Differentiation Toolkit: Simple Strategies That Work · • Create a brochure explaining the...
Transcript of Differentiation Toolkit: Simple Strategies That Work · • Create a brochure explaining the...
4/22/2013
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Differentiation
Toolkit: Simple
Strategies That Work
Julia Link Roberts and Tracy Ford Inman
The Center for Gifted Studies at Western Kentucky University
The Effective
Differentiation
Model: An
Instructional
Model to
Support
Continuous
Progress and
Lifelong
Learning
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Effective Differentiation Model
• Climate and Culture – Diversity
– Challenge
– High expectations
– Risk-taking
– Instruction through assessment
– Instruction through procedures and routines
– A community of learners
– Excellence in teaching
Learner Outcomes
Planning
• What do I want students to know, understand, or to be able to do?
Preassessment
• Who already knows and understands the information and/or can do it? Who needs additional support in order to know, understand, and/or demonstrate the skills?
Differentiation
• What can I do for him, her, or them so they can make continuous progress and extend their learning?
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Instructional dimensions
Teachers can differentiate…
Content
• What do you want the students to know?
Process
• What do you want the students to do cognitively with what they know?
Product
• How can students demonstrate what they’ve learned?
Assessment
• How do you assess what has been learned?
Differentiation strategies
“A teacher who differentiates
effectively matches the content (basic
to complex), the level of the thinking
process, the sophistication and choice
of the product, and/or the assessment
to the student or cluster of students.”
(Roberts & Inman, 2013, p.2)
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The match is key!
Strategy:
Venn Diagram
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What Is It?
• Differentiation of process
• Varied tiers of complexity
• Equal participation
• Equal time usage
What Does It Look Like?
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Cherokee Navajo
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WHAT IF THE OVALS DON’T WORK
FOR YOU?
Try letters or boxes!
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When Do I Use It?
In Differentiating Process
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Variations: Add Student
Klaus
Count
Olaf
Student
Use Past, Present, and Future
Count Olaf Elderly
Count
Olaf
Young Count Olaf
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Give Students a Word Bank Klaus
Count
Olaf
Violet
WORD BANK
•Adventurous
•Caring
•Clever
•Greedy
•Intelligent
•Intuitive
•Inventive
•Loyal
•Problem-solving
•Nurturing
•Ruthless
•Sneaky
•Stubborn
•Unlucky
•Virtuous
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When Do I Use It?
In-class individual and/or group activities
Types of Rocks
Sedimentary
Igneous
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Pair Students Completing One
Oval Sedimentary Igneous
Sedimentary Igneous
Metamorphic
Sedimentary Igneous
Metamorphic Minerals
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When Do I Use It?
Out-of-class
individual activity
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How Do I Use the Strategy?
• Ask yourself: What concepts do I want everyone to know when they walk out the door?
• Decide the focus
• Hold everyone responsible
• Decide levels and grouping
• Distribute rubrics (number and accuracy)
• Include everyone in discussion
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A Mathematical Note
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ACTIVITY
Create a differentiated lesson using the Venn
diagram. Begin with three ovals.
Westward
Expansion Settler
Explorer Cattleman
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Strategy:
Bloom Chart
Quick Refresher
Old
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
New
• Create
• Evaluate
• Analyze
• Apply
• Understand
• Remember
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Which level of Bloom’s Taxonomy?
• Create a brochure explaining the President’s duties
and the duties of his/her cabinet.
• Design and construct a poster defining
quadrilaterals. Include at least five examples.
• Dressing as a character in the story, describe
yourself and the role you play in the story to the
class.
• Write and illustrate a children’s book outlining the
parts of speech. The book will be presented to a
third-grade classroom.
How can level up/provide challenge?
Dressing as a character in the story, describe
yourself and the role you play in the story to the
class. • Dressing as a character in the story, explain why you acted the
way you did in a pivotal point in the story.
• Dressing as a character in the story, imagine that you acted the
opposite way you did in a pivotal point in the story. Predict how
this would have changed the outcome.
• Dressing as a character in the story, analyze the relationship you
had with two others characters. Explain why your relationships
were the way they were.
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Be sure to examine
each task through a
Bloom’s lens. Don’t
be fooled by word
choice.
What is a Bloom Chart?
• Same topic, different process (verb), content (basic or complex), and/or product choices
• Learning experiences match what students know and are able to do
• Match encourages continued progress
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Bloom Chart
Fractions
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Products are important!
• To ensure high quality, authentic
products, make sure that the
student has a rubric that guides
her in the development of the
product and that the teacher has
a rubric that guides the
assessment.
Standards-Based Instruction:
NGSS 5. Structure and Properties of Matter
PS1.A: Structure and Properties of Matter
• Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. (5.PS1-1)
• The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5.PS1-2)
• Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)
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Lesson Hook
• Read and discuss Solids, Liquids, and Gases
(Garrett, 2005) with basic level learners to
investigate the properties of matter. Read and
discuss What Is the World Made of? All About
Solids, Liquids, and Gases (Zoebfeld & Meisel,
1998) with students who need a higher level of
complexity.
Properties of Matter
Create a toy that uses at least two states of matter.
Decide which state of matter would be best for filling a balloon or washing your dog, Tell why.
Classify objects in the classroom into gas, liquid, or solid groups.
Show examples of each state of matter using magazine pictures.
Explain each of the three states of matter and illustrate each.
List the three states of matter and give an example of each.
Properties of Matter Justify
Properties of Matter
Properties of Matter
Properties of Matter
Properties of Matter
Drawing
Oral presentation
Chart
Collage
Flash Cards
Poster
Create Properties of Matter
Organize
Show
Define
List
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When Do I Use It?
In-class Activity
Nutrition
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When Do I Use It?
Centers
Monet and Impressionism
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When Do I Use It?
Unit Assessment
Harper Lee’s To Kill a Mockingbird
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When Do I Use It?
Optional Learning
Experiences
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How Do I Use The Strategy?
• Ask yourself: What is it that I want everyone to know, understand, or be able to do when they walk out the door?
• Create tasks
• Assign options
• Distribute rubrics
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ACTIVITY
Create a Bloom Chart. Consider how you will
use it to differentiate in your classroom.
Bloom Chart
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Remember…
The goal is continuous
progress for all
students.
The Effective
Differentiation
Model: An
Instructional
Model to
Support
Continuous
Progress and
Lifelong
Learning
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Last week we discussed how
differentiation is more than just a set of
strategies. Effective strategies,
however, are an integral component of
a differentiated classroom, and they
are effective, in part, because the
classroom culture supports
differentiation.
Questions?