differentiated instruction work session exceptional education department
TRANSCRIPT
DIFFERENTIATED INSTRUCTION WORK
SESSION
Exceptional Education Department
Who are you?
Make a creative name tag/tent You will have 10 minutes to make your
own name tag. Make sure you list hobbies, draw a
picture or two, give a self profile,etc. Don’t forget your name, years of
teaching experience, and what you teach. Introduce yourself and share out with the
your table.
Think of a Time…
Turn to a partner at your table and talk about a time when you were really engaged in learning… What did that look like? What did that sound like? Why do you think you were so
engaged?
What is differentiation?
Differentiation is classroom practice
that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
-Tomlinson (2001)
Content Process Product
According to Students’
Readiness Interest LearningProfile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Pyramid of Learning
READING10 %
HEARING20%
SEEING30%
HEARING & SEEING40%
DISCUSS WITH OTHERS70%
TALK/WRITE OR DO/APPLY90%
Differentiated or Different?
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By
Readiness
To Differentiate Instruction By
Interest
To Differentiate Instruction by
Learning Profile
,equalizer adjustments (complexity ٭open-endedness, etc.add or remove scaffolding ٭ & vary difficulty level of text ٭supplementary materialsadjust task familiarity ٭ vary direct instruction by small ٭group adjust proximity of ideas to student ٭experience
encourage application of broad ٭concepts & principles to student interest areas give choice of mode of expressing ٭learning use interest-based mentoring of ٭adults or more expert-like peers give choice of tasks and products ٭(including student designed options) give broad access to varied ٭materials & technologies
create an environment with flexible ٭learning spaces and options allow working alone or working with ٭peers use part-to-whole and whole-to-part ٭approaches Vary teacher mode of presentation٭(visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language ٭differences.
useful instructional strategies:- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment
useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options- internet mentors
useful instructional strategies:- multi-ability cooperative tasks- MI options- Triarchic options- 4-MAT
CA Tomlinson, UVa ‘97
Flexible GroupingT- Total Group
A- Alone
P- Partner
S- Small Group
Or P-Partner I-Individual G-Group
PIG
Benefits of Flexible Grouping
• Teacher becomes more of a “facilitator” of knowledge and skills
• Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome
• Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture
The Key
The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.
Curriculum should be differentiated in three areas:1. Content:
Multiple option for taking in information2. Process:
Multiple options for making sense of the ideas3. Product:
Multiple options for expressing what they know
MULTIPLE INTELLIGENCES
Bodily-Kinesthetic
Naturalist
Verbal-LinguisticIntrapersonal
Musical-Rhythmic
Interpersonal
Visual-Spatial
Logical-Mathemati
cal
VISUAL AUDITORY KINESTHETIC
LEARNING STYLES
-CHOICE-The Great Motivator!
Requires children to be aware of their own readiness, interests, and learning profiles.
Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos – NO taking the easy way out!)
Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .
GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
Choice Boards
What is your learning target?
Primary Consideration:
What must ALL students:
•Know
•Understand
•be able to Do
Purpose of Choice Boards
Homework After Reading or Problem Solving Learn a vocabulary word Projects for a certain topic or
book Presentation or Demonstration Independent Work Demonstrate a Skill
Fractions Choice Board
Learning Goals: Students will… KNOW: Fractions show parts of a
whole and can be expressed numerically.
UNDERSTAND: Fractions represent equal sized portions or fair shares.
Be able to DO: Use different materials to demonstrate what the fraction looks like.
Turville, J. (2007) Differentiating by Student Interest
Turville, J. (2007) Differentiating by Student Interest
THINK-TAC-TOEBook Report
Draw a picture of the main
character.
Perform a play that shows the conclusion of a
story.
Write a song about one of the
main events.
Write a poem about two main
events in the story.
Make a poster that shows the
order of events in the story.
Dress up as your favorite character
and perform a speech telling who you are.
Create a Venn diagram
comparing and contrasting the introduction to
the closing.
Write two paragraphs
about the main character.
Write two paragraphs
about the setting.
Differentiation Strategy:
STUDENT CHOICE
LET’S GET TO WORK!
You have time now to work as you please (Partners, Individually, Group). Take this
time to work on
Choice Boards There are some examples for you to look at
around the room and supplies for you to use.
http://daretodifferentiate.wikispaces.com/
Choice+Boardswww.pvusd.net/departments/GATE/choiceboards.php
TIERED ACTIVITIES
WHAT CAN BE TIERED? ASSIGNMENTS
ACTIVITIES CENTERS & STATIONS
LEARNING CONTRACTS ASSESSMENTS
MATERIALS EXPERIMENTS
WRITING PROMPTS HOMEWORK
What is Tiered Instruction?Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.
By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:
1) each student comes away with pivotal skills & understandings
2) each student is appropriately challenged.
LET’S GET TO WORK!
You have time now to work as you please (Partners, Individually, Group).
Take this time to work on a
Tiered Activity There are some examples for you to look at around the room and supplies
for you to use.
Bill of Rights Example
Template
THINK DOTS
Just a different approach
STUDENTS USETHINKDOT’s
ThinkDots:• Students begin ThinkDots by sitting with other
students using activity cards of the same color.• Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die.• If the first roll is an activity that the student does not
want to do a second roll is allowed.• Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.
THINK DOTSDescribe… Apply… Question…
Argue for or against…
Satirize… Compare and/or contrast…
THINK DOTS
Application: 1.Use “ThinkDOTS” to lead
students into deeper exploration of a concept.
2.Use “ThinkDOTS” for review before assessment.
3.Use “ThinkDOTS” as an assessment.
LET’S GET TO WORK!You have time now to work as you please
(Partners, Individually, Group). Take this time to work on
Think Dots There are some examples for you to look at
around the room and supplies for you to use.
http://daretodifferentiate.wikispaces.com/
Cubing+and+Think+Dots
Template
Template
WHY WOULD YOU USE CUBING/THINK DOTS?
To engage your students in idea and information processing activities.
To match your students learning profiles and current needs.
To engage your students forward on many learning continuums.
To identify the students readiness levels, interests, learning styles.
To use an on-going assessment process.
Social Studies Level 1
Social Studies Level 2
Social Studies Level 3
Cubing with Charlotte’s Web
Basic Cube
1.Draw Charlotte as you think she looks.
2.Use a Venn diagram and compare Charlotte and Fern.
3.Use a comic strip to tell what happened in this chapter.
4.Shut your eyes and describe the barn. Jot down your ideas.
5.Predict what will happen in the next chapter using symbols.
6.In your opinion, why is Charlotte a good friend?
Abstract Cube
1.Use a graphics program on the computer and create a character web for Wilbur.
2.Use symbols on a Venn diagram to compare Wilbur and Charlotte.
3.Draw the farm and label the items, people, and buildings.
4.Use a storyboard to show the progress of the plot to this point.
5.What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.
6.When you think of the title, do you agree or disagree that it is a good choice? Why or why not?
Example: Onomatopoeia
Side One/Dot 1
Find an example of
onomatopoeia in a poemfrom our
anthology
Side Two/Dot 2
Make a list of all the examples of onomatopoeiathat you can think of in two minutes. Have your partner time you.
Side Three/Dot 3
Write a letter to Webster’s Dictionary fromonomatopoeia on the topic, “We are words, too! Include us!”
Side Four/Dot 4Write a
limerick, concrete poem, or haiku using
atleast one
example of onomatopoeia.
Side Five/Dot 5Why do you think writers
use onomatopoeia? What purpose does it serve?
Side Six/Dot 6Research the origin of the
word “onomatopoeia.
”Where does it come from? What do its parts mean?
DIFFERENTIATED LESSON PLAN
LET’S GET TO WORK!
You have time now to work as you please (Partners, Individually, Group).
Take this time to work on a
Differentiated Lesson Plan
Walkaway thought…
“In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”
- Carol Ann Tomlinson
We hope you enjoyed the presentation and
learned something you can take back to your
classroom/school!
Instructional Facilitators with the Exceptional
Education Department
Thanks for your time and attention!
