differentiated instruction

Differentiated Instruction

Jacque Melin – GVSU

www.formativedifferentiated.com

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Meaningful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness Interest Learning Profile

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence

Preferences….Orbitals…..Complex Instruction…ETC.

Quality Curriculum Building Community

C. Tomlinson

HUGE – LIKE AN ELEPHANT

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication S. Gendron, Kentwood presentation, March 2011

1.1. AwarenessAwareness2.2.Comprehension Comprehension

3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

S. Gendron, Kentwood presentation, March 2011

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Application ModelApplication Model

S. Gendron, Kentwood presentation, March 2011

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs. S. Gendron, Kentwood presentation, March

2011

Beginning with the end in mind…

What are we asking our students to know, understand, and be able to do?

When is a Task Rigorous?

• think deeply about a problem

• analyze new situations

• interpret and synthesize knowledge

• bring ideas together in a new or creative way

• develop and justify their own criteria for evaluation

• are intellectually challenged

Students…

Rigor is…• Scaffolding thinking

• Planning for thinking

• Assessing thinking about content

• Recognizing the level of thinking students demonstrate

Rigor is not…• More or harder

worksheets• The higher level

book in reading• Additional “work” • More homework

Rigor is about

complexity-not

difficulty!

Academic rigor is helping kids learn to think for themselves…

Relevance

Knowledge is less connected to realistic situations and has less apparent value beyond school

Knowledge is clearly connected to realistic situations and has value

beyond school

Apply in one

discipline

Apply across

disciplines

Apply to real-world

predictable situations

Apply to real-world unpredictable

situations

KnowledgeIn one

discipline

When is a Task Relevant?

• see the value beyond the school setting

• address an actual problem of contemporary significance

• build on real-life experiences to solve

• communicate knowledge beyond the classroom

• recognize the connection between classroom knowledge and situations outside the classroom

Students…

Relevant Lessons Ask Students To:

EVALUATE REVISE

JUSTIFY RECOMMEND

INFER ARGUE

PREDICT PRIORITIZE

CONCLUDE FORMULATE

Relevant lessons ask

students to apply their

knowledge to real-world

problems that have more

than one solution.

Relevant tasks answer the Relevant tasks answer the question,question,

““Why do we have to know Why do we have to know this?!this?!””

“The challenge is great, but so is the

opportunity.”

Additional Resources

Common Core State Standards http://www.cde.ca.gov/re/cc/

Sample Released Items (SBAC) http://www.smarterbalanced.org/sample-items-

and-performance-tasks/

How to Differentiate

Name:

Date:

Fogarty & Pete, 2011

Change the Content

Change the Content

Complexity

Resources

Environment

Change the Content

ComplexityConcrete to Abstract Do/View/Construe

ResourcesText/Media

EnvironmentTAPS

DO – Manipulatives: Concrete• Algebra Tiles (for linear and quadratic equation

solving)

• Didax Geofix (nets)

• Models of shapes (surface area and volume)

• Soft 1 cm squares http://www.etacuisenaire.com• Virtual Manipulativeshttp://www.neirtec.org/activities/

math_portal.htm• Wolfram Alphahttp://www.wolframalpha.com/

DO – Manipulatives: Concrete• Language arts manipulatives

• Science manipulatives

• Social studies manipulatives

VIEW – Graphic Organizers - Representational

www.graphicorganizers.com

Think Dots Rock Cycle

Think Dots Rock CycleWhat I like…This as a formative assessmentIt is tiered for studentsStudent choice of activityPotential student collaboration

Name ________________ Class ________________ Equation _______________

Graph the related function. Identify the x-intercepts.

Solve the equation by completing the square.

Solve the equation by factoring.

Solve the equation using the quadratic formula.

State the discriminant of the equation and the number of

solutions.

Which method is most direct in finding the solution to the

equation? Why?

x

y

Each student will be given a problem to solve in a variety ways based on his or her performance on a pre-assessment instrument. The level one problem is the easiest among the group while the level five problem is the most challenging.

(1) Level One: 2 2 8 0x x (2) Level Two: 29 30 25 0x x

(3) Level Three: 2 6 1x x

(4) Level Four: 22 3 2 0x x

(5) Level Five: 25 8 1x x

S H A P E

Tiering is…

A form of differentiation

Differentiation according to readiness

Based upon students’ readiness for a particular task

Driven by pre-assessment

NOT the only kind of differentiation, though it is foundational

NOT locking students into “ability boxes” -- groups are flexible and vary according to the task

NOT more work or “better” work for some levels – tasks are equitable

Tiered assignments should be:

-Different work, not simply more or less work-Equally active-Equally interesting and engaging-Fair in terms of work expectations and time needed-Require the use of key concepts, skills, or ideas-Are used as practice or daily work, NOT as an assessment task to be graded.-Learn from each other – share work!

Basic Elements Defining the Core Curriculum

Process:

Thinking Skills

Content Process:

Research Skills

Product

Thinking Skill Subject Matter Research Skills and/or Resources

Culmination or Exhibition

List The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

Differentiating the Core:Modifying the Process Element –

Thinking SkillsProcess:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria

The causes and effects of the Industrial Revolution






Differentiating the Core:Modifying the Process Element –

Research Skills

Process:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria


Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.





Differentiating the Core:Modifying the Product Element

Process:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria



Write an editorial and debate the positive and negative consequences of the Industrial Revolution.




Differentiating the Core:Modifying the Content Element

Process:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria

The patterns in the behaviors and trends of consumers and producers who contributed to the causes and subsequent effects of the Industrial Revolution.


Write an editorial and debate the positive and negative consequences of the Industrial Revolution.




Tiered Graphic Organizers

Tier 1


Tier 2


Tier 3

Task/Work Make sure the directions are clearly stated in

student-friendly language. Include specific details (e.g., “Give a minimum

of three examples”) Include criteria for quality or a rubric so

students clearly know your expectations for their work.

As appropriate, sequence the steps students need to follow.

Include examples or samples of work as necessary.

Explain how students will share their work. Double-check that the directions can be

followed by students independently.

Write a letter to yourself stating at least five key points that you would like to remember about differentiated instruction and how you will use these things in your classroom.

Task Cards/Work Cards

Write a letter to your principal comparing what you have learned about differentiated instruction to what is happening in your school.

Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.

http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.

Blue—Tasks are advanced and complex. Success

depends on extending one’s skills in order to recognize and address the added layers of complexity.

Black—Tasks are extremely advanced and highly

complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

3 Levels of Challenge - CbC

Tiered Assignment Rockin’ Read and

ResearchStandards and KUD Rubric

Tiered Activity Three Levels

Advanced Grade Level

Tiered Activity Three Levels

Emergent Visual Reference

Tiered Activity Rockin’ Read and

Research

What I like…CCSS connection to reading and citing evidence from the text. This supports ELA and enhances science curriculum as well. Collaboration with the ELA teacher will be necessary to group students in each tier. Team collaboration is valuable!I’m pleased with the subtle name changes for each level so that students who are working on the emergent worksheet will not be intimidated by students who are advanced.Students will have the opportunity to view visual depictions of each of the weathering, erosion, and deposition examples. The technology connection will engage students.Students will have the opportunity to connect their lab results to written text as well as visual examples.

differentiated instruction

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