Session Agenda

1) Something about you

2) Differentiating instruction by interest

3) Time with your PLC to apply a DI strategy

What is your subject area?

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12% 12% 12% 12%12%12%12%12%1. Math/Science2. Applied Arts3. Physical Welfare4. Global Studies5. Fine Arts6. Special Education7. Language Arts8. Administration

Aside from teaching, which other occupation would you most prefer?

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12% 12% 12% 12%12%12%12%12%1. Artist2. Engineer3. Lawyer4. Performing artist5. Writer6. Builder

Based on your experience with differentiation, how would you describe your current comfort level?

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1. I should be running this workshop!

2. I have had some recent success in the classroom with differentiation.

3. I have some ideas but have not implemented them in the class.

4. I still have not taken the first step as it is A LOT to consider.

Differentiating Instruction by Interest

Why should teachers care what students are interested in?

Students who are interested in the learning process likely learn more and faster.

Explain Purpose of DI by Interest

People learn best when what they learn is personally meaningful to them and they can learn in their own way, have choices and feel in control.

“Powerful Learning” –Ron Brandt

KNOW UNDERSTAND DO-Instructional activity based on student interest.-Different tools to obtain student interest information

Understand that students who are interested in the learning process likely learn more and faster.

Create a lesson or reinvent an existing lesson that incorporates student interests. Apply the RAFT teaching strategy.

Remember the KUD from this morning?

We differentiate for INTEREST when we:

• Provide materials to encourage further exploration of topics of interest.

• Use student questions and topics to guide lectures, materials selection, examples, illustrations

• Encourage students to design and participate in the design of some tasks

• Vary the topics and activities we use related to unit content

When Should I Differentiate for Student Interest?

• Differentiate for interest when it makes sense to do so. Not all aspects of the curriculum are suited to differentiation for interest.

–Beginning of year–Beginning of a unit

Evaluate: When to use DI for Interest?

• Is this a good point in the unit to differentiate based on student interest?

• Which student information would be relevant or helpful? (general interest or content?)

• How am I going to collect this information?• How will the interest information be

incorporated into the differentiated lesson?

How do I discover their interests?

Individual Interest vs. Content Interest

ToolsSurvey

Pie ChartRanking

Pre-assessment for interest sample

1. My favorite subject last year was… 2. I think that this year, my favorite subject

will be… 3. Of all the topics we studied last year in all

my subjects, my absolute favorite was… 4. Last year, I really did NOT like learning

about… 5. My favorite time of year is…, because… 6. My favorite animal is… 7. This is what I usually do after school….. 8. I would like to get better at… 9. I am pretty good at… 10. I could help you teach about…

11. In the summer, I … 12. Where I would most like to go on

vacation… 13. What I want to be when I grow up… 14. What I want to do after high school… 15. What I would study at college… 16. The last book I read was… 17. When I have quiet time, I like to think

about… 18. The last movie I saw was… 19. When I am with my friends, I like to… 20. Instruments I play…

Questions for a general interest survey

Collecting individual interests

Individual Interests• Collect formal/informal data

on students passions, hobbies, activities

• Use an interest survey• http://www.gifted.uconn.ed

u/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf

• Softball, running, guitar, football, wars, music, video games, wrestling, basketball, soccer, traveling, reading, learning about other languages/cultures, lacrosse, archery, volunteering, writing, cooking, organizing, college football, violin, juggling, unicycling, (hands on), horses, softball, swimming, fishing, hunting, choir, grammar, photography, piano, ukulele, board games, technology, theater, radio, MMA, boxing, tennis, movies, scrapbooking, getting people to laugh, hiking, cheerleading, programming, frisbee, baseball, golf, snowball, pole vaulting, drawing, flute, gymnastics, baking

Fill in the pie chart to represent you as a person.

How do I discover their interests?

Individual Interest vs. Content Interest

ToolsSurvey

Pie ChartRanking

Differentiating for interest within a unit of study.

What Do You Want To Learn About Rome?

These are the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1-7. Make sure that 1 is your favorite and 7 is your least favorite.

_____geography _____government (laws) _____agriculture (foods they grew) _____architecture (buildings) _____music and art _____religion and sports _____roles of men, women, and children

Now that I know their interest what do I do with it?

1) Entry points - to introduce a lesson/ unit.

2) RAFT – to build into a unit.

In order to make a students early experiences with a topic more engaging and motivating, students are offered a variety of ways to “enter into” the study.

The Five Entry Points of Howard Gardner

• Aesthetic – learners respond to work of art with senses.

• Narrative – read or tell a story behind the topic which may include sequential details.

• Logical – provide data, statistics, cause & effect or use deductive reasoning.

• Foundational – learners respond to broader philosophical concepts or big life questions.

• Experimental – a hands on approach through which learners respond.

Howard Gardner's multiple intelligences

Topic Of Study

NarrativeAesthetic

Logical or Quantitative

Foundational Experimental

These entry points respond primarily to learning profile and interest.

Example - Poverty

Know Understand Do

80% of the world lives in the developing world.

The developing world lacks basic necessities that are necessary for an acceptable standard of living.

Compare and contrast your life in the developed world with that of someone in the developing world.

Raft Example (to build into a unit)

RAFT = is a creative, fun strategy that encourages students to

1) assume a role 2) consider their audience,3) work in a particular format 4) examine a topic from their chosen perspective

Motivating because it gives students choice, appeals to their interests and learning profiles, and can be adapted to student readiness levels.

Know Understand DoPerspective of the workers, Bangladeshi government and garment multinationals

Understand the story behind the clothing labels first examined in class.

Role play a scenario featuring some of the main groups involved in this garment export industry.

RAFT Example – Bangladesh Textile Industry

Role Audience Format Topic Criteria

1) Lawyer specializing in labor issues

Client(s)(garment workers)

Interviewing the garment workers for possible trial

Working conditions at the factories

-Reflect the garment workers concerns with status quo.-Brainstorm options for a possible course of action.

2) Reporter Worker family Interview in family one roomed lodging for a documentary.

Why we moved from the village to the export zone slum

-Reflect the mindset of a villager who opts to move near the factory.- Present questions that a younger child might have for the parent.

3) Bangladeshi Prime Minister

Multinational Garment Corporations CEO’s

Business meeting Why Bangladesh is the place to locate their manufacturing operations

-Reflect the PM’s priorities -Demonstrate the possible positions held by the multinationals.

4) Engineer Bangladeshi Prime Minister

Phone Call Safety inspectionconcerns

-Review layout of export zone.-Reflect the Bangladeshi PM’s priorities.

Possible RAFT Formats Role Audience Format Topic Criteria

ArtistEngineerWriterActorForest RangerBotanistBuilderEditorPoet

Matches up with the role

AdvertisementAdvice column ApplicationCartoon Commercial Editorial EssayEulogy InterviewResumeReview SkitSloganYearbookDebateWillTelegramPamphletNews StoryInvitationFacebookTweet

Ties into the KUD and the role.

Aside from teaching, which other occupation would you most prefer?

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6. S

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7. L

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12% 12% 12% 12%12%12%12%12%1. Artist2. Engineer3. Lawyer4. Performing artist5. Writer6. Builder

On your own- RAFT application1) Meet with your subject area

2) Pick a current or upcoming lesson you will be teaching

3) Use the provided RAFT template to fill in the KUD first

4) Fill in the Role, Audience, Format, and Topic sections

5) Share and debrief with the group

What is your comfort level with DI by interest?

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25% 25%25%25%1. Very comfortable2. Comfortable3. I have some questions4. I have only just begun

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