dare to differentiate deborah espitia coordinator of world languages & esol leslie grahn world...
TRANSCRIPT
Dare to DifferentiateDeborah Espitia
Coordinator of World Languages & ESOL
Leslie Grahn
World Language Resource Teacher
Howard County Public Schools, Maryland
Let’s do a fuel gauge check
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Warm-up: Mixed readiness groups
• Create a group of 3 or 4 who have a variety of fuel levels indicated on their gauge.
• Sit together in a group.
Warm-up: Readiness groups
• Cut and paste activity: In your groups, cut apart and collaboratively develop categories for the ideas on the strips of paper. Glue them to the large colored paper and label with the agreed upon categories.
Differentiation Foldable
Differentiation strategies I’ve tried
Challenges to incorporating differentiation
Questions I have about differentiation
Workshop Choice Board
Dare to Differentiate Outcomes Participants will:
Build background knowledge of research and application of differentiation strategies.
Participate in simulations of differentiation strategies.
Create differentiated activities for immediate use in their classrooms.
Receive a packet full of differentiation activity templates and examples.
What about my special needs learners?
Who are the diverse learners in our classrooms?
The diversity of our diverse learners
Ability
Gender
Ethnicity
Socio-economics
Interests
Prior experiences
Learning preferences
Lining it all up: TRADITIONAL TEACHING
LENS
Struggling learners
Advanced learners
Teaching to the middle
Regular/Average learners
Lining it all up: DIFFERENTIATION TEACHING LENS
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Speaking
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Writing
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Preterit
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Imperfect
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Art Unit
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Lining it all up: DIFFERENTIATION
Sports Unit
Struggling learners
Advanced learners
Students’ positions on this continuum change from theme to theme, topic to topic, level to level.
Suggestions for working with struggling learners
Look for the learner’s positives.
Don’t let what’s broken extinguish what works.
Pay attention to relevance.
Go for powerful learning.
Teach up.
Use many avenues to learning.
See with the eyes of love.Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD
DIFFERENTIATION:What is it?
Differentiation based on research and writings of:
Carol Ann TomlinsonProfessor of Educational Leadership
University of Virginia
A definition…
"What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.
A definition…
In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well ....
A definition…
Students have multiple options for
• taking in information• making sense of ideas• expressing what they learn.
A definition…
In other words, a differentiated classroom provides different avenues to
• acquiring content• processing or making sense of ideas• and developing products."
Carol Ann Tomlinson
Differentiation Non-Negotiables
• Supportive learning environment
• Continuous assessment
• High-quality curriculum
• Respectful tasks
• Flexible grouping
The Cogs of Differentiation
Tomlinson, 2003
Differentiationis a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
respectful
tasks
ongoingassessme
ntflexiblegrouping
Teachers can differentiate
according to students’
through a range of instructional and management strategies
ProcessContent Product
Interests Learning Profile
Readiness
Differentiation concepts
Classroom elements Content Process Products Learning Environment/ Affect Assessment
•Content•Process•Product•Environment•Assessment
Differentiation
Curriculum
Presentation
Pacing
Materials
•Content•Process•Product•Environment•Assessment
Differentiation
Grouping
Complexity
Choice
Student-created
•Content•Process•Product•Environment•Assessment
Differentiation
Modes ofexpression
Materials
Formats
•Content•Process•Product•Environment•Assessment
Differentiation
Seating
Grouping
Movement
Atmosphere
•Content•Process•Product•Environment•Assessment
Differentiation
Rubrics
Grading
Format
Modes ofexpression
How do I know how to DIFFERENTIATE?
Strategies for getting
to know our learners
Knowing the learner
Knowing the LearnerWHO
Cognitive Development
Personal Development
Social Development
Differentiation Concepts
Student characteristics Readiness Interest Learning Profile
Differentiation Concepts
Learning Profile Grouping Preferences Cognitive Style Learning Environment Needs Information Processing
Differentiation Concepts
Readiness & Interests Pre-assessments Every Student Response Surveys ??
TV Interest groups• On a colored index card, write the name
of your two favorite television shows.
• Find five other people who have at least one show/type of show in common with you.
• Sit together in a group.
How well do I know my students?
Think of a particular student.
Create a web of information you know about that student.
How well do I know my students?
Highlight and label the learner characteristic for each item
Learning profile = LP
Interest = I
Readiness = R
How well do I know my students?
What don’t you know that would be helpful?
Reflect on how you might get to know that student better.
Strategies for getting to know our learners-
LEARNING PROFILE
Strategies for getting
to know our learners-
LEARNINGPROFILE
MULTIPLE INTELLIGENCES
Bodily-Kinesthetic
Naturalist
Verbal-Linguistic
Intrapersonal
Musical-Rhythmic
Interpersonal
Visual-Spatial
Logical-Mathemati
cal
Strategies for getting to know our learners-
LEARNINGPROFILE
Strategies for getting to know our learners-
INTEREST
Strategies for getting to know our learners-
READINESS
Time for a break!
Digging deeper into DIFFERENTIATION
What are respectful tasks?
Respectful tasks…Emphasize strengths.
Are relevant.
Provide choices.
Stretch students.
Scaffold learning.
Differentiation Strategies
Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping
DIFFERENTIATION STRATEGIES:
Learning Centers
What are Learning Centers?
Areas set up in the classroom with learning activities directed at a specific:
– Interest– Skill– Extended study of essential concept
Learning Centers (random groupings)
(pink) A
(green) B
(yellow) C
(orange) D
(white) E
Reflection onLearning Centers
How could I transform the learning centers I just experienced to ones I can use for my classroom?
Learning Centers
A = Picture prompt
B = Color coding activity
C = Experience with/not
D = Highlight words that relate
E = Choose from lists
SUGAR RUSH!!!
What’s your favorite dessert?
Line up alphabetically based on your favorite dessert’s first letter.
Fuel gauge check
Think about your comfort level with differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
DIFFERENTIATION STRATEGIES:
RAFT Assignments
RAFT Assignments
Focus on:
• Writing and reasoning
• Ideas around a topic
• Student choice, interest
• Learning styles, preferences
R = ROLE
A = AUDIENCE
F = FORMAT
T = TOPIC
What does RAFT mean?
Let’s build a RAFT
RAFT Assignments
As a group, choose a topic for your RAFT.
Individually, choose a role and then add your RAFT idea to the template.
DIFFERENTIATION STRATEGIES:Choice Boards
CHOICE BOARDS Students choose from a menu of
options Tasks vary by process and interest Some anchor activities can be required
of all students Can be used for homework, projects,
and assessment
Build Your OwnChoice Board
1.Choose a content topic and language structure.
2.Create a choice board of activities, projects, or performances with your diverse student learners in mind.
DIFFERENTIATION STRATEGIES:
Tiered Assignments
Tiered Assignments
What are they?
• Tiered assignments are parallel tasks at varied levels of complexity, depth and abstractness with various degrees of scaffolding, support, or direction. Students work on different levels of activities, all with the same essential understanding or goal in mind.
Tiered Assignments
What are they? • Tiered assignments accommodate mainly for differences
in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth.
Tiered AssignmentsWhy use them?
• One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult.
• They are highly motivating because they allow students to be successful at their level of readiness.
• Tiered assignments also allow students to work in their specific learning styles or preferences.
Tiered Assignments How to use them?
1. Make sure all tiered activities are introduced with the same level of enthusiasm and interest.
2. Take care to give different work, not simply more or less work, for different tiers.
3. Ensure that all students are equally involved and active.
4. Ensure that all activities are equally appealing and desirable.
Tomlinson’s Equalizer
Analyzing aTiered Assignment
Parallel tasks Varying levels of complexity Various degrees of scaffolding, support,
or direction Different levels of activity with same
essential goals Builds on prior knowledge and
encourages continued growth
DIFFERENTIATION STRATEGIES:
Flexible Grouping
How did we group you today?
• Interest (TV shows)
• Random (colored index cards)
• Interest (favorite dessert)
• Mixed Readiness (fuel gauge)
Fuel gauge check
Think about your comfort level with differentiation in terms of a fuel gauge.
1/4 tank: in need of more “fuel”
1/2 tank: enough to take short trips
3/4 tank: ready for a long journey
full tank: enough fuel to share with others
Dare to Differentiate Wiki
daretodifferentiate.wikispaces.com
Dare to Differentiate wiki:
daretodifferentiate.wikispaces.com
Differentiation Buddies
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Dare to DIFFERENTIATE
Take the dare.
Dare to DIFFERENTIATE