MNPS Exceptional Education Department Differentiated Instruction Work Session.

Differentiated instruction work session

MNPS Exceptional Education Department

Differentiated Instruction Work Session

Who are you?

Make a creative name tag/tent

You will have 10 minutes to make your own name tag.

Make sure you list hobbies, draw a picture or two, give a self profile,etc.

Dont forget your name, years of teaching experience, and what you teach.

Introduce yourself and share out with your table.

Make a name tag tent to display on your table. Fold a corner to make the tent stand better.

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Run Down of the Day

Workshop

8:30-3:30

AM Break

9:45-10:00

Lunch

11:00-12:30

PM Break

1:45-2:00

Lets Date!

For the next 5 minutes I need you to find 9 dates.

Make a clock on your paper and find a date for the different times.

1 oclock, 2 oclock, etcuntil 9 oclock. You should have 9 dates!

Krista

Brad

Casey

Julie

Craig

Amy

Diane

Kassie

Beverly

Find your date! You need 9 dates when you are done.

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Super Sleuth

We are going to speed date! We will take 3 minutes to discuss the question that pertains to your date. When the timer goes off you will move onto to your next date and proceed to answer that question,etc

You will have 9 questions. Each question is associated with an hour. You will find your date when the timer starts. You will have 3 minutes to discuss your answer with your date. When the time goes off, thank your date and continue to find your next date.

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Super Sleuth/Speed Dating Questions
What is your definition of differentiated instruction?1 oclock dateGive an example of when you have used a low-preparation strategy that worked well for your students?4 oclock dateGive an example of when you have used a high-preparation strategy that worked well for your students?7 oclock dateWhen and how do you use small group instruction?2 oclock dateWhat is a question that you have about differentiated instruction that you hope is answered today?5 oclock dateHow do you get to know how your students learn?8 oclock dateHow do you provide choice within your classroom ?3 oclock dateWhat is one way that you have helped a struggling reader comprehend text?6 oclock dateWhat are some quick assessments that you have used to learn more about what your students know?9 oclock date

Differentiation isn't just about having different students do different things. Differentiated instruction is based on students' needs.

Lets Refresh our memoryWhat is Differentiated Instruction?

What is differentiation?

Differentiation is 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.

-Tomlinson (2001)

Different vs. Differentiated

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Different Debra is teaching her fifth graders how to write persuasive essays. She develops three different prompts for them to choose from. Students can write an essay to convince their parents to get a pet, to persuade the principal to extend recess time, or to ask their favorite author to come to the class.

Differentiated Rachel teaches her third grade class a writing mini-lesson about dialogue. She circulates the room as students write, and jots down the names of students who are experimenting with dialogue in their writing, noting their use of quotation marks. During independent writing time, she pulls the group of students who were not punctuating their dialogue and teaches a mini-lesson on quotation marks. Then she pulls the group of students who were using quotation marks correctly and introduces the concept of indenting for new speakers.

Differentiated Classroom Structures for Literacy Instruction By: Diane Henry Leipzig (2000) http://www.readingrockets.org/article/264

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Content

Process

Product

According to Students

Readiness

Interest

Learning

Profile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

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Go through and talk about each box.

Content What is being taught. You can differentiate the actual content being presented to students.

Process How the student learns what is being taught. For example, some students need to interact with the material physically, some might prefer to read a book.

Product How the student shows what he/she has learned. For example, students can write a paper or they can present information orally.

Readiness Skill level and background knowledge of child. We try to stay away from the word ability because you dont always know the ability level of a child if their readiness level is low.

Interest Childs interest or preferences these can be interests within the curricular area (for example, they might be interested specifically in learning about folklore in a unit on volcanoes) or in general (for example, knowing a students favorite cartoon character could allow you to tie that into an example and might motivate the student)

Learning Profile This includes learning style (is the student a visual, auditory, tactile, or kinesthetic learner), as well as preferences for environmental (such as level of distraction, exposure to light or noise) or grouping factors (small group, large group, or individual)

The Key

The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.

Curriculum should be differentiated in three areas:

1. Content:

Multiple option for taking in information

2. Process:

Multiple options for making sense of the ideas

3. Product:

Multiple options for expressing what they know

-CHOICE-The Great Motivator!

Requires children to be aware of their own readiness, interests, and learning profiles.

Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos NO taking the easy way out!)

Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .

GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!

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Choice Boards

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Choice Boards are a great way to have the students have choices in there learning.

Purpose of Choice Boards

Homework

After Reading or Problem Solving

Learn a vocabulary word

Projects for a certain topic or book

Presentation or Demonstration

Independent Work

Demonstrate a Skill

What is your learning target?

Primary Consideration:

What must ALL students:

Know

Understand

be able to Do

Click to edit Master text styles

Second level

Third level

Fourth level

Fifth level

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Fractions Choice Board

Learning Goals: Students will

KNOW: Fractions show parts of a whole and can be expressed numerically.

UNDERSTAND: Fractions represent equal sized portions or fair shares.

Be able to DO: Use different materials to demonstrate what the fraction looks like.

Turville, J. (2007) Differentiating by Student Interest

Turville, J. (2007) Differentiating by Student Interest

THINK-TAC-TOE

Book Report
Draw a picture of the main character.Perform a play that shows the conclusion of a story.Write a song about one of the main events.Write a poem about two main events in the story.Make a poster that shows the order of events in the story.Dress up as your favorite character and perform a speech telling who you are.Create a Venn diagram comparing and contrasting the introduction to the closing.Write two paragraphs about the main character.Write two paragraphs about the setting.
Differentiation Strategy:

STUDENT CHOICE

You have time now to work as you please (Partners, Individually, Group). Take this time to work on

Choice Boards

There are some examples for you to look at around the room and supplies for you to use.

http://daretodifferentiate.wikispaces.com/

Choice+Boards

www.pvusd.net/departments/GATE/choiceboards.php

Lets Get to work!

Pyramid of Learning

READING

10 %

HEARING

20%

SEEING

30%

HEARING & SEEING

40%

DISCUSS WITH OTHERS

70%

TALK/WRITE OR DO/APPLY

90%

TIERED ACTIVITIES

WHAT CAN BE TIERED?

ASSIGNMENTS

ACTIVITIES

CENTERS & STATIONS

LEARNING CONTRACTS

ASSESSMENTS

MATERIALS

EXPERIMENTS

WRITING PROMPTS

HOMEWORK

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With a little thought, almost any classroom activity can be tiered.

Two or three tiers is usually best for implementation. However, a teacher who is experienced and comfortable with the strategy may have more tiers if it facilitates the instruction or better meets the needs of the students.

What is Tiered Instruction?

Teachers use tiered activities so that all students focus on

essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of the

activity the same, but

providing routes of access at

varying degrees of difficulty,

the teacher maximizes the

likelihood that:

1) each student comes away with

pivotal skills & understandings

2) each student is appropriately

challenged.

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No student should look at the task and say to themselves, : I guess Im in the dumb group.

The key to developing good tiered activities is to design them so that they are just above the level of the learner. This helps students stretch and build from where they are. Challenging and supporting students at their levels of understanding will help them become successful learners.

You have time now to work as you please (Partners, Individually, Group). Take this time to work on a

Tiered Activity


Bill of Rights Example

Template

http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Lets Get to work!

Remember

If you do not give students the opportunity to open there mouth, there brain will automatically do it for them.

We need to make sure we give our students time to talk and discuss what they are learning.

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Just a different approach

Think dots

STUDENTS USETHINKDOTs

ThinkDots:

Students begin ThinkDots by sitting with other students using activity cards of the same color.

Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die.

If the first roll is an activity that the student does not want to do a second roll is allowed.

Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.

THINK DOTS
DescribeApplyQuestionArgue for or againstSatirizeCompare and/or contrast

THINK DOTS

Application:

1.Use ThinkDOTS to lead students into deeper exploration of a concept.

2.Use ThinkDOTS for review before assessment.

3.Use ThinkDOTS as an assessment.

Click to edit Master text styles

Second level

Third level

Fourth level

Fifth level

You have time now to work as you please (Partners, Individually, Group). Take this time to work on

Think Dots


http://daretodifferentiate.wikispaces.com/

Cubing+and+Think+Dots

Template

Template

Lets Get to work!

WHY WOULD YOU USE CUBING/THINK DOTS?

To engage your students in idea and information processing activities.

To match your students learning profiles and current needs.

To engage your students forward on many learning continuums.

To identify the students readiness levels, interests, learning styles.

To use an on-going assessment process.

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Trainer will lead a discussion on the various reasons of why Cubing/Think Dots is an effective strategy for differentiated instruction.

Social Studies Level 1

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Trainer will discuss the example and make reference to the use of levels of questioning.


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Continue with example.


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Continue with example.

Cubing with Charlottes Web

Basic Cube

1.Draw Charlotte as you think she looks.

2.Use a Venn diagram and compare Charlotte and Fern.

3.Use a comic strip to tell what happened in this chapter.

4.Shut your eyes and describe the barn. Jot down your ideas.

5.Predict what will happen in the next chapter using symbols.

6.In your opinion, why is Charlotte a good friend?

Abstract Cube

1.Use a graphics program on the computer and create a character web for Wilbur.

2.Use symbols on a Venn diagram to compare Wilbur and Charlotte.

3.Draw the farm and label the items, people, and buildings.

4.Use a storyboard to show the progress of the plot to this point.

5.What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.

6.When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

Example: Onomatopoeia
Side One/Dot 1Find an example ofonomatopoeia in a poemfrom our anthologySide Two/Dot 2Make a list of all the examples of onomatopoeiathat you can think of in two minutes. Have your partner time you.Side Three/Dot 3Write a letter to Websters Dictionary fromonomatopoeia on the topic, We are words, too! Include us!Side Four/Dot 4Write a limerick, concrete poem, or haiku using atleast one example of onomatopoeia.Side Five/Dot 5Why do you think writers use onomatopoeia? What purpose does it serve?Side Six/Dot 6Research the origin of the word onomatopoeia.Where does it come from? What do its parts mean?

Differentiated Lesson Plan

You have time now to work as you please (Partners, Individually, Group). Take this time to work on a

Differentiated Lesson Plan

Lets Get to work!

Walkaway thought

In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.

- Carol Ann Tomlinson

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We hope you enjoyed the presentation and learned something you can take back to your classroom/school!

Instructional Facilitators with the Exceptional Education Department

Thanks for your time

and attention!

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Kristi [email protected] Jackie [email protected]://teacherinstitute.wikispaces.com

MNPS Exceptional Education Department Differentiated Instruction Work Session.

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