differentiating instruction strategies for students success

Differentiating Instruction

Strategies for Students Success

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Objectives

Participants will be able to:

• Identify key elements of differentiation and work with different models of differentiation.

• Use key elements of differentiation to address student needs (student readiness, interest, learning profile) and classroom applications.

• Reflect on the strengths and opportunities for growth in their own classrooms related to the key elements of differentiation.

Ice BreakerName Graphing

• In your group use graph paper to graph the number of letters in your first name with the other people in your group.

• Once done look at the total number of letters in each of your names. Pick a partner based on a mathematical concept and be ready to share why you picked that person as a partner.

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Ice BreakerMake an Introduction Card

• Find the sum of the total of you and your partners name

• Take that total and create a four number equation that equals the sum of both names.– K-2 Use only “+” and “-”– 3-5 Use only “*” and “/”On a piece of paper write your equation out

starting in the upper left hand corner

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Information Card

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• Directions– In the upper left hand corner write information about

your job that is equal to the number in this corner– In the lower left hand corner write information about

your likes that is equal to the number in this corner– In the upper right hand corner write information about

you personally that is equal to this number– In the lower right hand corner write information about

your dislikes that is equal to the number in this corner

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Jeremy Centeno=15

1st Grade18 yearsCedar GroveMathTitle 1 School

+

5

CookiesLine DancingBeachCampingComic Books

5 +

TomatoesSpidersMean PeopleData Analysis4

+

I have two cats.1

How can this activity be applied to differentiation?

• Represents an activity based on group readiness.

• Can be used as a personality, likes, and dislikes activity to differentiate according interests.

• Graphs can be created into a graph wall center that can be used to differentiate activities for students.

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What is differentiation?As a group decided which way the majority of your group will answer this question:

1.Write one sentence that describes differentiation.

2.Make a list of what you think differentiation is.

3.Draw a picture or comic that explains what differentiation is.

How does this activity relate to differentiation?

• Quick assessment to determine the learning profiles of students.

• This profile is based on Sternberg.– Choice one: Analytical– Choice two: Practical– Choice three: Creative

We will learn more about this later!

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Differentiated Instruction

Defined“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

“Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”Assessment as Learning: Using Classroom Assessment to Maximize Student Learning

Lorna M. EarlCorwin Press, Inc. – 2003 – pp. 86-87

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers Can Differentiate Through:

Content Process Product Environment

According to Students’

Readiness Interest Learning Profile

Through a range of strategies such as:

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTSCompacting…Tiered assignments…Leveled texts…Complex Instruction… Learning

Centers

What’s the point of differentiating in these different ways?Readiness

Growth

InterestLearning Profile

Motivation Efficiency

Key Principles of a Differentiated ClassroomKey Principles of a Differentiated Classroom• The teacher is The teacher is clear about what mattersclear about what matters in subject in subject

matter. matter.

• All students participate in All students participate in respectful workrespectful work..

• The teacher understands, appreciates, and The teacher understands, appreciates, and builds upon builds upon student differences.student differences.

• AssessmentAssessment and and instructioninstruction are are inseparableinseparable..

• The teacher adjusts The teacher adjusts content, process, and productcontent, process, and product in in response to student response to student readiness, interestsreadiness, interests, and , and learning learning profile.profile.

• Students and teachers are Students and teachers are collaboratorscollaborators in learning. in learning.

• Goals of a differentiated classroom are Goals of a differentiated classroom are maximum growthmaximum growth and and individual successindividual success..

• FlexibilityFlexibility is the hallmark of a differentiated classroom. is the hallmark of a differentiated classroom.

• The teacher is The teacher is clear about what mattersclear about what matters in subject in subject matter. matter.

• All students participate in All students participate in respectful workrespectful work..

• The teacher understands, appreciates, and The teacher understands, appreciates, and builds upon builds upon student differences.student differences.

• AssessmentAssessment and and instructioninstruction are are inseparableinseparable..

• The teacher adjusts The teacher adjusts content, process, and productcontent, process, and product in in response to student response to student readiness, interestsreadiness, interests, and , and learning learning profile.profile.

• Students and teachers are Students and teachers are collaboratorscollaborators in learning. in learning.

• Goals of a differentiated classroom are Goals of a differentiated classroom are maximum growthmaximum growth and and individual successindividual success..

• FlexibilityFlexibility is the hallmark of a differentiated classroom. is the hallmark of a differentiated classroom.Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD

Differentiation Activity ReadinessGroup Carousel

• As a group visit and spend a minute at each poster.

• Show different ways in which to represent the numbers on the chart paper.

• Visit each paper and work as a team to figure out different ways to represent the number.

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16

How does this activity address an

area of differentiation?

There are two keys to differentiation:

1.Know your kids2.Know your

content

There are two keys to differentiation:

1.Know your kids

2. Know your content

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Research Activity Venn Diagram

Share

• In your groups you will be assigned a number.• Read the section of the research that pertains to your

specific number.Research SummariesOnes – ReadinessTwos – InterestThrees – Learning Profile

When done reading as a group use the materials provided to create a Venn Diagram. Be prepared to share your findings as a group.

READINESS

What does READINESS mean?

It is the student’s entry point relative to a particular understanding or skill.

C.A.Tomlinson, 1999

Advanced Learners♦ Advanced learners can become mentally lazy, even though they do well in school.

♦ Advanced learners may become “hooked” on the trappings of success.

♦ Advanced learners may become perfectionists.

♦ Advanced learners may fail to develop a sense of self-efficacy.

♦ Advanced learners may fail to develop study and coping skills.

Tiered AssignmentsRationale for Use

• Blends assessment and instruction• Allows students to begin learning where they are• Allows students to work with appropriately

challenging tasks• Allows for reinforcement or extension of concepts

and principles based on student readiness• Allows modification of working conditions based

on learning style• Avoids work that is anxiety-production (too hard)

or boredom-producing (too easy)• Promotes success and is therefore motivating

Tomlinson, 2001, p.101

Clothesline ActivityDifferentiation Readiness

• As a group pick a content area of interest.• Create a clothesline activity for a small

group based on readiness.• Pick one person who will teach the lesson to

other groups.• Rotate from group to group and have them

do the clothesline activity.

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INTEREST

What does INTEREST mean?

Discovering interest is important;

Creating interest is even more important.

Inventing Better Schools, Schlechty

BRAIN RESEARCH SHOWS THAT. . .Eric Jensen, Teaching With the Brain in Mind, 1998

Choices vs. Required content, process, product no student voice

groups, resources environment restricted resources

Relevant vs. Irrelevant meaningful impersonal

connected to learner out of context deep understanding only to pass a test

Engaging vs. Passive emotional, energetic low interaction

hands on, learner input lecture seatwork

EQUALSIncreased intrinsic Increased MOTIVATION APATHY &

RESENTMENT

-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!

• Research currently suggests that CHOICE should be offered 35% of the time!!

Vocabulary ActivityDifferentiation Interests

• Examine the vocabulary card given to your group.

• Discuss why that word is represented the way it is on that card

• Come up with your own representation of the vocabulary word by choosing the following:

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• Choice 1: Represent your word in the form of a graphic organizer

• Choice 2: Represent your word in the form of a graphic

• Choice 3: Write a paragraph using the vocabulary word.

• Choice 4: Come up with a role play to represent this vocabulary word.

Differentiation Using LEARNING PROFILE

• Learning profile refers to how an individual learns best - most efficiently and effectively.

• Teachers and their students may differ in learning profile preferences.

Learning Profile Factors

Group Orientation

independent/self orientationgroup/peer orientationadult orientationcombination

Learning Environment

quiet/noisewarm/coolstill/mobileflexible/fixed“busy”/”spare”

Cognitive Style

Creative/conformingEssence/factsExpressive/controlledNonlinear/linearInductive/deductivePeople-oriented/task or Object orientedConcrete/abstractCollaboration/competitionInterpersonal/introspectiveEasily distracted/long Attention spanGroup achievement/personal achievementOral/visual/kinestheticReflective/action-oriented

Intelligence Preference

analyticpracticalcreativeverbal/linguisticlogical/mathematicalspatial/visualbodily/kinestheticmusical/rhythmicinterpersonalintrapersonalnaturalistexistential

Gender &Culture

Learner Profile Card

Auditory, Visual, Kinesthetic

Modality

Multiple Intelligence Preference

Gardner

Analytical, Creative, Practical

Sternberg

Student’s Interests

Array Inventory/Winnie the Pooh

Gender Stripe

Visual• Take numerous detailed notes • Tend to sit in the front • Are usually neat and clean • Often close their eyes to visualize or remember something • Find something to watch if they are bored • Like to see what they are learning • Benefit from illustrations and presentations that use color • Are attracted to written or spoken language rich in imagery • Prefer stimuli to be isolated from auditory and kinesthetic distraction

http://www.usd.edu/trio/tut/ts/styleres.html

Auditory• Sit where they can hear but needn't pay attention to what is happening in front • May not coordinate colors or clothes, but can explain why they are wearing what they are wearing • Hum or talk to themselves or others when bored • Acquire knowledge by reading aloud • Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).



Kinesthetic• Need to be active and take frequent breaks • Speak with their hands and with gestures • Remember what was done, but have difficulty recalling what was said or seen • Find reasons to tinker or move when bored • Rely on what they can directly experience or perform • Activities such as cooking, construction, engineering and art help them perceive and learn • Enjoy field trips and tasks that involve manipulating materials • Sit near the door or someplace else where they can easily get up and move around • Are uncomfortable in classrooms where they lack opportunities for hands-on experience • Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back


Modality Task PromptsVisual Auditory Kinesthetic

Pictures Speeches Matching games

Graphic Organizers Discussions Modeling

Color coding Infomercials or PSAs “Becoming” the task

Posters Creating Question Lists Hands-on tasks / touching

Charts / Graphs Read Alouds “Peg Board” yarn game

Videos Books / Instructions on tape

Gestures and Motions

Detailed Notes Self Talk (Whispies) Motion

Visualizing Tape Recording Answers

Drama / Skits

Making Books Interviews Charades

To Do Lists Lectures / Tone & Inflection

Manipulatives

Written Directions Spoken Directions Modeled Directions

EIGHT STYLES OF LEARNINGTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

LINGUISTIC

LEARNER“The Word Player”

Learns through the manipulation of words. Loves to read and write in order to explain themselves. They also tend to enjoy talking

Read

Write

Tell stories

Memorizing names, places, dates and trivia

Saying, hearing and seeing words

LOGICAL/

Mathematical

Learner“The Questioner”

Looks for patterns when solving problems. Creates a set of standards and follows them when researching in a sequential manner.

Do experiments

Figure things out

Work with numbers

Ask questions

Explore patterns and relationships

Math

Reasoning

Logic

Problem solving

Categorizing

Classifying

Working with abstract patterns/relationships

SPATIAL LEARNER“The Visualizer”

Learns through pictures, charts, graphs, diagrams, and art.

Draw, build, design and create things

Daydream

Look at pictures/slides

Watch movies

Play with machines

Imagining things

Sensing changes

Mazes/puzzles

Reading maps, charts

Visualizing

Dreaming

Using the mind’s eye

Working with colors/pictures

MUSICAL LEARNER“The Music Lover”

Learning is often easier for these students when set to music or rhythm

Sing, hum tunes

Listen to music

Play an instrument

Respond to music

Picking up sounds

Remembering melodies

Noticing pitches/ rhythms

Keeping time

Rhythm

Melody

Music

EIGHT STYLES OF LEARNING, Cont’dTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

BODILY/

Kinesthetic

Learner“The Mover”

Eager to solve problems physically. Often doesn’t read directions but just starts on a project

Move around

Touch and talk

Use body language

Physical activities

(Sports/dance/

acting)

crafts

Touching

Moving

Interacting with space

Processing knowledge through bodily sensations

INTERpersonal

Learner“The Socializer”

Likes group work and working cooperatively to solve problems. Has an interest in their community.

Have lots of friends

Talk to people

Join groups

Understanding people

Leading others

Organizing

Communicating

Manipulating

Mediating conflicts

Sharing

Comparing

Relating

Cooperating

interviewing

INTRApersonal

Learner“The Individual”

Enjoys the opportunity to reflect and work independently. Often quiet and would rather work on his/her own than in a group.

Work alone

Pursue own

interests

Understanding self

Focusing inward on feelings/dreams

Pursuing interests/

goals

Being original

Working along

Individualized projects

Self-paced instruction

Having own space

NATURALIST“The Nature Lover”

Enjoys relating things to their environment. Have a strong connection to nature.

Physically experience nature

Do observations

Responds to patterning nature

Exploring natural phenomenon

Seeing connections

Seeing patterns

Reflective Thinking

Doing observations

Recording events in Nature

Working in pairs

Doing long term projects

Analytical• Bullets• Lists• Steps• Worksheets• Tables• Venn Diagrams• Timelines• Sequential Items• Flow Charts• Compare and

Contrast

• Find the error• Evaluating• Sorting and Classifying• Appealing to logic• Critique and Criticize• Explaining Difficult

Problems to others• Making Inferences and

Deriving Conclusions• Puns and Subtleties

Practical• Working your way out of a problem• Notes to Self (what questions to ask myself, how

to make sense of for myself)• Here is a problem, explain what happened• Analogies• Draw real world examples• Advising and convincing others (Advice columns)• Hands-on Activities• Taking things apart and fixing them• Understanding and Respecting others /

Friendships / Resolving Conflicts• Putting things into Practice• Adapting to New Situations

Creative• Figure out a way to explain• Idiot’s Guide To… (Book for Dummies)• How to represent• Make your own interpretation• Pictures or news bulletins to describe• Designing new things• Alternative solutions and methods• Thinking in pictures and images• Noticing things other people tend to ignore• Suppose something was changed… What would

happen if?• Acting and Role playing• Inventing

Linear – Schoolhouse Smart - SequentialANALYTICALThinking About the Sternberg Intelligences

Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.

Streetsmart – Contextual – Focus on UsePRACTICAL

Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.

Personal Objectives/Personality Components

Teacher and student personalities are a critical element in the classroom dynamic. The Array Model (Knaupp, 1995) identifies four personality components; however, one or two components(s) tend to greatly influence the way a person sees the world and responds to it. A person whose primary Personal Objective of Production is organized, logical and thinking-oriented. A person whose primary Personal Objective is Connection is enthusiastic, spontaneous and action-oriented. A person whose primary Personal Objective is Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array model descriptors and offers specific Cooperative and Reluctant behaviors from each personal objective.

Personal Objectives/Personality Component

HARMONY PRODUCTION CONNECTION STATUS QUO

COOPERATIVE

(Positive Behavior)

CaringSensitiveNurturing

HarmonizingFeeling-oriented

LogicalStructuredOrganizedSystematic

Thinking-oriented

SpontaneousCreativePlayful

EnthusiasticAction-oriented

QuietImaginativeInsightfulReflective

Inaction-oriented

RELUCTANT

(Negative Behavior)

OveradaptiveOverpleasing

Makes mistakesCries or gigglesSelf-defeating

OvercriticalOverworks

PerfectionistVerbally attacks

Demanding

DisruptiveBlames

IrresponsibleDemands attention

Defiant

DisengagingWithdrawn

DelaysDespondentDaydreams

PSYCHOLOGICAL NEEDS

FriendshipsSensory experience

Task completionTime schedule

Contact with peopleFun activities

Alone timeStability

WAYS TO MEET NEEDS

Value their feelingsComfortable work place

Pleasing learning environment

Work with a friend sharing times

Value their ideasIncentivesRewards

Leadership positionsSchedulesTo-do lists

Value their activityHands-on activitiesGroup interaction

GamesChange in routine

Value their privacyAlone time

Independent activitiesSpecific directionsComputer activities

Routine tasks

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Sideways Arithmetic From

Wayside SchoolBy Louis Sachar

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e l f+ e l f f o o l

Problem from Sideways Arithmetic

Word Arithmetic 1: Addition

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R K K S R

– S R C R

S Q C Q

Word Arithmetic II: Subtraction

Word Arithmetic II: Multiplication

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d o g x a d

______d o g

a d o______a g o g

Designing a Differentiated Activity

•Card Games

•Bean Bag Toss

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The BeadsTayesha liked to dress up in her mother’s clothes and pretend that she was grown up. One day she put on her mother’s beautiful red and blue necklace. When she started to take it off, the string broke and all the red and blue beads fell to the floor. Tayesha gathered up the beads and found 6 blue beads and 6 red beads. She knew the beads had been strung in a pattern but she couldn’t remember what it was. Can you put the beads back together in a pattern? Use crayons to draw the pattern on your paper.

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Make Your Own Number Cubes

Number the squares so that the numbers on opposite faces of these nets add up to 7.

5 4

6 2 6 1 3 6

2

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Hundreds Chart 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

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Bits and Pieces

48 34 79

86

50 51

63

52

2637 32

53

1 2 3 4 5 6

7 8 9 10 11 12

13 14 15 16 17 18

19 20 21 22 23 24

25 26 27 28 29 30

31 32 33 34 35 36

1 2 3

7 8 9

13 14 15

Hundred Board Discoveries

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More Hundred Board Discoveries

• What prediction could you make from the last grid discovery?

• What should total 24? Why?

1

8

15

3

8

13 14 15

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Is There a Pattern?

• How many rectangles?

The figure is continuous and order cannot be changed!

1 2 3 4

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1 2 3 4

1 2 3

2

3 4

1 2

2 3

1 2 3 4

3 4

10 rectangles

With 1 rectangle? 1

With 2 rectangles?

With 3 rectangles?

1, ___, ____, 10

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Games to Build Number Sense

• Poor Johnny One Number• Game of 24• Bowling games

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Poor Johnny One-Number

How can you express the number 1 using only the number 3?

3 ÷ 3

Your job is to express the numbers 1 through 25 using only the number 3.

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Bowling Determine the rules.

1. Begin using only addition, subtraction, multiplication and division.

2. Roll 3 die.

3. Use those three number to eliminate each of the numbers on the pins. You may only use each number once.

4. When you cannot eliminate any more numbers from the chart, roll again.

Extension: Ask for the perfect set of three numbers that will eliminate all the pins.

Example: 6, 5, 2

Turn 1

(6 + 5) – 2 = 9

5 x 2 – 6 = 4

1 2 3 4

5 6 7

8 9

10

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Bowling ExtensionDetermine that the rules

are anything goes. You may only use each number once.

1. Roll 3 die.

2. Using those three numbers, eliminate as many pins as possible.

Example: Roll 1, 5, 3

• 1 + 3 = 4; x 5 = 10

• 1 + 3 + 5 = 9

• 5¹ + 3 = 8

• 1 to the 5th power + 3 = 4

• 1 to the 5th power x 3 = 3

1³ + 5 = 61³ x 5 =

5

5 – 3 = 2; 2¹ = 25 – 3 – 1 = 1

1 + 3 = 4

+ 5 = 7

1 2 3 4

5 6 7

8 9

10

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Boggle

• Make as many equations as you can in one minute using numbers in adjacent boxes.

• Allowed• 8 + 4 = 12• Not allowed• 5 + 4 = 9

15 9 6 7

3 12 8 5

7 4 13 2

5 1 11 10

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Fibonacci’s Rabbit Problem• Suppose you start with a pair of newborn rabbits, one male and one female, and they produce one pair of rabbits, also male and female, at the end of two months, and another pair every month after that. Suppose, too, that each new pair does the same: They produce their first pair when they are two months old, and then produce another pair every month thereafter. Assume that this goes on forever. How many pairs of rabbits will there be at the beginning of each month for 7 months?

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Solution to Rabbit ProblemKEY TO DIAGRAM = new pair; =1 mo. old; = reproducing

pair# MOS. NUMBER OF PAIRS• 1 1• 2 1• 3 2• 4 3• 5 5• 6 8• 7 13

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Recess!!!• Which recess would you

choose for the next two weeks?

• One-half hour every day… or

• One minute the first day, two minutes the second day, four minutes the third day and so on…

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Recess!!! Choice 1

• 30 min. x 10 days =

• 300 min = 5 hours for the two weeks

Choice 2Day 1 1 min.

Day 2 2 min.

Day 3 4 min.

Day 4 8 min.

Day 5 16 min.

Day 6 32 min.

Day 7 64 min.

Day 8 128 min.

Day 9 256 min.

Day 10 512 min.

Total 1023 m. 17h 5 m

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Recess Problem Pattern

• The recess problem demonstrates powers of 2. It shows exponential growth rather than additive growth.

1 is 20

2 is 21

4 is 22

8 is 23

16 is 24

32 is 25

64 is 26

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Sharing

Activity One Part 2

10 mins • First--with two colleagues who read the same summaries.

• Second—with two colleagues who read capsules for the other two areas.

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Capsules of Research and Theory on Differentiation

• Students do not grow academically unless the work they do is a match for their readiness levels.

• When student interests match the work they are asked to do in school, they are more motivated to learn.

• Students learn more efficiently when they have the option to learn and express learning in ways that work for them.

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Capsules of Research and Theory on Differentiation

• Readiness differentiation leads to student growth• Interest differentiation leads to student motivation• Learning Profile differentiation leads to student

efficiency of learning

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Reflection CarouselActivity 210 mins

On the charts: Readiness; Interest; Learning Profile; record how these are addressed in your classroom.

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Differentiation ModelActivity Three Part 110 mins

• Group by grade level or course.• Read research summaries and jot down

findings that relate to your work.

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A Question for YouActivity Three Part 2

10 mins

Based on this research, how should students in our classrooms benefit if we grew to be comfortable and confident in addressing their readiness differences, interests, and preferred ways of learning?

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Two Important Conclusions

Research provides educators with two conclusions worthy of our consideration.

• Student populations are becoming more academically diverse—and will likely continue to do so.

• Those students achieve better when teachers actively address their differences in readiness, interest, and mode of learning as a consistent part of teaching and learning?

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Student Learning NeedsCase StudiesActivity 4

ErnestoFelissaNoah

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Reflection StemsActivity Five Pt. 1Example

• I already do: I work hard to find books that are on topics that interest individual students in my class.

• I’d like to get better at: I’d like to know ways to assess student readiness so I’d know how to address their readiness needs more consistently.

• To accomplish that, I’d need to: I could read books or attend professional development sessions on differentiation or on-going assessment. I could also talk with colleagues to find out how they assess student readiness.

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Sharing Stem CompletionsActivity Five Pt. 2

Inner Outer Circle (6 mins)

Form to circles. The inner circle faces the outer circle. A question will be asked and the inner circle will respond. The trainer will ask the outer circle if the response was correct. The trainer will then give the correct response.

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A Final Thought

“That students differ may be inconvenient but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to students.”

Theodore SizerHorace’s Compromise: The Dilemma of the American High School

Differentiating Instruction Bay School District

"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." *

* Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Alexandria, VA: ASCD.

Dr. Nanci Smith, Ph.D.Educational ConsultantCurriculum and Professional DevelopmentCave Creek, [email protected]

Thinking About Your StudentsUse the categories below to cluster your students

according to their learning needs. Feel free to add or disregard categories. Some students may

fit into more than one category.

• Needs Extra Practice on Basic Skills

• Needs Extra Time to Complete Tasks

• Has Strong Interests Often Not Reflected in School Tasks

• Works Better Independently

Thinking About Your Students

• Works Better Collaboratively

• Likes Practical, Relevant, Hands-On Tasks

• Has a Highly Creative Approach to Learning

• Needs to Work Ahead (Advanced Work)

• Needs Additional Teaching

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What Differentiated Instruction…

IS• Differentiated instruction is

more QUALITATIVE than quantitative.

• Differentiated instruction provides MULTIPLE approaches to content, process, and product.

• Differentiated instruction is STUDENT CENTERED.

• Differentiated instruction is a BLEND of whole class, group, and individual instruction.

• Differentiated instruction is "ORGANIC".

IS NOT• Individual instruction • Chaotic• Just another way to provide

homogenous instruction (You DO use flexible grouping instead)

• Just modifying grading systems and reducing work loads

• More work for the "good" students and less and different for the "poor" students

“In times of change, the learners inherit the earth while the learned find themselves beautifully equipped to deal with a world that no longer exists.”

Eric Hoffer

Juicy Verbscompose influence adopt unify

devise promote elaborate designate

detail substitute merchandize limit

deconstruct prove formulate structure

predict simulate shadow illustrate

propose tailor inscribe refresh

eliminate transform wonder transfer

improve advise visualize reflect

expand emphasize access concentrate

minimize convert immerse approximate

connect ponder justify regroup

portray design compete simulate

incorporate concentrate disguise modify

produce compartmentalize personify anchor

energize integrate uncover deviate

Certain methods of teaching, particularly those that emphasize memorization as an end in itself tend to produce knowledge that is seldom, if ever, used. Students who learn to solve problems by following formulas, for example, often are unable to use their skills in new situations. (Redish, 1996)

USE OF INSTRUCTIONAL STRATEGIES.

The following findings related to instructional strategies are supported by the existing research:

• Techniques and instructional strategies have nearly as much influence on student learning as student aptitude.

• Lecturing, a common teaching strategy, is an effort to quickly cover the material: however, it often overloads and over-whelms students with data, making it likely that they will confuse the facts presented

• Hands-on learning, especially in science, has a positive effect on student achievement.

• Teachers who use hands-on learning strategies have students who out-perform their peers on the National Assessment of Educational progress (NAEP) in the areas of science and mathematics.

• Despite the research supporting hands-on activity, it is a fairly uncommon instructional approach.

• Students have higher achievement rates when the focus of instruction is on meaningful conceptualization, especially when it emphasizes their own knowledge of the world.

Begin Slowly – Just Begin!

Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats

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 materials

adjust 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


- interest centers

- interest groups

- enrichment clusters

- group investigation

- choice boards

- MI options

- internet mentors


- multi-ability cooperative tasks

- MI options

- Triarchic options

- 4-MAT

CA Tomlinson, UVa ‘97

Dear Miss Brin,

Yesterday you got really really mad at me in class. I didn’t argue with you, because that just makes you madder and being yelled at makes my stomach feel funny and I can’t think. But I want to say what happened. Maybe you will understand why it looks like I don’t pay attention in class.

You told us to open our books to chapter 4 and read silently. Then you asked everyone to put your hand up if we had finished the third page and Sean didn’t. You waited for him to finish the page. Then you told us to take turns reading out loud. When you got to me, I asked you what paragraph to start on, and you started yelling at me. You asked me a lot of questions but you didn’t let me answer any of them. You answered them yourself but the things you said weren’t true answers!

This is what happened. I started reading when you said. I finished the chapter and stopped because you get mad if I read any more. I didn’t get out another book because that makes you mad too. I didn’t doodle or do math or talk to Sarah or get up or walk around because those things make you mad. So I worked on my greek in my head until you called on me.

I tried to keep track of where the other kids were when they were reading. And I had the right page. I just didn’t hear where Kim stopped. Her voice is sooo quiet and the verb I was saying was too loud in my head! So it’s not true that I was day dreaming! And I’m not stuck up or arrogant or insolent or any of the things you said I was! I TRY to follow along but I CAN’T read that slow!!

You said you got mad because I was wasting everybodies time. But I just asked “which paragraph Miss Brin?” Look at your watch and say it too. It takes 2 seconds. You could have said “the third paragraph.” That takes 21 seconds. I timed it too. Then Sarah and Amy R and Amy B would have 6 minutes to read aloud. Instead you yelled at ME for 6 minutes and they did not get to read any thing!

Peter takes almost a whole minute to read “Ben heard the bear cough behind him.” I timed him. It’s a game I made up to pay attention instead of doing Greek or making up poems in my head. If I ask you what paragraph and you tell me it still takes me less than half a minute for me to read a whole paragraph. So I guess I don’t understand why you are mad or why you used 6 minutes to tell the class what a bad stupid mean person i am because I wasted their time for 4 seconds. I think YOU wasted their time!!! And I think YOU were mean to call me those names in front of everybody!!!!

Miss Brin I want to do what you tell me! I don’t understand why I can’t keep reading at the end of a chapter. Or get out my other books. or study my greek. Or draw or doodle or write in my journal. But you don’t want me to do that so I don’t. But I can’t sit and stare at the wall. If i try to do that I just start thinking about something else! I don’t know HOW to not think! I don’t know HOW to read slow! Please tell me what to do so it won’t make you mad at me all the time. And PLEASE don’t yell at me in class.

love, your sad student,

Anne

When the school bell rings. . .. . . on day one and all our students are in

their seats, we will hold the future of this nation and this world in our hands. Whatever we do will have lasting implications, not only on the lives of those students, but also on the lives of all those who they come in contact with.So then, the question that we should ask ourselves should not be, “How can I make this work?” the question must be, “How can I afford not to make this work?”

One Day, All Children. . -Wendy Kopp, p.54

Yes, but . . . I teach in a four wall box of drab proportions,

But choose to make it a place that feels like home.I see too many students to know them as they need to be known,

But refuse to let that render them faceless in my mind.I am overcome with the transmission of a canon I can scarcely recall

myself,But will not represent learning as a burden to the young.

I suffer from a poverty of time,And so will use what I have to best advantage those I teach.

I am an echo of the way school has been since forever,But will not agree to perpetuate the echo another generation.

I am told I am as good a teacher as the test scores I generate.But will not allow my students to see themselves as data.

I work in isolation.And am all the more determined to connect my students to the world.

I am small in the chain of power,But have the power to change young lives.

There are many reasons to succumb,And thirty reasons five times a day to succeed.

Most decisions about my job are removed from me,Except the ones that matter most.

Carol Tomlinson

Students in a differentiated classroom do not need to work the

system . . . . .because the system works

for them!

Whatever it Takes!