Tiered and Anchor Activities

Winter Break is over kids! Now, all you round pegs get back into your square holes1I hope everyone had a chance to look at the cartoon- if not pause. Well, can anyone guess from the caption what we may be focusing on today?

DifferentiatingInstruction

Melissa Currin, Andrea Krumpelman & Tammy HarrisMelissa.currin@kenton.kyschools.usAndrea.krumpelman@kenton.kyschools.usTammy.harris@kenton.kyschools.us

2Learning TargetsParticipants willGain an overview of differentiated instructionBecome familiar with several differentiation strategiesIdentify points to consider when implementing differentiation in the classroom

Limited time together- overview soWould like you to have something relevant that you can take back into your classrooms Will have be able to write questions/comments on Exit Slip at conclusion of sessionIntroductory activity: as I ask the following questions, please take a different piece of candy each time you can answer yes.I differentiate my instructionI have given a pretest.I have tutored a student.I have analyzed similarities and differences in students test scores.I have given students different books to read.I have taught students in small groups.This was to demonstrate that everyone already differentiates, and that while it may have been done intuitively, now we need to focus on being intentional because just like the candy before you, our students are different as well. 3Why differentiate?No two children are alikeNo two children learn in the identical wayTo provide access to the curriculum to all students One size does not fit all

Begin with personal experience with k-2 classroom. I needed to individualize for all my students because of the varying levels. The next year I taught K only and began teaching whole group, but I soon realized I was not challenging some students and not reaching others. I began to go back to more individual and small group work. Each student made progress and they were more motivated and engaged.

4What is differentiation?A teachers response to learner needs:AbilitiesInterestslearning stylesThe recognition of students varying background knowledgeInstruction that appeals to students differences

5This will maximize each students growth and success by meeting each student where he or she is through engaging instruction that meets their needs. Ways Teachers Can Differentiate

Knowledge and skillsVarying learning activities or strategies Varying complexity/choice (tiered assignments)Content: single-digit multiplication or two-digit multiplicationProcess: reading a book or reading a book on the computerProduct: Biography project- speech, poster or Power Point

6Time to get to work!Sorting cards by: Content Process Product

Pass out core content cards to tables. They will come up with 2 strategies for differentiating and describe.share ideas with the group7

Discussion Question What are you already doing in your classroom that differentiates instruction?Have partners think, pair and share. Write answers on a chart and tell participants that you will type up a list and email it to them.8Preparing for Differentiation Identify learning goals and outcomes Diagnose the difference in readiness, interests and learning styles of each student through various tools: Entrance tasks Exit Slips Observation Assessments

AssessmentongoingStudentdependentInstruction dependentInformative for continued instruction9Differentiation StrategiesCurriculum compacting

Independent study

Interest centers

Flexible grouping

Learning contracts Choice boards

Reading Counts Tiered activities

Graphic organizers 1 2

Think-Tac-Toe

Teacher centers

Mini lessons

Technology enhanced lessons

CubesPass out some examples and explain others:Curriculum compacting: Pre- testing students for mastery of skills so that they may move on to more challenging core contentLearning contracts- exampleChoice boards-organizers that contain a variety of activities; students choose activities to complete Tiered activities- 5 senses/ paragraph

10Management SuggestionsExplain the activity and the procedures with the whole class

Make expectations clear develop ground rules for:BehaviorPerformance

Use tasks that require time and thinking this is not an extension of the seat-work concept

Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)

11Teachers who differentiate findGreater understanding of the conceptsAll students experience challengeAbility to apply concepts/skills to new situations and daily lifeStudents are excitedStudents have ownershipStudents are more independent learnersStudents have greater mastery of contentStudents have problem solving skillsStudents are able to initiate their own projects.

12Time to get to work!Look at your core content bulletIdentify your learning goalDevelop two strategiesBe ready to share with the group

Pass out core content cards to tables. They will come up with 2 strategies for differentiating and describe.share ideas with the group13Where do I go from here?Resources/Referenceswww.enhancelearning.cahttp://www.k8accesscenter.org/index.phphttp://www.internet4classrooms.com/di.htmhttp://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.htmlhttp://www.manhattan.k12.ca.us/staff/pware/diff/index.htmhttp://www.readinglady.com/mosaic/tools/tools.htmhttp://www.kidsource.com/kidsource/content/diff_instruction.htmlhttp://www.caroltomlinson.com/Rebecca Mann, Purdue UniversityBooks your building coaches have: Standards Based Activities & Assessments for the Differentiated Classroom 90 Instructional Strategies for the Classroom

14 Exit Slip List one idea that you feel you can implement in your classroom.List any questions you may have about differentiated instruction. I will email answers/information to you.

Thanks for your valuable time!!!

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