Data• Formal Educational Testing (WISC, WIAT)

Ways to differentiate by Readiness

Two Ways to Incorporate Differentiation by Readiness

1. Create Tiered Tasks• Like previous Physical Welfare example

2. Offer mini-lessons to students missing content or skills while simultaneously offering an alternate activity for enhancement to students who have mastered the content or skills• Like previous Social Science example

Strickland, p. 8-9

FIRST : Examine your results from our initial white-board pre-assessment. Then, use the scale below, to determine the category you are in…

SECOND: Complete the activity that corresponds with your readiness level of emerging, established, or expert.

EMERGING 0-3 Correct

ESTABLISHED

4-6 Correct

EXPERT 7 Correct

Emerging: Fill-in the provided graphic organizer with examples of each type of differentiation

Established: Identify and describe a a truly differentiated lesson that you facilitated in your classroom

Experts- : Reflect upon this prof. dev. session and explain how differentiation was demonstrated.

ACTIVITY #3

Review & Reflection• Differentiation is a way of thinking about teaching. • systematic approach to planning instruction• provides learners (who are different) with equally

appropriate options for learning• good teaching

• Three Types of Differentiation

• How did we differentiate throughout the presentation?

• How can you apply today’s information to your classroom?

ReferencesTomlinson, Carol Ann & Cindy Strickland

(2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.

Strickland, Cindy (February, 2012). Differentiation of Instruction at the High School Level. Alexandria, Virginia: ASCD.