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Differentiating Instruction Day 2Evelyn BlalockColumbus State University

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Check your Group

Assignment

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Agenda for Today Differentiated Instruction Review

Math Learning Styles Content, Process, Product

Differentiated Strategy Menu Tiered Instruction

Flexible Grouping Plan of Implementation Activity

Create a Tiered Menu for a Math 3 lesson/objective How can you use Flexible Grouping in Math 3

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4 Math Instructional Styles 4 Instructional Styles: (6th grade) all studying area and perimeter Mastery

Apply formulas, compute accurately, reinforce skills through practice EXEX-apply formulas you already know

Understanding Discover patterns, make generalizations, develop mathematical

explanations EXEX-explain the process you used to figure out your answer

Self-expression Think creatively, develop new problems, try our a variety of problem

solving approaches EXEX-create your own area & perimeter problem using shapes

Interpersonal Make personal connections and solve real world problems EXEX-draw floor plan of your house, How much carpet?

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The Differentiated Instruction Umbrella

Differentiation

Strategy One Strategy Two Strategy Three

www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies

http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math

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Learning & Math Instructional Style Activity

Individual ActivityLearning Objective: Students will investigate the

relationships between lines and circles.

1. What Math Instructional Style do you use most often? Find 1 Math Tool to teach Conics Use the matrix to find a Math Tool

2. Pick a style that you use least often. Find 1 Math Tool to teach Conics Use the matrix to find a Math Tool

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Learning & Math Instructional Style Activity

Group Activity – How to teach content Share with your GroupShare with your Group

Math Tool for preferred Math Instructional Style Math Tool for least used Math Instructional

Style Expand itExpand it

Create a way to use a Math Tool to teach content for any Math Instructional Style not covered

Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class

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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)

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What to Differentiate:

CONTENT

PROCESS PRODUCT

WHAT students learn

HOW students learn

How students SHOW what they’ve learned

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Content Content: What is being taught.

differentiate the actual content being presented to students remediate, accelerate, or enrich using basic or more

complex resources

Examples: Connecting learning to real life uses Leveling or Tiering materials; Adjustable

Assignments (Gregory & Chapman, p. 71-76) Using a variety of instructional materials Providing choice (Gregory & Chapman, p. 152-158) Using selective abandonment Acceleration, compacting, flexible pacing

(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)

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1. Content Example Designing Multi-level lessons Identify underlying concepts (Essential

Content, Skills, Questions) ALL students will learn

Use a graphing calculator to solve quadratic equations Graph a quadratic equation

MOST students will learn Solve polynomial, exponential, and logarithmic equations

analytically and graphically

SOME students will learn High Achievement: An abstract understanding of the

parameters of a given quadratic equation Beginning skills:

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Process Process: How the student learns what is being taught.

Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking

Examples: Flexible Grouping Jigsaw (Gregory & Chapman, p. 115-117) Task Cards and Tiered groups (Differentiated Instruction in Action Video) Research and Brain-Based Instructional strategies from

Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108) Learning contracts (Gregory & Chapman, p. 162-165) Choice boards & Menus (Gregory & Chapman, p. 153-158; 163) Compacting (Gregory & Chapman, p. 77-81) Interest groups; flexible grouping (Gregory & Chapman, p. 84-90) Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p.

120-123)

(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)

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2. Process Example Teach to assure that ALL students can

answer the essential question (s)Has the skills & knowledge needed for

productsUsing a Variety of teaching methodsTo meet the needs of diverse students

Varying ability levels and academic performance levels

Variety of student strengths, learning styles, and interests

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Product Product: How the student shows what he or she has

learned. differentiated by addressing different learning styles providing choice in variety different levels of complexity of products

Performance tasks Examples (Gregory & Chapman, p. 119) Oral presentation Math Log or journal Draw a picture Record findings Play Who Wants to be a Millionaire or Jeopardy Design a brochure for the process Color code a sequence Write a song Make a bar graph and interpret the data Learning Contract (Gregory & Chapman, p. 162-165)(Gregory & Chapman, 2007 Differentiated Strategies: One

Size Doesn’t Fit All)

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3. Product Example Choice Board Strategy Multiple Intelligence Choice board (See

Gregory & Chapman, 2007, p. 33-43, 158) Leveled/ Tiered /ScaffoldedChoiceVaried learning styles Includes assessment plan

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Differentiated Learning Strategies

Acceleration Curriculum

Compacting Flexible Grouping Literature Circles Mentoring Contracting Independent

Study                      Telescoping Inquiry Based

Learning

Post-holing     Learning Centers Tiered Instruction  Tic-Tac-Toe Choices Differentiated

Assessment            Brain Compatible

Learning Collaborative

Learning     Project Based Learning Creative Problem

Solving

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The Differentiated Instruction Umbrella

Differentiation

Strategy One Strategy Two Strategy Three

www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies

http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math

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Designing Multi-level lessons Identify underlying concepts (Essential

Content, Skills, Questions) ALL students will learn

Use a graphing calculator to solve quadratic equations Graph a quadratic equation

MOST students will learn Solve polynomial, exponential, and logarithmic equations

analytically and graphically

SOME students will learn High Achievement: An abstract understanding of the

parameters of a given quadratic equation Beginning skills:

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Tiered TasksAll Students Same Content Objectives

/Essential Questions ALL students working on

grade level GPS Differentiation makes grade

level content accessible Start with concrete, build to

abstract Same amount of time Each student challenged to

do her/his best Benjamin, A. (2008). Differentiated

Instruction using technology

Tiered Differences Level of AbstractionAbstraction

Level of ComplexityComplexity (more steps, more connections to related subjects)

Level of LearningLearning (Bloom’s Taxonomy)

Level of SupportSupport (scaffolding)

Level of DepthDepth (more or less details)

Level of ReadinessReadiness (2 or more)

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Tiers adjusted by: Bloom’s Taxonomy: a

hierarchy of levels of learning (see handout)

1. Knowledge & Comprehension

2. Application & Analysis

3. Synthesis & Evaluation

Abstract Concrete Concrete: everyone has the

same image Abstract: everyone does not

have the same image Must teach concrete 1st then

abstract, then how to transition between the two

Transition is extremely difficult for many students. They can memorize, perform

steps on multiple problems, but can’t apply to a word problem.

Teach students to visualize math & how to move to the symbolic

Benjamin, A. (2008). Differentiated Instruction using technology

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Adjusted by Abstraction Example

AbstractThe Simplex method

for finding pivot columns pivot rows pivot reductions the feasibility region

Concrete 3-D Model of a shed with

a plane but sloping roof

Real World Problem

To build a shed that will remain intact in a rainstorm or hurricane.

de Bruyn, Y. (2003). Where is the highest point on the roof of a shed.

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High Interest Activities Applying the abstract

Real-world connections

Allow students to practice

ExampleBuilding a shed (Simplex method for feasibility

region)Putting carpet in the den (Area)NASA Satellite Activity (Quadratic Equations)

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Think-Pair-Share

Think of at least 3 ways you currently differentiate; Think of at least 1 way you Tier content Content

Process

Product

Pair Share with Group

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The Differentiated Instruction Umbrella

Differentiation

Strategy One Strategy Two Strategy Three

www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies

http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math

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Choice Board Strategy, p. 215 (Content + Process + Product)

Organizers for curriculum Variety of activities (types of product) Variety of interests & learning styles (ways to

process) Addressing different topics by interest (content) Use for choices within a unit; choices within class

routine

Choose activities & products to learn skill or content

Choose more than one project/product Flexible Grouping: working alone, pair, small &

whole group

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Entrée (Select One)•Purpose: These tasks or projects are designed for students to apply, evaluation, analyze, and synthesize the content as a culminating activity•At least 2 big tasks or projects

Guide to Creating a MenuAppetizer (Everyone Shares)•Purpose: To increase understanding or practice an important skill at the “ALL students will learn” level.

Side Dishes (Select at Least Two) •Purpose: These tasks or projects are designed to explore some of the interesting side topics using the content or to practice skills, make connections, think creatively, solve real world problems•At least 3 medium-sized tasks or projects

Dessert (Optional)•Purpose: (1) student must use higher level thinking skills to produce a product that uses the content at a high achievement level, (2) a task at the “ALL students will learn” level so every student has the opportunity to earn extra credit

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Entrée (Select One)•Pose a research question that can be answered at school, collect data, then analyze and interpret the data. You must collect at least 30 data points.•With a partner, research the effect zip code and ethnicity (discrete variables) has on SAT score (continuous variable) distributions and write a 5 paragraph essay; What could be the causes for this?

Diner Menu – What is the probability that you and your classmates will pass the SAT?

Appetizer (Everyone Shares)•Use a graphic organizer to show the differences in interpretation of probability histograms for discrete and continuous variables.

Side Dishes (Select at Least Two) •Estimate the SAT scores of students in all zip codes around the school. Justify your answer.•With a partner, create and perform a skit from the point of view of a student whose SAT score falls 2 points below the cut off. Describe what the cut off point is.•Make predictions by interpreting probability histograms.Dessert (Optional)•Create a test to assess the teacher’s knowledge of experimental studies.

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Activity: Create a Menu

Choose an Objective from Math III Interest Groups (Unit 1,2,3,4,5,6)

Create a Choice Board Menu for studentsChoice, someSupports a variety of learning styles,

strengths, and preferences of the Teachers in this group

Addresses the needs of learners at a variety of readiness levels, including students with disabilities

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Flexible Grouping Purpose:

To increase learning (Piaget, Vygotsky, & Research-based Best Practice)

To facilitate students with disabilities belonging and being accepted as equal members of the class community

Flexible, Heterogeneous Grouping (TAPS) Total group: Everyone should know Working Alone: problem-solve in their own way Partner (Pairs): generate more ideas, show each

other the solutions Cooperative/Small group: groups ideas &

talents to accelerate learning

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Assigning Students to GroupsHeterogeneously Random

Playing cards Pull a string

Mixed by ability or learning style By academic performance

The Wheel: Above grade level, at grade level, below grade level (Gregory & Chapman, p. 88)

By Learning style or multiple intelligence By Math Learning Style

Change groups periodically, i.e. within one class period, once a month

Homogenously Interests Readiness Knowledge about a topic

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WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW.

Vygotsky, 1965

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Managing Groups using Task Cards

VIDEO- Flexible Grouping & Tiered Instruction

Flexible Grouping Video: Quick Fire Challenge in History class Heterogeneous by mixing learning styles Use of roles

Flexible grouping Readiness levels & interests (Mid: Respectful

Tasks intro & Foreign Language class example)

Tiered by readiness

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Think-Pair-Share Individually – Think

How do you currently use flexible grouping in your classroom?

What improvements or changes would you make as you continue to support flexible grouping in your classroom?

Pair to discuss and share uses and improvements of flexible grouping

Share strategies with group at your table Write a list of uses for flexible grouping in Math III

classrooms Add Flexible Grouping to your Menu or Tiered unit Add list to your Exit Ticket

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Exit Ticket

Examples of Differentiating ContentProcessProduct

Post Menus to NingGroups can post bursts of genius that may

come in the middle of the night.