Classroom Strategies that Support Differentiation

Eastern PA Special Education Conference

Hershey, PA October 2010

Presented by: Susan Winebrenner

Education Consulting Service, Inc.www.susanwinebrenner.com

susanwinebrenner86@gmail.com

Pace Method/Learning

Style Amount Peer Interaction Teacher

Interaction Content

Product Type Choice/Menus Project Work Creativity Link to interests Movement

ONES TWOS THREES

How Differentiation Techniques Benefit All Students

Students are more likely to demonstrate appropriate behaviors in the classroom and in the school when learning styles are attended to, and when they perceive the curriculum is challenging, meaningful and relevant.

Accommodating learning “styles” can greatly improve successful learning outcomes for all students.

Students with advanced learning ability also have a learning “style” that requires differentiation of learning activities, teaching approach and grouping practices.

Learning Styles (Dunn and

Carbo)

AUDITORYLogical, Analytical, Sequential

Learns by hearing; teaches by telling

Wants direction in verbal detail

Shopping list logical & sequential

Thinks logically and sequentially; organized and neat; clothes match

Recalls names, facts, and dates

VISUAL:TACTILE-KINESTHETICGlobal, Holistic, In Context

Learns by seeing; teaches by showing

Wants direction in a map Shopping list random

and impulsive Think randomly; appears

disorganized; clothes may not match

Recalls faces, images, and patterns

GLOBAL and ELL

LEARNERS Use visual clues in text, videos, demonstrations,

examples, learns by doing – not listening Chews, eats, doodles, or moves while learning Learns “backwards” from whole to parts Graphic organizers, mapping Should learn phonics “later" in context Likes excitement and humor in stories Show correct examples - never errors May not be AM learner

WHOLISTIC needs of global learners Whole to parts Hands on learning Organize information visually Learning styles’ focus Immerse the senses Seek patterns and connections Technology assistance Integrate skills into meaningful contexts Concrete to abstract

Gifted Learners Are Different from Age Peers

Learn new material rapidly

Operate at complex and abstract levels

Remember what they’ve learned forever Review and re-

teaching unnecessary

Standards may already be mastered

Operate on multiple brain channels simultaneously – can multi-task effectively

Don’t have to watch speaker to hear him

Have passionate interests

Have great fear of being imperfect

Find school painful from being misunderstood

Learning Challenges Demonstrated by

Twice-Exceptional Students Gifted in some areas; remedial in others

Ability to express oneself verbally but an apparent inability to write down any of the ideas.

May seem bright and motivated outside of school, but have major difficulty completing traditional learning tasks.

General lack of self-confidence that shows itself as inflexibility, unwillingness to take risks, super-sensitivity to any type of criticism, helplessness, socially inadequate behaviors, & other behaviors designed to deflect attention from their learning inadequacies

When a child is constantly being praised for how intelligent or smart she is, she may perceive that all her powers come from natural ability, and therefore conclude that effort can play no part in her ability to be successful at any given task.

Facilitating lifelong achievement From: Bronson and Merryman: Nurture Shock Twelve

Books.com When children are constantly praised for their innate

intelligence, they may conclude that effort cannot make any difference.

They may become fearful that if they are observed to work hard on a task, people may conclude that they are not really so smart since smart people just “know it”, and don’t have to work hard.

The safest thing to do is to avoid challenging tasks!

How to praise effectively Praise youngsters for their hard work

and effort rather than for the product or outcome or innate abilities.

They will be more willing to persist at tasks when they believe their efforts are responsible for the outcomes.

Bronson and Merryman: Nurture ShockBronson, Po. How Not to Talk to Your Kids. www.nymag.com

Self-Actualization Needs

To develop our talents and be true to our goals; to

realize our potential; to have

“peak experiences”

Abraham Maslow’s Hierarchy of Basic Human Needs

Self-Esteem and Competence NeedsTo achieve; to gain approval and recognition from others for our achievements; to be able to trust in our own abilities Belonging and Love Needs

To love and be loved; to have relationships and be accepted; to know that we are a valued member of a group

Safety NeedsTo feel safe, secure, and out of danger; to feel confident that we will not be harmed either physically or psychologically

Physiological NeedsTo have the food, water, clothing, shelter, sleep, exercise, and comfort we need to survive

When one perceives that a lower level need is not

being met, all energy and attention are focused on

that level until the need is met.

Goal Planning Chart

Today’ s date

My goal as a fraction :goaltime

What I actually accomplished

Plan for tomorrow

Visual Kinesthetic

Auditory Mixture

Pronounce every sound in word

“See it” with eyes closed

Write, check, write

Write in another color or texture; check each time

Trace letters of word with index finger

Draw box around word to show shape

Write word in other textures

Sing, act, dance the word

Say the whole word

Say it in syllables

Sing letters to familiar tune

Spell it out loud

Check for accuracy each time you write

Pronounce word

Visualize with closed eyes

Trace letters

Draw box

Sing, act, dance the word

Write in many media

Teaching Spelling by “Styles”

Spelling Styles Record SheetVisual Pre

Visual – Post

T-K Pre T-K Post

Auditory Pre

Auditory Post

Combined Pre

Combined Post

Compacting definition To “compact” the curriculum is to give

students full credit before you teach the content for what they already know.

With new content, we compact by allowing advanced students to move at a faster pace.

During the “choice time” created, students work on extension activities or projects. When prior mastery has been demonstrated, extension work is not graded. When content is new, extension work might be graded.

Motivation and productivityGifted students resist work that is repetitive

and beneath their learning level. They will stretch themselves to do

challenging work if they are convinced:

They will not have to do more work than their classmates Their advanced work will not lead to lower recorded grades They are not expected to finish the “regular work” before

working on extension activities.

Compacting Skill Work One Lesson at a Time

Most Difficult First

Teach no more than 10-15 minutes, give practice assignment Allow 15-20 minutes for students to start work in class Offer to all students MOST DIFFICULT FIRST option:

Anyone who can complete the Most Difficult Problems First, NEATLY, LEGIBLY, AND WITH NO MORE THAN ONE WRONG,

and in 15 minutes or less, IS DONE PRACTICING With time they “buy”, they work on “choice” activities Help only those who begin at beginning of the assignment Appoint “CHECKER” to correct work of other volunteers

Person can be the checker only once a week Collect their work; enter grades when other papers are

collected

Pre-Test and Compact One Week at a Time

(Spelling, grammar, vocabulary, penmanship, all skills) Students examine upcoming content for one minute Offer pretest for volunteers at beginning of each unit Those who demonstrate mastery receive mastery grade Then do choice activities; may be assessed but not graded; avoid extra credit

Favorite Activity With partner, choose alternate words; learn spelling and

meaning Partners test each other; unmastered words go to next list

REMEMBER: IT’S THEIR TIME; SHOW THEM HOW TO USE IT WISELY

The Magic Rules for Independent Work

Don’t bother anyone Don’t call attention to yourself Do your work Keep records of your extension tasks

When you follow the rules, you get to choose what to do.

When you do not follow the rules, I get to choose for you.

Compacting for Primary Students

Do “kid watching” to find students who catch on quickly to new material, appear to already know much of the grade level standards, and/or have a wide storehouse of general knowledge. Always give students full credit for what they have already mastered. Do not expect them to finish the “regular work” before working on extension activities.

If gifted students want to participate in direct instruction, keep them there. However, plan seatwork at 2 levels: grade level and advanced. Dismiss students from direct instruction by sending advanced students to tables that have the advanced tasks on them.

Teach Magic Rules one by one – accumulate them

Student’s Name: James

Areas of Strength Documenting Mastery Alternate Activities

Language arts, spelling, writing, grammar, mechanics

Pre test results of A on review tests

Will write his book when the class is working on skills he has already mastered

Reading Pre test results of A on review tests of skills and vocabulary

•Will read together to gather data for his book •Will write his book•Will join the class for 2 literature circles

Map unit in social studies

Pre test results of A Will write his book INSTEAD OF doing extension activities for map related work. Was given options and chose this.

THE COMPACTORJoseph Renzulli and Linda Smith

The Language Experience Method

Students dictates story based on personal experience.

Teacher records it EXACTLY AS DICTATED, pronouncing each word as it is recorded. Start a new line for each sentence.

Teacher reads story aloud to student.

Student reads story aloud to teacher.

Student practices reading story sentences, in and out of order, forward and backward.

Marie CarboRecorded BooksMethod

Select high interest story.

Give brief, interesting introduction and time for student to look through the story.

Read each page in meaningful phrases using a pace appropriate for reading aloud.

Record only 3 minutes per side - students listen to each side 3 times before trying to read aloud.

Students track the phrases with 2 fingers of their dominant hand, in loops matching the phrasing, while reading.

Paragraph Centipede

Paragraph Organizer

Sequence Ideas for Sentences

The main idea: __________________________________________________________________________________________

_______________________________________________________________________________________________________

Topic Development Sheet (No pretest is used)

Topic or unit to be learned:

Required Standards

Related Topics

Content Organization Chart

Mythology Study GuideBE PREPARED TO:

1. Name at least 6 gods/goddesses from the culture and explain their powers 2 Understand and describe the elements common to all myths. CHECKPOINT:_________________: Assessment for 1–2 *

Date

3. Explain the meanings of all designated vocabulary words.4. Describe the dwelling places of the deities as well as other locations for the myths.

5. Share one myth with your classmates in its entirety in an interesting manner CHECKPOINT:_________________: Assessment for 1–5 * Date

6. Study several heroic figures from a specific religion. Compare and contrast their powers and abilities with several mythological creatures we have studied. 7. Compare and contrast the heroes from popular fantasy literature, such as The Hobbit, Lord of the Rings, or Star Wars, with several mythological heroes. . 8. Compare and contrast the elements of myths to the elements of two of the following: fairy tales, folk tales, fables, or legends. . 9. Create a myth about an event that occurred in history during the last 100 years. 10. Investigate an heroic story written by someone in the same culture for which we are studying myths. Note similarities and differences.

CHECKPOINT: _________________: Final Assessment for 1–10 Date

From The Cluster Grouping Handbook. www.freespirit.com

MYTHOLOGY EXTENSION MENUCreate a myth to explain a contemporary event, using all

the essential elements found in myths.

Hypothesize reasons why myths from ancient cultures have remained popular over time. Explain your findings.

Compare and contrast the myths of aboriginal people with those of the ancient civilizations of the world.

Compare and contrast religions in which multiple deities are honored with religions that honor one deity only. Explain the effects of these religions on its members.

StudentChoice

Investigate words, expressions, and ideas from mythology that have become commonly used in your language.

Create your own mythological family of humans or other creatures. Establish the order of power, and create stories that describe the characters’ powers, emotions, and conflicts

Visit a local art museum and observe how topics from ancient myths have been represented in the collected works of art

Assume the role of storyteller and communicate a myth to younger children in a manner they can understand and appreciate.

Winebrenner and Brulles www.freespirit.comFrom: The Cluster Grouping Handbook

Illustrate orDraw

Compose orDesign

CompareAlikeOrDifferent?

What would happen if…….

YOUR

CHOICE

DemonstrateOrShow

Invent something better

Build orConstruct

Act it Out

GENERIC PRIMARY GRADES EXTENSION MENUFrom Teaching Gifted Kids in the Regular Classroom www. Freespirit.com

Key Words To Provide Depth And Complexity

To Learning Tasks

Critical Thinking Skills

Examine ethical considerations State a generalization, principle or theory Consider from other points of view Recognize relevant/irrelevant fact/fiction;

cause/effect, authenticity Recognize changes or trends over time Redesign to use new technologies Use the language of the discipline; judging

criteria

Independent Study Agreement for Study Guide With Extensions Menu

Read each condition with your teacher. Initials it to show that you agree to abide by

it. Learning Conditions _____I will learn independently all the key concepts described on the Study Guide. I will not have to complete the actual assigned activities as long as I am working on an independent project. _____ I will demonstrate competency with the assessments for the Study Guide content at the same time as the rest of the class. _____ I will participate in designated whole-class activities as the teacher indicates them—without arguing. _____ I will keep a Daily Log of my progress. _____ I will work on an independent project and complete an Evaluation Contract to describe the grade I will choose to earn. _____ I will share a progress report about my independent study with an audience by________ (date) My report will be 5–7 minutes long and will include a visual aid. I will prepare a question about my report to ask the class before giving my report.

Working Conditions _____ I will be present in the classroom at the beginning and end of each class period. _____ I will not bother anyone or call attention to the fact that I am doing different work than others in the class. _____ I will work on my project for the entire class period on designated days. _____ I will carry this paper with me to any room in which I am working on my project, and I will return it to my classroom at the end of each session.

Student’s Signature:__________________________________________________ Teacher’s Signature:___________________________________________________

Evaluation Contract I am choosing a grade for my project based on these criteria. For a grade of B:

1. I will use secondary sources. This means that I will locate what information I can from several existing sources 2. I will prepare a traditional product. I will present it using a traditional reporting format. 3. I will be learning on the lower levels of Bloom’s Taxonomy: Knowledge and Comprehension. This means that I will find information and be able to describe what I’ve learned. For a grade of A: 1. I will use primary sources. This means that I will gather first-hand information myself through surveys,

interviews, original documents, and similar methods. 2. I will produce an original type of product. I will present it to an appropriate audience using a unique format. 3. I will be learning on the higher levels of Bloom’s Taxonomy: Application, Analysis, Evaluation, and/or Synthesis. This is the project I will do:

This is the grade I intend to earn:

Student’s Signature: Teacher’s Signature:

Daily Log of Extension WorkStudent’s Name: Project Topic:

Today’sDate

What I Plan to Do During

Today’s Work Period

What I ActuallyAccomplished Today

The Name Card Method

GREAT OUTCOMES: NO HIDING, NO BLURTING, NO TEACHER BIAS,

GREAT PARTICIPATION,

GREAT THINKING, AND

ALMOST PERFECT LISTENING!

The Name Card Method Appoint students to pairs of discussion buddies. Students sit beside discussion buddy during discussions

Use THINK PAIR SHARE (Frank Lyman) Ask the question. Give 10-15 seconds of “think” or “wait” time. Then,

give 30 seconds of “pair” time after you explain to students the signal or words you will use when it is time for them to stop talking to their buddy and redirect their attention to you.

Receive several answers without comment or praise. Do not tell if answers are correct at this point. You can do that later in the discussion.

Ask for volunteers to add things that have not already been said. The consequence for repeating is that the student will not be called on again during this discussion to add, but will still be included whenever their card comes up and each time they “pair” with their partner. Tell students that you are the only one who can comment on “repeats”.

The Name Card Method

Use the cards to call on students to share. Tell students they are not allowed to pass or to repeat what others have said. Give students 10 seconds to respond but if they cannot, suggest they consult again with their partner while you move on. Let them know you will return to them in a few moments for their answer. Remember to return!

IF THEY CAN’T LEARNTHE WAY WE TEACH THEM,

LET’S TEACH THEM THE WAY THEY LEARN!

DON’T REMEDIATE THEIR WEAKNESSES

UNTIL YOU TEACH TOTHEIR STRENGTHS!

Thoughts from Kenneth Dunn

References and Resources

Bronson, Po and Merryman, Ashley. Nurture Shock Twelve Books Publishing

Freed, Jeffrey and Laurie Parsons. Right Brained Children in a Left Brained World. NY: Fireside

Levine, Mel. A Mind at a Time. Simon and Schuster

Liebenthal, E. Fingermath (www.amazon.com)

Smutny, Joan et al. Teaching Young Gifted Children in the Regular Classroom www.freespirit.com

Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom; Teaching Kids with Learning Difficulties in the Regular Classroom, freespirit.com

Winebrenner, Susan. Teaching Kids with Learning Difficulties in the Regular Classroom. www. Freesprit.com

Winebrenner, Susan and Brulles, Dina. The Schoolwide Cluster Grouping Model.