Session Agenda

1) Something about you

2) Differentiated Instruction and the Big Picture.

3) Differentiating instruction by interest

4) Time with your PLC to apply a DI strategy

Locate areas # 1-5 in the room.As you hear the activity, go stand by the number that best reflects your interest

• Write an editorial to the newspaper• Email• Social networking• Debate a topic• Listening to talk radio • Write a journal

1= HIGH Interest2= Interested3= so-so4=Not much interest5=No interest whatsoever

What is your subject area?

1. M

ath/

Scien

ce

2. A

pplie

d Arts

3. P

hysic

al W

elfa

re

4. G

lobal

Stu

dies

5. F

ine

Arts

6. S

pecia

l Educa

tion

7. L

anguag

e Arts

8. A

dmin

istra

tion

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

How much do you know about differentiated instruction based on interests?

1. I

know

all

...

2. I

nee

d a

re...

3. I

may

be le

a...

4. W

hy am

I he.

..

25% 25%25%25%

1. I know all about it (and should be making this presentation).

2. I need a reminder. 3. I maybe learned about it

once, but …4. Why am I here again?

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?

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

LT PLC Cycle

Essential Outcomes S1

Instruction

Formative Assessment s2

Data Collection & Analysis s2

SMART Goals

Differentiated Instruction s3 & s4

Summative Assessment

Data Collection & Analysis

Stage One (S1) What do we want students to know and be able to do?

Stage Two (S2) How do we know when a student has learned?

Stage Three (S3) What do we do when students are not learning?(Interventions)

Stage Four (S4) What do we do when students are proficient?(Differentiation)

Strategies for differentiating content for students

• Readiness• Learning Profile• Interest

Student learning

Three ways to differentiate based on the student.

• Readiness – The current knowledge, understanding and skill level a student has related to a particular sequence of learning.

• Learning Profile – A students preferred mode of learning.

• Interest – What a student enjoys learning about, thinking about and doing.

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.

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

How do I discover their interests?

Individual Interest vs. Content Interest

ToolsSurvey

Pie ChartRanking

Preassessment 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

Differentiating for individual interest (when it makes sense to do so).

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, scrapebooking, 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?

KNOW• President John Kennedy,

Nikita Khruschev, Fidel Castro, Cold War, Ex Comm, U2 plane,

UNDERSTAND• Political leaders’ actions

and decisions can be driven by a desire to propagate national ideologies.

DO• Use information to write

from a non-personal perspective.

• Analyze and account for differing perspectives.

From whose perspective are you most interested in using to learn about the Cuban Missile Crisis?

1. U

.S. l

eader

...

2. S

oldie

rs/p

i...

3. S

oviet

& C

u...

4. H

isto

rians

25% 25%25%25%1. U.S. leaders2. Soldiers/pilots3. Soviet & Cuban Leaders4. Historians

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.

Possible RAFT Formats Role Audience Format Topic

AdvertisementAdvice column ApplicationCartoon Commercial Editorial EssayEulogy InterviewResumeReview SkitSloganYearbookDebateWillTelegramPamphletNews StoryInvitationFacebookTweet

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?

1. V

ery

com

for..

.

2. C

omfo

rtable

3. I

hav

e so

me.

..

4. I

hav

e onl

y...

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