# DIFFERENTIATION Continued 25 March 2015 1 Make a

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DIFFERENTIATION Continued… 25 March 2015

1. Make a list of all the students in your class. If you teach more than one grade level, you may select one level. You may not use any notes. 2. When you have to push to remember, draw a line. Write down any additional names you can now remember. 3. When you can’t remember any more, draw another line. Ask yourself why some students are “invisible. ” Do this again a week later. Think about what you have done that has brought kids above the line. See who still falls below a line. Ask yourself why.

A Pre-Assessment on Differentiation…

Two students sit at the back of a classroom. One is nearsighted and cannot see anything that is more than a few feet away. He wears thick glasses to see long distances. The teacher asks both to read, record, and learn the information written in small print on the front board, on the opposite side of the room. In order to be equal, however, the teacher removes the near-sighted child’s glasses and asks both to get started. The child needing the glasses squints, but can’t read anything on the board.

Question 1 Did the teacher make it easier for the nearsighted student? Yes? No?

Question 2 You have finished a brilliantly presented unit and tested your students. ½ the students fail. What is your reaction: a. Clearly, the children did not study b. Something is flawed – it’s probably not the students. c. My standards are too high.

Other Questions… 3. If I differentiate instruction, but other teachers in my school do not, I am disabling my students. True False 4. Does differentiated instruction hinder performance on standardized tests? Yes No 5. Differentiated instruction cannot be applied to real world situations; the real world is not differentiated. True False 6. Differentiated instruction is individualized instruction. True False

What Differentiation IS and IS NOT…

GROUP TASK �Strips of paper with phrases �Classify whether it defines differentiation or not

Differentiated instruction is not individualized instruction; it’s getting the kid in the ballpark!

Differentiated instruction is not chaos.

Differentiated instruction is not just another way to provide homogenous grouping.

Differentiated instruction is not tailoring the same suit of clothes. .

Differentiation is not four versions of the same boring worksheet.

Differentiation is not making learning easier for students.

Differentiation is a 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.

Differentiated Instruction IS �Proactive �More qualitative than quantitative �Student-centered �A blend of whole-class, group and individual instruction

Bzzzzzz….

“What will this look like in my classroom? ” Brainstorm ideas about …. � What does differentiation involve? � Will the … change in your classroom? ◦ Role of the teacher ◦ Role of the student ◦ Use of time, space and materials � What resources are available?

Teachers Can Differentiate Content Process Learning Product Environment According to Students’ Readiness Interest Learning Profile

4 Keys of Differentiation

4 Keys of Differentiation 1. 2. 3. 4. Know your students & yourself Know your curriculum Develop a repertoire of strategies Keep it simple, social and collaborative

Key 1: Know your students & yourself

Teachers Can Differentiate Content Process Learning Environ. Product According to Students’ Readiness Interest Learning Profile

Differentiated tasks are created based upon a student’s: Readiness Interests Closely matched to skill level Ignites curiosity and/or passion Learning Preferences Provides opportunities to “work” in preferred modalities

�How do you determine readiness in your classroom? �How do you determine students’ interests?

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.

Learner Profile Card Gender Stripe Auditory, Visual, Kinesthetic Modality Analytical, Creative, Practical Sternberg Student’s Interests By yourself With partner Small group Whole group Multiple Intelligence Preference Gardner Teachers make their profile card.

Learning Profile Inventories � The Modality Preferences Instrument

Learning Profile Inventories � Triarchic Theory of Intelligences (Sternberg) Creative Analytical Practical

Learning Profile Inventories � Theory of Multiple Intelligences (Gardner) �Verbal/Linguistic �Logical/Mathematical �Visual/Spacial �Bodily/Kinesthetic �Musical �Interpersonal �Intrapersonal �Naturalist

EIGHT STYLES OF LEARNING TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY LINGUISTIC LEARNER 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 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 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 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 “The Word Player” LOGICAL/ Mathematical Learner “The Questioner” SPATIAL LEARNER “The Visualizer” MUSICAL LEARNER “The Music Lover”

EIGHT STYLES OF LEARNING, Cont’d TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY BODILY/ Kinesthetic Learner 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 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 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 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 “The Mover” INTERpersonal Learner “The Socializer” INTRApersonal Learner “The Individual” NATURALIST “The Nature Lover”

Other ways… � Interest surveys � Look at previous performance � Talk to students � Observe � Listen Talking is learning; listening is teaching.

In grade level teams, determine the best way to profile your students. Prepare to share it to the team.

Weather Reports Sunny skies—it’s clear to me! Low clouds—I understand some, but not all. Fog/Smog—I’m lost!

Key 2: Know your curriculum

Know the Curriculum! Teachers need to know the benchmarks within the curriculum. q Differentiation will provide a multitude of paths to move students closer to those benchmarks. q

Know the Curriculum! Establish what is essential learning; Teach the Student Objectives, Communicate the objectives and enabling outcomes to the students

Differentiated Curriculum should include: �Challenging but achievable tasks or learning engagements �Choices �Engaging activities �Linked to previous and future learnings

Define success, mastery. What might mastery of this objective look like in first grade, fifth grade, tenth grade? Student Objective Students will collect, organize, and describe data. Mathematics Curriculum Standards 1 -12

Weather Reports Sunny skies—it’s clear to me! Low clouds—I understand some, but not all. Fog/Smog—I’m lost!

Key 3: Develop a repertoire of strategies

Important: PLAN! Plan purposefully allowing for student variance 1. Pre-assess – Whole group � Focus on essential knowledge � Not graded � For the teacher Take your students from where they are and bring them to where you want them to be.

Assess for Mastery � Formative Assessments: on-going; not always graded; assessments for learning � Summative Assessments: determination of mastery of objectives; assessments of learning; often criterion based � Portfolios � Student-Based Assessment � Performance Assessments � Independent Assessments

Teachers Can Differentiate Content Process Learning Environ. Product According to Students’ Readiness Interest Learning Profile

What do we differentiate? 1. CONTENT- What we teach 2. PROCESS – How we teach 3. PRODUCT – What we assess 4. LEARNING ENVIRONMENT – Our classroom

Differentiating Content & Process

Plan for Differentiated Instruction Content/Process � Flexible grouping � Rubrics � Graphic organizers � Tier assignments

Written Visual Oral Research Report Poster Lesson presentation News article Graphic Organizer Oral Presentation Information brochure Power. Point Radio Interview Tomlinson & Mc. Tighe Integrating Differentiated Instruction and Understanding by Design p. 74

Written Visual Oral Free Poster Speech Persuasive Essay FREE Debate Editorial Campaign poster FREE Tomlinson & Mc. Tighe Integrating Differentiated Instruction and Understanding by Design p. 74

Flexible Grouping Model WHOLE GROUP Small Group Partners WHOLE GROUP Independent

When to use flexible groups? � As needed… � At the exit points when students’ learning needs vary significantly � When students need more time and instruction or � For basic application

Differentiating Product

Tier by Address needs of students who are at introductory level and those ready for more abstract or advanced work.

Ex. Brochure on Global Warming � � � Least Complex: Create an informational brochure that will inform your classmates about an environmental issue related to rainforests…. FACTUAL More Complex: Create an informational brochure that will inform your classmates of different points of view about an environmental issue related to rainforests. ANALYTICAL Most complex: Create an informational brochure tat presents various positions on an environmental issue related to rainforests. Determine your position on the issue and present a convincing argument for it in your brochure. PERSUASIVE

Tier by Choose materials at various reading Levels and complexity of content. Explore various print options: �Newspapers �Magazines �Newsletters �Primary sources �Diaries/journals

Tier by Use same materials but prepare differentiated outcomes. All students are building on the same understanding concept but producing different products to demonstrate understanding.

Ex. I Have A Dream by Martin Luther King (Social Justice) � Basic: Think about Dr. King’s dream for social justice, as presented in his speech. Create a visual representation of his ideas. � Advanced: Think about the United States today. What other dream of social justice do you believe have surfaced in response to new issues and concerns? Create a visual representation of your ideas.

Tier by Form groups based on learning preference using Gardner’s intelligences…assignment differentiated based on product. Teachers grouped based on MI: musical, linguistic, spacial, kinesthetic…

Presentation

Differentiating Learning Environment

Weather Reports Sunny skies—it’s clear to me! Low clouds—I understand some, but not all. Fog/Smog—I’m lost!

Key 4: Keep it simple, social, collaborative

How do I do it? � Start small with differentiation Involve the students ◦ Share your reasoning with them. ◦ Watch them work and learn from what you see ◦ Give them roles that empower them ◦ Ask their advice ◦ Talk individually with students for whom school isn’t going well � In one subject or class ◦ Where the need is greatest ◦ Where you feel the most comfortable �

How do I do it? �Collaborate with colleagues

A Video on Teaching and Differentiation

Fairness is not everyone getting the same thing. It is everyone getting what they need.

Three Minute Reflect and Respond Exit Card � What are 3 things I learned today? � What are 2 things I still have questions about? � What is 1 action I will take to make my classroom differentiated?