An Introduction to Differentiation… Restructuring School… · An Introduction to Differentiation...
Transcript of An Introduction to Differentiation… Restructuring School… · An Introduction to Differentiation...
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An Introduction to Differentiation…
Reaching ALLStudents
Florida Inclusion NetworkBroward County Public Schools
June 16- 19, 2008
Cooper City High School
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• To review basic principlesof differentiated instruction
• To examine and analyzeselected strategies thatshow how teachersdifferentiate
• To identify ways todifferentiate YOURinstructional practices inyour classroom
Agenda & Learner Objectives
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Getting to Know You!Please use an index card
• In the CENTER, write your name• In the UPPER LEFT corner, write your dominant
learning style…– Visual/Spatial Auditory– Tactile Kinesthetic
• In the UPPER RIGHT corner, write 1 or 2 areas ofinterest
• In the LOWER LEFT corner, choose the shape thatmost fits you.
• In the LOWER RIGHT corner, list your years ofexperience in education, subject/grade area + ifgeneral ed or ESE educator
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Psycho-Geometric ActivityWho are you?
•Choose the shape that most fits your personality or thatmost appeals to you.
•Share with your table-mates why that shape bestrepresents you.
•Determine how your shape correlates to one of the fourlearning styles.
•Share one strategy that flexes your dominant shape toallow you to appeal to the other 3 learning styles.
By Dr. Susan Delling er
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With a partner, rank thefollowing strategies frommost effective (#1)to least effective(#7).Place the mosteffective itemat the bottomof the pyramidand workup:
Effective Instructional Strategies
Practice by doingDemonstrationTeach anotherAudio/visuals
DiscussionReadingLecture
Directions:
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Professional Development
A set of uniquedecisions the
teacher makes tobring learning
within the grasp ofall students.
Differentiating Instruction
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How do youmeet the needsof the diverselearners in yourclassroom?
The Million Dollar Question:
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• is organic
Differentiated Instruction
• is proactive• is more qualitative than quantitative
• provides multiple approaches to content, process, and product• is student-centered
• is a blend of whole-class, group, and individual instruction
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• is NOT just another way to provide homogeneous grouping
Differentiated Instruction
• is NOT the individualized instruction of the 70’s
• is NOT chaotic
• is NOT new… it is what reflectiveteachers always do
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“In differentiatedclassrooms, teachersbegin where studentsare, not the front of a
curriculum guide.”
Teachers in differentiatedclassrooms are students
of their students.
Carol Ann Tomlinson
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Key Principles of aDifferentiated Classroom
1.The teacher is clear about essentials incurriculum.
2. Create a classroom sense of Community.
3. Assessment & instruction are inseparable-continually assess student progress.
4. All students participate in respectful, meaningfulwork.
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Key Principles of aDifferentiated Classroom
5. Implement multiple instructional strategies andknow which-when-why!
6. Use Flexible Grouping.
7. Teacher adjusts the content, process andproduct based on readiness, interest and learningprofile.
Readiness Interest Learning Profile
Framework for Differentiated Instruction
based on a student’s
teachers can differentiate
Differentiated Instruction isa teacher’s response to a learner’s needs
Clarity ofLearning
Goals
Respectful Tasks
Flexible Grouping
OngoingAssessment &
Adjustment
Positive Learning
Environment
Content Process Product
guided by general principlesof differentiation, such as
Adapted from the work ofCarol Ann Tomlinson ASCD
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Ways to Differentiate:
Content:What is taught
Process:How it is taught
Product:How learningis assessed
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According to students’
Readiness –Readiness for a given skill, concept, or way ofthinking.
Interests and Attitudes –Those things that learners find relevant,fascinating, or worth of their time.
Learning Profile & Need –Learning styles and preferences, how thestudent processes information, and how thelearner sees him/herself in the relation to therest of the world.
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• Kids come indifferent shapes and sizes as wellas interests, learning profiles, and readinesslevels.
• Looking at the classroom through many eyes.We need to meet the needs of advancedlearners as well as struggling learners.
Why Differentiate?
• One size fits all instruction does not address the needs of many students.
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• Fairness does notmean everyone getsthe same.
• Fairness meanseveryone gets what heor she needs.
Fairness
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K.U.D.Know, Understand and Be able to Do
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K.U.D.Know, Understand and Be able to Do
• KNOW:– Facts, vocabulary, dates, places, names,
examples.– The know is massively forgettable. Keep in
mind that the brain does not know thedifference between useful and uselessinformation.
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K.U.D.Know, Understand and Be able to Do
• UNDERSTAND:– Major Concepts and Sub-Concepts– These are written statements of truth, core
meanings of the lesson or unit. Theyconnect the parts of a subject to thestudent’s life and to other subjects. Theyoccur across the content area, gradelevels, have lasting meaning.
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K.U.D.Know, Understand and Be able to Do
• DO:– These are the basic skills of any discipline.
Including thinking skills: analyzing, evaluating,synthesizing. These are the skills of planning, orbeing an independent learner, and of setting andfollowing criteria.
– The skill portion encourages students to “think”like the professionals who use the knowledge andskills daily. This is what it means to ‘be like’ adoctor, scientist, writer or artist.
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Low Prep
• Lectures• Student or Adult Mentors• Cubing• Exit Cards• Task Cards• Response Cards• Three Before Me• Mini-Lessons• Interest Surveys
Strategies for Differentiation
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High Prep
• Assessment & Diagnosis• Flexible Grouping• Tiered Activities• Technology• Anchor Activities• Differentiated Learning Centers• Text Sets• Learning Contracts• Adjusting Questions• Independent Study
Strategies for Differentiation
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Concept Attainment
• Instructional strategy that uses a structuredinquiry process.
• Compare/contrast examples that contain theconcept with those that do not.
• Designed to clarify ideas and makeconnections between what students knowand what they will be learning.
• Based on the work of Jerome Bruner.
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Cubing
• 6 sides - put a prompt on each side
• Differentiate activities on the basis ofstudents’ readiness
• Differentiate activities based on students’interests or learning profiles
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Cubing
Using Bloom’s Taxonomy to DifferentiateInstruction
• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation
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Cubing
• Motivates students
• Helps students tothink about a topicfrom different angles
• Eliminates boredom
• Reinforces, extendsor demonstrateslearning
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Cubing Review Directions
1. Determine student groups.2. Prepare questions based on content and Bloom’s
Taxonomy (use the questions at the end of yourtext chapters).
3. Provide question worksheets for each group.4. Color code worksheets and cubes if necessary.5. Give each group one die or a numbered cube.6. Set time limits for groups to complete questions
Round Robin style.7. Debrief
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“Lecturettes”
• Feedback Lecture• Guided Lecture• Responsive Lecture• Demonstration Lecture• Pause Procedure Lecture• Think-Write-Discuss Lecture
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“Lecturettes”
Guided Lecture
Provide students with a list of lectureobjectives ahead of time. Deliver a 10minute lecture. Students are not to takenotes until the end of the lecture when theywrite down everything they can rememberfor 5 minutes. Then students work withpartners to fill in any missing information.
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“Lecturettes”
Responsive Lecture
Students generate questions of their ownwhich form the content of the lecture thatlasts from 10 to 20 minutes.
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“Lecturettes”
Demonstration Lecture
Give a lecture for approximately 20minutes that focuses on an interactivedemonstration of information to bepresented.
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“Lecturettes”
Pause Procedure Lecture
Give a lecture for approximately 20minutes, pausing after the first 10 minutesof information. Give the students 2minutes to share their notes with a peer tofill in any gaps.
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“Lecturettes”
Think ∼ Write ∼ Discuss Lecture
Give the students 3 questions during alecture of 20 minutes – 1 question before,during, and after the lecture. Have studentswrite a response to each question and sharethe results with a peer. Collect papers at theend of the lecture for personal comments orfeedback.
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Another Great Idea
EXIT C
ARDS
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Exit Cards (AKA “Tickets Out The Door”) are used to gatherinformation on student readiness levels, interests, and/orlearning profiles.
The teacher hands out index cards to students at the end ofan instructional sequence or class period. The teacher asksthe students to respond to a pre-determined prompt on theirindex cards and then turn them in as they leave theclassroom or transition to another subject.
The teacher reviews the student responses and separatesthe cards into instructional groups based on preset criteria.
Exit Cards
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Today you beg an to learnabout decim al fractions
• List three thing s youlearned
• W rite at least one questionyou have about this top ic
W e have been learning aboutThe Greenhouse Effect.Exp lain or depict yourunderstanding of thisim portant environmental issue.W hat questions do you have
about this top ic?
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Explain the d ifferencebetween prim e andcomposite numbers.You m ay w ish to g ive
some examples of eachas part of yourexp lanation.
Exp lain the d ifferencebetween sim ile andmetaphor. Give someexamples of each aspart of yourexp lanation.
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After reading over my rough draft…
3 revisions I can make to improve my draft.
2 resources I can use to help improve mydraft.
1 thing I really like about my first draft.
3 – 2 – 1 Summarizer
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Students whoare
strug g ling w iththe
concept or skill
Students w ithsome understand ingof concept or skill
Students whounderstand theconcept or skill
Group 1Group 2
Group 3
Readiness Groups
Exit Cards Groupings
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• Initially use whole group for instruction• Divide group for practice or
enrichment• Not a permanent arrangement• Use for hour, day, week, etc.
Flexible Grouping
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• Gives students and teachers a voice inwork arrangements.
• Allows students to work with a variety ofpeers.
• Keeps students from being “pegged” asadvanced or struggling.
When does grouping benefit students?
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• Readiness• Interest• Reading Level• Skill Level• Background Knowledge• Social Skills
Group Membership
Can be determined by:
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Using Response Cards toIncrease Student Participation
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What are Response Cards?
Cards or small boards that are simultaneouslyheld up by all students in a class that indicatethe answer to a question posed to the class.Each student is expected to answer everyquestion -- rather than to sit throughout theclass period waiting for the one or two timeshe or she may be called upon to respond to
the teacher’s question.
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Types of Response Cards
• Preprinted cards (available fromeducational publishers or preprinted bythe teacher)
• Student-Made Cards (made fromsimple cardboard or any heavy paperstock)
• Write-on Cards (laminated cards, chalkboards, white boards)
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Response Cards vs. Traditional Hand Raising
270 responsesper child
3700 responsesper child180 days
1.5 responsesper child
22 responsesper child
30 minutes
Hand RaisingResponse CardsTime Used
Source: Hewett, Gardner III, Cavanaugh, Courson, Grassi, and Barbetta,Teaching Exceptional Children, 1996.
Additionally, ALL students scored higher on thequiz and the end of the unit test.
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Benefits of Response Cards
• Everyone participates• Higher achievement levels• Social skill development• Easy, quick assessment• Builds community• Motivating & FUN!
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Think-Tac-Toe
Another Strategy forDifferentiating Instruction
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Think-Tac-Toe
• The chart consists of nine activities thatmove from simple to complexhorizontally
• Each horizontal row contains threeactivities that show proficiency on onestandard.
• Students choose one activity from eachrow.
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Think-Tac-Toe requiresstudents…
• To choose a series of activitiesdesigned to…Appeal to different learning stylesRequire thinking at high levelsShow mastery of one or more
standards
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Think-Tac-Toe requires teachers…
• To create a series of activities that allowstudents to show mastery of a standard atseveral different levels of complexity andthrough different learning styles.
• To develop a standard of evaluation (usually arubric) at three levels of complexity.
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ForecastHow your topic will change in
the next ten years.
DramatizeSomething to show what you
have learned.
SurveyOthers to learn their opinionsor feelings about some fact,
idea, or a feature of yourstudy.
DemonstrateSomething to show what you
have learned
GraphSome part of your study to
show how many or how few.
Photograph,videotape, or film
part of your presentation.
CompareTwo things from your study.Look for ways they are alike
and ways that they aredifferent.
TeachA lesson about your topic toour class. Include at least one
visual aide.
CollectFacts or ideas which are
important to you
Think Tac Toe Example:
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Choice Board Strategies
• Tic-Tac-Toe or BINGO• Even #’s easier/Odd #’s
more difficult• Allow students to
choose or assignspecific items
• Use a crucial skill in the“free space” and makeit a required square Compare 1
popular and 1slave song.Write anexhibit cardexplaining thesimilarities.
Write a poemor compose asongconveying thefeelings of afreed slave.
Imagine aconversationbetweenAdams andJefferson andturn it into aradio play.
Create a bargraphreflecting adata base thatportrays thecosts of thewar.
FreeSpace
Create acollage whichillustrates theeconomicconditions ofthe North &South
Create a mapwhich showsthe South andits territory atits greatestsize.
Make a reliefmap of the USdepictinghistoricalsignificancebefore, orduring the war.
Create a seriesof 5 statemaps, whichinclude a keythat illustratesmajor eventsof the war.
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Make a gameboard about yourstory. Include key
events(in order)
Write a newbeginning or
ending to the story.
Use a sequencechart or timeline todescribe at least 7
events.
Make up a limerickor cinquain poem
about the setting ofyour story
Draw a picturedescribing at least3 settings from the
story.
Build a miniaturestage setting for
your story.
Name & draw aperson who is like
one of thecharacters from
the book.
Complete acharacter report
card .
Complete acharacter analysis
for the maincharacter of your
story.
Think-Tac-Toe
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Locate 2 popular songsand 1 slave song. Writean exhibit card explaininghow the songs reflect thelives and times of thesingers.
Write a poem or composea song conveying thefeelings of a slave whohas just won freedom.
Imagine a conversationbetween Grant and Leeand turn it into a radioplay.
Create a bar graphreflecting a data basethat portrays the costs ofthe war for the North andthe South.
Generate an alternativeeconomic system whichwould have enabled theSouth to have a viableeconomy without slavery.
Create a collage whichillustrates the economicconditions of the North &South-rich & poor.
Create a map whichshows the South and itsterritory at its greatestsize as the result ofvictories in key battles.
Make a relief map of U.S.depicting places ofhistorical andgeographical significancebefore, during or after thewar.
Create a series of 5 statemaps, which include akey that illustrates majorevents of the war.
Civil War – Grade 7
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Gallery Walk
In your assigned small group:• Choose a recorder• Walk to your assigned poster• Recorder writes the response to the poster• Statement or question• Continue to move clockwise until you finish
all posters• One person remain at the last poster to share
out with the large group
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• Everyone feels welcomed and contributes toeveryone else feeling welcomed.
• Mutual respect is nonnegotiable.• Students feel safe in the classroom.• There is a pervasive expectation of growth.• The teacher teaches for success.• A new sort of fairness is evident.• Teacher and student collaborate for mutual
growth and success.
Characteristics of an Effective Learning Community
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• Examine your philosophy about individualstudent needs.
• Start small. Access your resources• Grow slowly.• Envision how an activity will look.• Step back and reflect.• Talk with students early and often.• Continue to empower students.• Continue to be analytical, i.e., who’s learning
what and how.
Getting started:On the road to a Differentiated Classroom
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“Creating adifferentiated
classroom is not ayes/no proposition
but rather a continuumalong which teachers
move as they developskills of responsive
teaching.”
Carol Ann Tomlinson
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How can you learn moreabout strategies to
differentiate instructionin your classroom?
We’ve hit only the tip of the iceberg
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How to Differentiate Instructionin Mixed-Ab ility Classrooms
2 nd Ed it ion
By Carol Ann TomlinsonUniversity of Virginia
Learning Communities: Studygroups apply D.I. directly to YOUR
classroom!
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Your Ticket Out the Door
EXIT C
ARDSComplete theExit Card on yourTable
•How would you describe DI to anotherteacher or parent?
•What strategy will you apply in yourclassroom?
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• ideanet.doe.state.in.us/gt/tiered_curriculum/welcome.html
• www.mcps.k12.md.us/departments/eii/eiimanagepracticespage.html
• www.Help4teachers.com
• www.teachervision.com
• www.ascd.org
• www.KaganOnline.com
• www.weac.org/kids/1998-99/march99/differ.htm
Websites
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• www.readplease.com
• www.enchantedlearning.com
• www.cast.org/teachingeverystudent/toolkits/
• www.k8accesscenter.org
• www.onionmountaintech.com
• www.caroltomlinson.com
More Websites
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• www.howtodothings.com/education
• www.union.k12.sc.us/ems/Teachers-Forms--Student%20Interest%20Survey.htm
• www.learning-styles-online.com/inventory/
• www.personal.psu.edu/bxb11/LSI/LSI.htm
More Websites
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W hat we share incommon makes us
human.
How we d ifferm akes usind ividuals.
Carol Ann Tomlinson
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The Florida Inclusion Network
www.FloridaInclusionNetwork.com
Barbara KrakowerFlorida Inclusion Network/Broward754 [email protected]
For more information about DifferentiatingInstruction, contact us: