Nancy Heilbronner University of Connecticut Nancy heilbronneruconn edu

Nancy Heilbronner University of Connecticut Nancy. heilbronner@uconn. edu With Thanks to Sheelah Sweeny, Rhode Island College

Presentation Agenda Differentiation Webquests PPA Webquests Ways to Differentiate PPA Webquests

Differentiation: A Definition Matching the given content with a student’s interests, abilities, and learning styles through various instructional strategies. Sally Reis

From Get Off My Brain, by Randy Mc. Cutcheon, illustrated by Pete Wagner

Students who finish early need more work to keep them busy. MYTH! Busy work is a waste of students’ time. If students finish early, have them do something challenging and meaningful. However, with appropriate differentiation, down time should occur less frequently.

Differentiation consists of capable students getting more work and homework than other students. MYTH! Capable students should get work that is qualitatively different, not quantitatively more. Also, gifted students need only 1 -2 repetitions on something that an average child needs 7 -8 repetitions to learn.

? e t it a y h W i D n e r e f f

Differentiation – Is It Effective? An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives James A. Kulik, Ph. D. http: //www. gifted. uconn. edu/nrcgt/reports/rbdm 9204. pdf • Meta-analysis – Differentiation is effective (learning gains) when you alter the curriculum for students to adjust for their previous knowledge and skills, and it’s ineffective when you don’t.

What Differentiation IS Multiple Approaches differentiate through the content, process & product Student Centered engage all learners at their own level Varied Groupings whole group, small group & individualized instruction Organic - teaching & learning evolves from needs of the students Tomlinson, 2001

Ways to Differentiate Interest Readiness Learning Style

Differentiation According to Learning Style ASSIGNMENT: On a piece of paper rank from highest (1) to lowest (4) your preferred expression style Write Draw Act Sing Activity

Assignment Create a representation that would explain the characteristics of gifted students to others. You MUST use your LEAST favorite learning style. Find your group and begin.

Reflection How did you feel while doing this activity? 2. What is this like in our classrooms? 1.

This simulation, however, is a bit like using remedial instruction. If we never let students do what they like and are good at, we never see their potential.

Is It Fair? How Do We Address Students’ Concerns? Is it fair? Addressing Concerns SET THE EXPECTATION EARLY, SET IT OFTEN.

CONTENT What should a student be able to do as a result of this study? How will student demonstrate understanding? PRODUCT Activities designed to help students make sense of content? PROCESS

Content Differentiation The content is what students are learning about. Differentiate by: Providing a wide variety of learning materials; Providing texts and trade-books with different levels of sophistication (e. g. viewpoint, technical language); Requiring the use of primary source materials; Requiring Interviews with individuals in the field.

Process Differentiation The process is what students are doing how they are using the information. Differentiate by: Increasing the complexity of the task; Requiring higher-order thinking skills Requiring skills used by working professionals in the field.

Product Differentiation The product is the final work product - it is how students demonstrate their learning. Differentiate by: Making the product more complex; Assigning leadership and more complex roles during the webquest; Use of higher-order thinking skills through debate and/or presentation by the identified students.

Web. Quest Design Introduction Task Process Evaluation Conclusion Credits

Web. Quest Design Sites Webquest Page http: //webquest. org/index. php A Guide for Creating a Webquest http: //www. teachersfirst. com/summer/webquest/quest -a. shtml

Web. Quest Resource Sites Science Sites Franklin Institute Museum of Science http: //www 2. fi. edu/ Keystone Science Network www. keystone. fi. edu/index. shtml The Scientific Method http: //teacher. nsrl. rochester. edu/phy_labs/Appendix E/Appendix. E. html#Heading 3 National Science Teachers Association http: //www. nsta. org/

Web. Quest Resource Sites Social Studies Sites American Memory http: //memory. loc. gov/ammem/amhome. html Library of Congress www. loc. gov History Matters http: //historymatters. gmu. edu/ National Council for the Social Studies http: //www. ncss. org/ ASPCA http: //www. aspca. org/site/Page. Server? pagename=k ids_ri_home

Web. Quest Resource Sites English/Language Arts Sites The Write Site http: //www. writesite. org/ Time for Kids http: //www. timeforkids. com/TFK/ Research & Writing http: //www. ipl. org/div/aplus/stepfirst. htm

Web. Quest Resource Sites Research Sites The Research Process http: //www. crlsresearchguide. org/ Thinkfinity http: //www. thinkfinity. org/home. aspx Rand Corporation http: //www. rand. org/ Kaiser Family Foundation http: //www. kff. org/

Web. Quest Resource Sites Math Forum • http: //mathforum. org/ The World of Math Online • http: //www. math. com/ Interactive Math Dictionary for Kids • www. amathsdictionaryforkids. com NCES Kids Zone • http: //nces. ed. gov/nceskids/index. asp

PPA Design What is the problem? Where is the evidence? What are the causes? What is the existing policy? What policies can you create to correct the problem? What is the best policy to correct the problem?

What is the Problem? Use this description to hook students get them excited and interested. Include questions, strong verbs and examples of higher order thinking to engage students at all ability levels.

Where is the Evidence? When directing students to resources, make sure the resources are varied in type (web-based, books, reports, graphs, surveys, etc. ), reading level and level of analysis.

What are the Causes? Choose a topic that is multi-faceted, which will increase the complexity of the research and analysis. Give students opportunities to explore multiple causes. Provide opportunities for students to utilize different formats as they evaluate causes.

What is the Existing Policy? Choose resources that are varied in form and reading level. Consider newspapers, news magazines, online news sources as well as books, websites and government reports. Give students opportunities to explore why certain policies were put into place. What role does politics play in policy making?

What Policies Can You Create to Correct the Problem? Have students consider more than one solution/policy. The team can evaluate the choices to choose the best option. Policies should consider multiple criteria and constituencies (social, economic, academic, political, emotional, etc. )

What is the Best Policy to Correct the Problem? All students should be involved in higher-order thinking, including evaluation. Provide structures to help students evaluate policy options. Content & Process

Presentation Consider multiple presentation options to pique student interest and take advantage of students’ strengths.

Web. Quest Examples • Poverty • http: //www. maxwell. syr. edu/plegal/crit 7/donaldsonwq 1. html • English Suffragists • http: //www. maxwell. syr. edu/plegal/crit 7/chomawq 3. html • Industrial Revolution • http: //www. maxwell. syr. edu/plegal/crit 7/archerwq 2. html

Design: Two Paths By ROLE Works well if roles are meaningful (e. g. , researcher, project manager, editor, presentation manager) Roles must be CONTRIBUTE TO LEARNING. By TASK Each role is tiered by readiness. Students select roles based on interest. Instructor selects tiered groups.

Differentiation by Role Make sure each role is meaningful, and contributes to the overall process and to student learning. Example: Group manager – for student with strengths in people skills, conflict management, etc. ; Researcher – for student with strengths in reading, organization, note-taking, outlining, etc. ; Production – for students with strengths in writing, storyboarding, language, layout, etc. ; Technology – for students with strengths in computer software such as Power. Point; Artist – for students with strengths in the arts.

Differentiation by Role A word of warning: Each student should contribute to the knowledgebuilding process; Each student should contribute to the overall presentation(s); Roles are primarily for “who’s in charge” purposes.

Differentiation by Task Differentiation Form is by readiness. 2 -3 groups for each role that are differentiated by complexity.

http: //chiron. valdosta. edu/whuitt/c ol/cogsys/bloom. html Bloom’s Taxonom y Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state

Higher Order Thinking Sentence Stems http: //www. teachers. ash. org. au/researchskills/dalton. ht m Knowledge - Content: What happened after…? Product: Make a timeline of events. Comprehension - Content: Tell what happened in your own words. Product: Illustrate what you think the main idea is. Application - Content: Group by characteristics… Product: Construct a model to show it works. Analysis - Content: How was this similar to… Product: Construct a graph to illustrate selected information. Synthesis - Content: Devise your own solution… Product: Create your own product… Evaluation - Content: Judge the value of… Product: Prepare a list of criteria to judge…

Critical Thinking Skills Determining reality & fantasy Determining benefits & drawbacks Identifying value statements Identifying points of view Determining bias Identifying fact & opinion Determining the accuracy of information Inductive & Deductive thinking http: //www. socialrese archmethods. net/kb/d edind. php http: //www. gifted. uconn. edu/sem/typeiips. html

Critical Thinking Skills Recognizing assumptions Recognizing fallacies Detecting inconsistencies in an argument Identifying ambiguity Identifying exaggeration Determining the strength of an argument • Judging essential and incidental information Determining relevance • Identifying missing information • Judging the credibility of a source • Determining warranted & unwarranted claims http: //www. gifted. uconn. edu/sem/typeiips. html

Examples A webquest differentiated by interest and roles: “Change the World”

Example A webquest differentiated by interest and readiness: “Poor Attendance in NYC Public Schools”

-Albert Einstein

It’s time to get your ducks in a row…

Resources www. gifted. uconn. edu www. creativelearningpress. com How to Differentiate Instruction in Mixed. Ability Classrooms, 2 nd ed. By Carol Ann Tomlinson