DIFFERENTIATED INSTRUCTION WORKSHOP MARCH 1-2 2010 ROGER VANDERHYE, FACILITATOR E4AE CONSTITUTION...
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- DIFFERENTIATED INSTRUCTION WORKSHOP MARCH 1-2 2010 ROGER
VANDERHYE, FACILITATOR E4AE CONSTITUTION ES/SUNRISE ES DEER VALLEY,
AZ
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- Todays Morning Agenda 8:30 Welcome Agenda/Goals/AEIOU/Why
Differentiation Matters I Believe Learning Partners Differentiation
what it is/what it isnt Readiness, Interest & Learning Profiles
Raft, dice, tiered cake, cats game pair-up Dice Dots Sternberg and
Grigorenkos 3 Intelligences Korners 2
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- Todays Morning Agenda (cont) Break 10 minutes Sarah Mortons Day
An exercise in Literacy Differentiation Think It Through and Write
Ron Ferguson Tripod Project Minority Student Achievement Network
RAFT & RAFTstorming Review of Differentiated Strategies so far
11:45 12:45 Lunch 3
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- Todays Afternoon Agenda 12:45 Take-Off Touchdown
Characteristics That Shape the Differentiated Classroom Managing
the Differentiated Classroom the15 Basics Anchors Aweigh Think Tac
Toe Little Prep/More Prep Differentiation Strategies Flexible
Grouping Learning Logs Graphic Organizers Break 10 minutes 4
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- Todays Afternoon Agenda (cont) Mind Mapping Choice
Boards/Learning Menus Learning Centers/Interest Centers/Interest
Groups Tiered Lessons/Assignments Role Playing Jig Saw Think, Pair,
Share PMI Give One, Get One Closure 5
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- Goals For TodayTake Aways Participants will Develop a deeper
understanding of how to effectively differentiate learning
experiences for children of all ability levels Increase their
repertoire of and reflect upon differentiated teaching and learning
strategies that can be implemented tomorrow in their class
Experience first hand the use of differentiated strategies 6
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- Norms for todays workshop A ppreciate one anothers expertise E
ngage fully in all learning experiences I nvest in your own
learning O pen your mind to new ways of thinking U nited purpose-
to improve student learning 7
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- The mediocre teacher tells; The good teacher explains; the
superior teacher demonstrates; the great teacher inspires. -
William A. Ward 8
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- Why Differentiation Matters http://www.youtube.com/watch?v=C-
S54bbX6eA&feature=player_embedded
http://www.youtube.com/watch?v=C-
S54bbX6eA&feature=player_embedded 9
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- I Believe That we never outgrow the need to learn Diversity
benefits all students We have varied teaching and learning styles
The learning process is a combination of honing current skills,
experimenting with new skills, solving problems and the courage to
change Everyone has something valuable to add to the learning
process As positive models, we practice what we preach We build
relationships and cultivate respectful interactions within our
school and community 10
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- LEARNING PARTNERS
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- Learning Partners Protocol At your table/groups number off 1-4
and write your number on one side of an index card Now turn your
card over 12 2
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- Number your index card 1-4 Answer the following questions:
1.Define the term differentiation 2.Identify barriers to
differentiation that you see in your setting or in your classroom
3.Describe your rationale for differentiation in no more than three
sentences 4.Describe two ways you differentiate instruction for
your students (zero in on ESOL, SPED or Gifted student) 13
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- Focus on You Community Building Different number(pair) 1.
Definition Same number (pair) 2. Barriers Odd/Even number (pair) 3.
Rationale Quad 4. Differentiation for Students 14
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- Reflect at your table How could you use this or a modification
of this in your classroom? 15
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- Quote: Children differ in their gifts and talents and to teach
them you have to start where they are. ~Confucius 16
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- 17
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- You can differentiate any of the three components in response
to student readiness, interest, and learning profile. 18
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- Readiness Learning Profile Interest GROWTH If tasks are a close
match for their skills MOTIVATION If tasks ignite curiosity or
passion EFFICIENCY If the assignment encourages students to work in
a preferred manner 19
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- How students approach, absorb and process learning best Visual,
auditory, tactile learning styles Multiple intelligence theory
Sternbergs creative, analytical, practical intelligences Myers
Briggs (Jung) introvert-extrovert etc When you differentiate to
match learning profiles you allow students to learn in a more
efficient way. Need to expose all students to a variety of learning
modalities. Dont pigeon hole. Learning Profile EFFICIENCY If the
assignment encourages students to work in a preferred manner
20
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- Understanding students interests helps teachers plan how to
hook students and raise their level of engagement Helping students
understand that there is a match between school and their own
desire to learn Show connectedness between all learning Use skills
or ideas familiar to students as a bridge to ideas and skills less
familiar to them Increase motivation to learn MOTIVATION If tasks
ignite curiosity or passion Interest 21
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- Readiness Dr. Lev Vygotsky (1962) Zone of Proximal Development
The zone of proximal development enables educators and parents to
define the learners immediate needs and the shifting developmental
status, which allows for what has already been achieved
developmentally, and for what the learner will be able to master in
the future Teachers, parents, and mentors attuned to a learner can
recognize where he or she is within the zone of proximal
development by asking questions and recognizing the learners
individual learning style. Scaffolding is the key to learning
despite age/subject GROWTH If tasks are a close match for their
skills 22
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- Readiness When teachers use readiness level as a focus for
differentiating content, process, and product, their aim is to push
students just a bit beyond their particular comfort zones so that
student work is a little too hard. Tomlinson, p. 51 23
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- Differentiated Learning Partners 24
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- Recall how and what teachers differentiate during instruction.
Explain what is happening to a students learning when he/she is in
the zone of proximal development. How would you apply the precepts
of readiness, interest and learning profile as you plan instruction
for tomorrow? How is differentiated instruction related to student
motivation and efficiency of learning? How would you select what to
differentiate (content, process, product) when planning
instruction? How would you modify your current lesson planning
approach to infuse ongoing differentiation for your students?
REMEMBERINGUNDERSTANDINGAPPLYING ANALYZINGEVALUATING CREATING DICE
DOTS 25
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- Original Terms New Terms Evaluation Synthesis Analysis
Application Comprehension Knowledge Creating Evaluating Analyzing
Applying Understanding Remembering (Based on Pohl, 2000, Learning
to Think, Thinking to Learn, p. 8) Blooms Taxonomy 26
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- AT YOUR TABLE Discuss ways you could adapt Dice Dots to
differentiate for your students. 27
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- Sternbergs Three Intelligences Creative Analytical Practical We
all have some of each of these intelligences, but we are usually
stronger in one or two areas We should strive to develop fully each
of these intelligences in students, but also recognize where
students strengths lie and teach through those intelligences as
often as possible, particularly when introducing new ideas 28
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- I Like Analyzing characters when Im reading or listening to a
story Comparing & contrasting points of view Criticizing my own
& others work Thinking clearly & analytically Evaluating my
& others points of view Appealing to logic Judging my &
others behavior Explaining difficult problems to others Solving
logical problems Making inferences & deriving conclusions
Sorting & classifying Thinking about things ANALYTICAL
Sternberg & Grigorenko, 2000 29
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- I Like Taking things apart and fixing them Learning through
hands on activities Making and maintaining friends Understanding
and respecting others Putting into practice things I learned
Resolving conflicts Advising my friends on their problems
Convincing someone to do something Learning by interacting with
others Applying my knowledge Working and being with others Adapting
to new situations PRACTICAL Sternberg & Grigorenko, 2000
30
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- I Like Designing new things Coming up with ideas Using my
imagination Playing make-believe and pretend games Thinking of
alternative solutions Noticing things people usually tend to ignore
Thinking in pictures and images Inventing (new recipes, words,
games) Supposing that things were different Thinking about what
would have happened if certain aspects of the world were different
Composing (new songs, melodies) Acting and role playing CREATIVE
Sternberg & Grigorenko, 2000 31
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- What is your strongest intelligence? Walk over and stand in the
Korner representing your strongest intelligence (Analytical,
Creative or Practical) find the picture 32
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- Korners Analytical Practical Creative 33
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- In your corner, pair up with someone you havent worked with
today, intros please Reflect on your strongest intelligence. How
does having this intelligence affect your teaching; knowing that
all three intelligences are represented in your classroom? The
person closest to the ceiling shares her/his reflection first,
switch Share out from various partner groups Return to your
seatthen 34
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- At your seat discuss with your group how you could use the
Korners strategy in your classroom to help you differentiate
learning with your students 35
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- Take 10 minutes. Break Time!!
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- If you want to build a ship, dont herd people together to
collect wood and dont assign them tasks and work but rather, teach
them to long for the endless immensity of the sea. -Antoine de
Saint-Exupery (Author of The Little Prince) 37
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- Using Sternbergs Intelligences Classroom Read Aloud 2 nd -3 rd
R.L. 38
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- Literacy Differentiation Sample Analytical Task: After reading
Sarah Morton's Day, have children decide what part of Sarah's day
is similar or different from their own. Have them make a list of
similarities and differences. Which list has more items? 39
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- Literacy Differentiation Sample Practical Task: Draw children's
attention to the glossary in the back of the book. Which words or
phrases have changed? Which ones are no longer used at all because
our lifestyles have changed? 40
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- Literacy Differentiation Sample Creative Tasks: Using knowledge
from the book Sarah Mortons Day and your other knowledge about the
life of pilgrims, imagine yourself as a pilgrim. Write about your
day and include illustrations with your story. 41
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- Think It Through and Write To be completed individually What
support would be needed to provide for each of these tasks? What
additional materials may be needed? How would you structure these
tasks if you used them in a center versus with a small group? How
could you use each task with students? How will the students
showcase their products? Which tasks would you rewrite and revise?
Does anyone wish to share out? 42
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- Dr. Ronald Ferguson- economist The Minority Student Achievement
Network (MSAN) The legs of the tripod in the Tripod Project are 1)
Content: teachers need to understand what they are teaching 2)
Pedagogy: teachers need multiple effective ways of communicating
the material to students 3) Relationships: teachers need to relate
to students in ways that motivate and enable them to succeed
43
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- The heartbreaking difficulty in pedagogy, as indeed in medicine
and other branches of knowledge that partake at the same time in
art and science, is, in fact, that the best methods are also the
most difficult ones. Piaget (1969) 44
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- Find your raft partner Discuss the instructional implications
of Ronald Fergusons legs of the tripod 45
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- RAFT (Role, Audience, Format, Topic)
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- Raft Activities are the bees knees Engages students in a
writing* technique where they demonstrate deep curricular
understanding (*Non-writers may draw instead) Challenges students
to take on an unusual point of view while writing for a specific
audience Allows teachers to offer students choices, appealing to
their interests and learning profiles while adapting to student
readiness levels Provides endless possibilities and the products
often are very creative and high interest 47
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- Role In developing the final product, what role will the
students need to take on? Writer Character (in the novel) Artist
Politician Scientist Cowboy King Singer Hula dancer Dentist Diver,
Fairy, Cook, etc 48
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- Audience Who should the students consider as the audience for
the product? Other students Parents Local community School board
Other characters in the text The President A truck driver An
elephant trainer The Principal TV executives Teacher A writer, etc
49
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- Format What is the best product that will demonstrate the
students in- depth understanding topic? A writing task Art work
Action plan Project Poster A web created on Inspiration A
PowerPoint Presentation A rap A newspaper article A recipe, etc.
50
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- Topic Westward expansion Living by the golden rule Reasons for
living in a teepee The life cycle of a butterfly When to use
perimeter and when to use area How to grow a pumpkin Similarities
and differences between characters in a story Mule shortage in Cuba
Desert flora and fauna 51
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- RAFT chart examples ROLEAUDIENCEFORMATTOPIC DesertSunThank you
noteSuns role in the desert RaindropEarthPoemBeauty of the water
cycle LungOwnerOwners GuideTo maximize product life MLK Jr.TV
audience of 2030SpeechThe Dream revisited ColonistsKing
GeorgeAdvice columnHow to make us happy Mixed NumberImproper
FractionPersuasive LetterConvince us to convert Equivalent Fraction
Song or Rap or Ballad How we became equal 52
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- Group RAFTstorming Get in like grade level groups Based on your
knowledge of the DVUSD grade level curriculum decide as a group on
a curricular subject (math, LA) Each member completes one row of
the blank RAFT worksheet Share with your team Select one RAFT to
share out with the whole group 53
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- RAFTstorming Chart ROLEAUDIENCEFORMATTOPIC 54
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- Strategies Used /Learnings Discussed Learning Partners Product,
Content, Process Differentiation Readiness, Interest & Learning
Profile Differentiation Dice Dots The Revised Blooms Taxonomy
imbedded in Dice Dots Analytical, Creative & Practical
Intelligences ala Sternberg Korners Literacy Differentiation
Modeling Sarah Mortons Day Think It Through And Write Content,
Pedagogy & Relationships Fergusons Tripod Model Minority
Student Achievement Network RAFT (Role, Audience, Format, Topic)
Group RAFTstorming 55
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- Boy, n.: a noise with dirt on it. ~Not Your Average Dictionary
56
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- Chow Time See you back at 12:45 57
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- Todays Afternoon Agenda 12:45 Take-Off Touchdown
Characteristics That Shape the Differentiated Classroom Little
Prep/More Prep Differentiation Strategies Flexible Grouping Jigsaw
Managing the Differentiated Classroom the15 Basics Anchors Aweigh
Give One Get One Think Tac Toe Learning Logs Graphic Organizers
Break 10 minutes 58
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- Todays Afternoon Agenda (cont) Mind Mapping Choice
Boards/Learning Menus Learning Centers/Interest Centers/Interest
Groups Tiered Lessons/Assignments Role Playing Think, Pair, Share
PMI Give One, Get One Closure 59
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- Take-off - Touchdown! Take off if you need an energy jolt for
the afternoon you like to take long hikes in the desert you like to
shovel 35 inches of snow you have a pet you watched the Olympic
Games on TV you have a child in school you believe in the benefits
of differentiation 60
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- 61 Characteristics that shape teaching and learning in a
differentiated classroom Instruction is concept focused and
principle driven-the stress is on understanding and making sense of
the information, not on regurgitation of facts. Ongoing assessment
of student readiness and growth are built into the curriculum.
Teachers match their instruction to students needs Ongoing flexible
groupings. Students work alone, in pairs, and in groups. Groups are
formed based on interest, learning profile, and readiness. Teachers
facilitate students' exploration of curricular concepts and
ideas.
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- Differentiated Strategies Little Preparation More Preparation
Book choices Use of a variety of computer programs Individual or
pair work Choice of graphic organizer Using Blooms multiple level
?? Jigsaw or modified Jigsaw Allowing students choice by interest
On the spot mini re-teaching Student/Teacher goal setting Variety
of journal prompts Flexible Seating/Grouping Options based on
Multiple Intelligence theory Spelling by readiness Tiered
assignments (products, activities) Literature Circles Stations
Think-Tac-Toe boards Dice dots Learning agendas/contracts Interest
centers RAFT 62
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- Differentiated Strategies (cont) Little Preparation Learning
Contracts Role Playing Learning Logs Journals Graphic Organizers
Mind Mapping PMI Model Making Think/Pair/Share Reading Buddies
Games to practice skill mastery More Preparation Mind Mapping
Cubing Learning Centers Cooperative Controversy DeBonos 6 Hats Labs
Differentiated graphic organizers Alternative assessments Learning
menus 63
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- Flexible Grouping What is it? Students are grouped in many
different ways during a school day Key is group fluidity Groupings
are skills-based, interest-based, or readiness- based Groups can be
heterogeneous or homogenous, can be selected by students or by
teacher, and group assignments can be purposeful or random Caution:
Do not pigeonhole students 64
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- Flexible Grouping What is its purpose? Allows for both quick
mastery of information/ideas and need for additional exploration by
students needing more time for mastery Allows both collaborative
and independent work Gives students and teachers a voice in work
arrangements Allows for students to work with a wide variety of
peers- Guided Reading excellent example Keeps students from being
labeled as advanced or struggling 65
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- Jigsaw Articles Two, Four, Six, Eight, Let's All Differentiate!
Differential Education: Yesterday, Today, and Tomorrow Stephanie
Bravmann Education professor profiles the history of differential
education, shows the failings of NCLB today, and points us to a
positive future. Two, Four, Six, Eight, Let's All Differentiate!
Differential Education: Yesterday, Today, and Tomorrow Leveling the
Playing Field Johnnie McKinley Professor highlights the results of
a two-year study to examine the student- teacher interactions with
African American students that boost student achievement. Leveling
the Playing Field Can Novice Teachers Differentiate Instruction?
Yes, They CAN! Holly C. Gould Education professors their process of
helping new teachers to become more adept at differentiating
instruction. Can Novice Teachers Differentiate Instruction? Yes,
They CAN! Differentiated Curriculum for Classrooms with Gifted
Children Sue Hovis Educator describes some basics for the
differentiation of curriculum for gifted students. Differentiated
Curriculum for Classrooms with Gifted Children 66
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- While you read Place a next to the ideas that you find
interesting or relevant Place a ? next to ideas that are
significant to your work at school Place a next to ideas you want
to explore further 67
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- After reading Share with your tablemates your symbols that
capture the essence of the article and its significance with
regards to differentiated instruction 68
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- Jigsaw What is it? A cooperative learning strategy that enables
each student of a home group to specialize in one aspect of a
learning unit. Each students part is essential for the completion
and full understanding of the final product What is its purpose?
Allows students to be introduced to material and yet maintain a
high level of personal responsibility Develops teamwork Develops
depth of knowledge not possible if the students were to try and
learn all of the material on their own Process will disclose a
students own understandings/misunderstandings of a concept since
students must present their findings to the home group 69
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- Jigsaw How can I do it? Expert groups discuss/research the
material and brainstorm ways to present their understandings to the
other members of their home group. They should decide how to teach
their portion of the topic to their home group Experts return to
home groups to teach their portion of the materials and learn from
other members home group home group members take notes or record
the information they learn (graphic organizers, journals, and so
on) Involve the entire class in a whole-group review of all the
content expected to be mastered for assessment 70
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- Managing a Differentiated Classroom: The 15 Basics 1. Have a
strong rationale for differentiating instruction 2. Begin
differentiating at a pace comfortable for you 3. Time
differentiated activities to support success 4. Use an anchor
activity 5. Create and practice instructions carefully 71
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- Management Basics, continued 7. Have a home base/signal 8. Be
sure students have plans for getting help 9. Minimize noise 6.
Assign groups thoughtfully 10. Make a plan for students to turn in
work 72
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- Management Basics, continued 13. Plan for quick finishers with
appropriate challenge 14. Call a halt to the unit 15. Give children
as much responsibility as possible 11. Minimize stray movement 12.
Promote on-task behavior 73
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- Anchor Activities What are they? Engaging, ongoing assignments
that tie to the content and instruction which students can work on
independently for varied lengths of time What is their purpose? To
provide meaningful work for those students who finish an assignment
or project To free up the teacher to work with small groups of
students when necessary Can be interdisciplinary, tiered to meet
the needs of different students, and can be in any subject area
74
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- Anchor Activities A task to which a student automatically moves
to when an assigned task is finished, TRAITS OF EFFECTIVE ANCHOR
ACTIVITIES: Importantrelated to key knowledge, understanding, and
skill Interestingappeals to student curiosity, interest, learning
preference Allow Choicestudents can select from a range of options
Clear Routines and Expectationsstudents know what they are to do,
how to do it, how to keep records Seldom Gradedteachers should
examine the work as they move around the room. Students may turn in
work for feedback. Students may get a grade for working
effectively, but seldom for the work itself. The motivation is
interest and/or improved achievement. Student graded 75
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- Ideas for Anchor Activities: Create an advertisement or book
jacket for a book Define, illustrate, and make connections to
vocabulary words Create a game or book for a unit of study Interest
centers/Interest Groups Learning Centers Work on long-term
independent interest project Various Think-Tac-Toes Use classroom
computer to extend learning Math games Versa tiles and other self
checking activities 76
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- What works for you? Give One, Get One Steps 1. Individually
brainstorm and jot down anchor activities that you have used in
your classroom in the Give One column 2. When your Give One column
is full, stand up 3. When announced, find any partner. Give One
idea to your partner and Get One idea from your partner and write
it down in your Get One column 4. Move on to find another random
partner in the room 5. Continue this process until your Get One
column is full. Then have a seat. 77
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- Think Tac Toe Board With your tablemates, take turns choosing
one idea from the board and sharing your response with the group
Choose if you are an X or an O Similar to a tic tac toe board, mark
an X or an O over the box after you have discussed with group Try
to complete 3 xs in a row, column or along a diagonal or complete
all boxes if its a Cats Game 78
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- Think-Tac-Toe What Is It? Its a differentiation tool that
offers various student activities from which students can
demonstrate their understanding of curricular material Is usually
presented in the form of a nine square grid similar to a tic-tac-
toe board and students may be expected to complete from 1-3 in a
row Why Do We Use It? The activities vary in content, process, and
product and can be tailored to address different levels of student
readiness, interests, and learning styles. Involvement in this
strategy encourages independent learning How Do We Use It? The
center square may be left open for the student to select an
activity of their own Think-Tac-Toe activities may be given to
every student in the class, higher ability students for extension
activities, or lower students for review and practice Teachers
check in with students periodically and may ask students to keep a
log of their progress 79
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- Think-Tac-Toe board for a math unit: Write clear directions for
performing the math computation skills from this unit Solve two of
the five challenge problems Create a math rap or rhyme that will
help someone remember a concept from this unit Define the units
vocabulary words with sketches or drawings Student Choice (with
teacher approval) Create three word problems from information
learned in this unit Complete the review problems in the text book
Identify four ways the concepts in this unit are used in the real
world Develop a game using skills learned in this unit 80
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- Draw a picture, Write 3 sentences about the main character in
the story based on the picture Perform a play that shows the
conclusion of the story Write a song about one of the main events
in the story Write a poem about two main events in the story Make a
poster that shows the order of events in the story Create a puppet
that looks like the main character in the story Dress up as your
favorite character in the story Create a Venn Diagram comparing and
contrasting two story characters Draw a picture that illustrates
the setting in the storyS Think-Tac-Toe Story Assignment Board
81
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- Collect Facts or ideas which are important to you. (Knowledge)
Teach A lesson about your topic to our class. Include as least one
visual aid. (Synthesis) Draw A diagram, map or picture of your
topic. (Application) Judge Two different viewpoints about an issue.
Explain your decision. (Evaluation) Photograph Videotape, or film
part of your presentation. (Synthesis) Demonstrate Something to
show what you have learned. (Application) Graph Some part of your
study to show how many or how few. (Analysis) Create An original
poem, dance, picture, song, or story. (Synthesis) Dramatize
Something to show what you have learned. (Synthesis) Survey Others
to learn their opinions about some fact, idea, or feature of your
study. (Analysis) Forecast How your topic will change in the next
10 years. (Synthesis) Build A model or diorama to illustrate what
you have learned. (Application) Create An original game using the
facts you have learned. (Synthesis) Memorize And recite a quote or
a short list of facts about your topic. (Knowledge) Write An
editorial for the student newspaper or draw an editorial cartoon.
(Evaluation) Compare Two things from your study. Look for ways they
are alike and different. (Analysis) Blooms Think-Tac-Toe Board
82
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- Logic Smart Technology: Product: Body Smart Technology:
Product: Wonder Smart Technology: Product: Music Smart Technology:
Product: People Smart Technology: Product: Picture Smart
Technology: Product: Nature Smart Technology: Product: Word Smart
Technology: Product: Self Smart Technology: Product: MI/Technology
Think-Tac- Toe 83
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- QUESTIONING: WRITE 5 QUESTIONS YOU HAVE ABOUT THE PASSAGE OR
COMPLETE THE 5 W S CHART. MAIN IDEA: WHAT IS THE MAIN IDEA OF THE
PASSAGE? WRITE THREE SUPPORTING DETAILS OF THE PASSAGE. MAKING
PREDICTIONS: WRITE AT LEAST 4 PREDICTIONS YOU HAVE BASED ON YOUR
PICTURE WALK. AFTER READING FINISH YOUR CHART. VISUALIZING: DRAW A
PICTURE OF WHAT IS HAPPENING IN THE BEGINNING, MIDDLE, AND END OF
YOUR PASSAGE. SET YOUR PURPOSE: WHAT ARE YOU READING TO FIND OUT?
WHY ARE YOU READING THIS PASSAGE? COMPARE/CONTRAST: MAKE A CHART
ABOUT WHAT IS SIMILAR OR DIFFERENT IN THIS PASSAGE COMPARED TO
ANOTHER PASSAGE, TOPIC, OR CHARACTER. MAKING CONNECTIONS: WHAT DO
YOU HAVE IN COMMON? *TEXT TO SELF *TEXT TO TEXT *TEXT TO WORLD
SUMMARIZE: WRITE A SHORT SUMMARY ABOUT WHAT HAPPENED IN THE
PASSAGEINCLUDE BEGINNING, MIDDLE, AND END. MAKE AN INFERENCE: MAKE
A GUESS ON WHAT IS HAPPENING IN THE PASSAGE OR WHY A CHARACTER DID
SOMETHING THAT THE AUTHOR DIDN T TELL YOU Reading Comprehension
Think-Tac-Toe 84
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- 3-2-1 Think Tac Toe 3 ways I could use Think Tac Toe in my
classroom tomorrow 2 ideas I have about using Think Tac Toe that
would benefit my entire team 1 obstacle I may need help overcoming
in implementing Think Tac Toe 85
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- Learning Logs What is it? A way to help students integrate
content, process, and personal feelings Based on belief that
students learn from writing What is its purpose? Assist in learning
process in content areas: is meta-cognitive Vehicle of exchange
among students, teachers, and parents As students write, they learn
to recognize their own and others good work. Can be used as a
formative assessment tool 86
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- Learning Logs How can I do it? Students make entries in their
logs in the last 5 minutes of class Can include problem solving
entries, questions about readings, homework assignments and so on:
What did I do in class today (this week)? What did I learn? What
was the point of todays lesson? What did I find interesting? What
did I find frustrating/confusing? What questions do I have about
what I learned? What connections did I make to previous
learning/reading/ideas? 87
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- Learning Log Sample Ideas Focused Writing Students write
non-stop for five minutes on a specific topic they are studying.
The purpose is for students to find out what they know about the
topic/explore new ideas/need to learn about a topic History
Students place themselves in an historical period/event and write
from the POV of someone who is there. Students focus on what,
where, why, how, when, and what if? Students write a dialogue
between themselves and an historical personage, focusing on the
same details. Math Write an explanation to another student about
how to solve a particular math problem. In responses, students
should include the why of the solution as well as the how. 88
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- Graphic Organizers What are they? A pictorial way of
constructing knowledge and organizing information Whats their
purpose? To help students convert/compress seemingly disjointed
information into a structured, simple to read, graphic display
Gives student an increased understanding of topic Encourages
students to prioritize information Helps students generate ideas as
they develop and note their thoughts visually 89
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- Graphic Organizers How may students use them? To structure
writing projects To help in problem solving/decision making As a
study aid/note taking aid To plan research Brainstorming 90
- Slide 91
- Nothing great was ever achieved without enthusiasm. Ralph Waldo
Emerson 91
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- Take 10 minutes. Break Time!!
- Slide 93
- Do You Know Who I Am?
http://www.youtube.com/watch?v=HTbSo139ZYE 93
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- Mind Mapping What is it? The process of visually depicting a
central concept with symbols, images, colors, key words, and
branches A visual-spatial means of representing information,
organizing ideas, planning projects, and taking notes Whats its
purpose? Fosters creativity Stretches visual thinking skills Makes
learning contextual and meaningful Promotes active involvement with
the learning content Strongly engages Verbal/Linguistic,
Logical/Mathematical, Visual/Spatial, and Intrapersonal
intelligences Provides a global perspective on a central topic
Visual presentation of info assists ESOL students grasp concepts
94
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- Mind Mapping (continued) What do I ask the students to do?
Start with a large piece of paper turned landscape position Create
the central image based on the central idea, topic, or theme by
writing the name and illustrating the central concept Brainstorm
main ideas Draw branches for each of the sub-themes using different
colors for each branch and write the word along the branch adding a
suitable illustration Try to organize new ideas so that it connects
with previous ideas Add details using colors, images, symbols, and
words drawing details branching out of each of the main ideas
95
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- Mind Mapping Differentiation Complete a mind map together as a
group of 4 about your understanding of differentiated instruction
get a piece of chart paper and lots of colored markers. Now
create!! 96
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- Choice Boards/Learning Menus What are they? Organizers that
contain a variety of activities. Students can choose one or several
activities to complete as they learn a skill or develop a product.
The boards/menus can be organized so that students are required to
choose options that focus on different skills Whats their purpose?
Allow students choice Incorporate learning preferences Takes
readiness into account (basic, mid-range, advanced) Provides
framework for learning 97
- Slide 98
- Choice Boards/Learning Menus What do I do as a teacher?
Determine the essential skills, understandings or knowledge related
to the topic Determine the focus of the board (reinforcement,
extension or enrichment) Determine a series of learning activities
from which the students will choose 98
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- Learning Menu Planner Menu:
________________________________________________ Due: All items in
the main dish and the specified number of side dishes must be
completed by the due date - ________. You may select among the side
dishes, and you may decide to do some of the dessert items, as
well. Main Dish (Complete all) 1. 2. 3. Side Dish (select _________
) 1. 2. 3. Dessert (Optional) 1. 2. 3. 99
- Slide 100
- Learning Menu In your groups: How might they best be used to
enhance student learning? Share your experiences... How are they
considered differentiated instruction? What are your
recommendations for incorporating this strategy in your classroom?
100
- Slide 101
- Learning Centers What are they? Stations or collections of
materials learners use to explore topics or practice skills What
their purpose? Allows matching task with learners skill level
Encourages continues development of student skills Matches task to
students learning style or MI preferences Enables students to work
at their appropriate pace Helps develop student independence
101
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- Learning Centers How can I do it? Have clear directions and
clear criteria for success at centers Match task to learner
interest, readiness, and learning style Avoid having students do
all work at all centers Teach students to record their own progress
at centers Be sure to have a system for monitoring what students do
and understand at centers 102
- Slide 103
- Learning Center Planning Sheet Center: ___________________
Content Area: ___________ Grade: ____ Curricular Connection: How is
the Learning Center linked to the Essential Curriculum? Purpose: Is
the purpose of the center for reinforcement, extension or
enrichment? (Note that a tiered center may have more than one
purpose.) Materials: Student Directions for the Learning Center:
(Note that different sets of directions may be needed if the center
is tiered.) Assessment: How will students learning at the center be
assessed? 103
- Slide 104
- Interest Centers/Interest Groups What is it? Stations or
collections of materials that provide enrichment for students who
demonstrate mastery/competence with required work What is its
purpose? Allows student choice Taps into student interests and
satisfies curiosity (explore how/why) motivating Allows study of
topics not in regular curriculum Can allow for study in greater
depth and breadth Can encourage students to make connections
between fields of study or between study and life 104
- Slide 105
- Interest Centers & Groups How can I do it? Build on student
interest, have students help to develop interest based tasks
Develop clear (differentiated) criteria for success Adjust for
student readiness Allow students with like interests to work
together 105
- Slide 106
- Stand Up, Hand Up, Pair Up Take a sticky note and write down
one way you could use interest or learning centers with your
students. Stand up, put your hand up, high five another and
introduce yourself Take turns sharing your idea and exchange notes
Thank your partner Put your hand up and find another partner with
her/his hand up Continue until the time expires 106
- Slide 107
- What are tiered lessons? Tomlinson (1999) describes tiered
lessons as "the meat and potatoes of differentiated instruction." A
tiered lesson is a differentiation strategy that addresses a
particular standard, key concept, and generalization, but allows
several pathways for students to arrive at an understanding of
these components based on their interests, readiness, or learning
profiles. A lesson tiered by readiness level implies that the
teacher has a good understanding of the students' ability levels
with respect to the lesson and has designed the tiers to meet those
needs. 107
- Slide 108
- Tiered Assignments 6 ways* 1. By Challenge Level 2. By
Complexity 3. By Resources 4. By Outcomes 5. By Process 6. By
Product *From: Differentiation Instruction in the Regular
Classroom, Diane Heacox, Free Spirit Publishing 108
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- Super differentiation resource
http://www.doe.in.gov/exceptional/gt/tiered_curriculum
/welcome.html
http://www.doe.in.gov/exceptional/gt/tiered_curriculum
/welcome.html 109
- Slide 110
- Planning Tiered Assignments Concept to be Understood OR Skill
to be Mastered Below-Level Task On-Level Task Above-Level Task
Create on-level task first then adjust up and down. Adjusting the
Task 110
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- 111
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- Think about the readiness levels of students in the class based
on pre-assessment, ongoing assessment, and continually growing
teacher knowledge of students general skills levels This involves
the following: Be sure students have the background necessary to be
successful in the lesson. Are there other skills that must be
taught first? What content must you already have covered? What
scaffolding is necessary? To tier an activity or work product...
112
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- Tiering SampleKindergarten Counting Tier 1: Find a way to count
and show how many students are in our class today Be ready to tell
how you found out the answer Tier 2: Find a way to count and show
how many students are in our class today Count how many are absent
today Be ready to tell how you found your answers 113
- Slide 114
- Tiering Sample: Kindergarten Tier 3: Find a way to count and
show how many girls are in our class today Count and show how many
girls are absent today Count and show how many boys are here today
Count and show how many boys are absent today Be ready to prove you
are right (Source: Tomlinson, 2003, p. 138) 114
- Slide 115
- Think, Pair, Share Think about: how could you use tiered
assignments in your classroom? What subject(s) would you focus on?
How would it benefit your students? Find your cake tiered partner.
The partner with the shortest hair shares first, then second
partner shares Thank your partner 115
- Slide 116
- Think/Pair/Share What is it? A strategy designed to provide
students with food for thought on a given topic, enabling them to
formulate individual ideas and share these ideas with another
student What is its purpose? Students become actively involved in
thinking about the concepts presented in the lesson Students make
sense of new ideas in terms of their prior knowledge.
Misunderstandings are often revealed and resolved during the
discussion stage More of the critical information on the topic is
retained Students are more willing to participate since they do not
have the peer-pressure of talking in front of the entire class
Encourages a high degree of pupil response and keeps students on
task 116
- Slide 117
- Role Playing What is it? Students act out characters in a
predefined situation What is its purpose? Allows students to take
risk free positions by acting out characters in hypothetical
situations Allows students to process knowledge and demonstrate
skills in an emotionally laden context Helps students understand
the range of concerns, values, and positions held by other people
Helps students see problems from another perspective Affords
students opportunities to examine and organize information to
create or re-create situations that have meaning Allows students to
be involved at their own level Places information and key concepts
in contextual learning situation and increases chances for
understanding and retention 117
- Slide 118
- Role Playing How can I do it? Determine the role play situation
Determine the different points of view to be taken and the
characters that hold the points of view Allow students the
opportunity to be involved when they are comfortable and encourage
volunteers who are willing to participate work within student
comfort zones 118
- Slide 119
- Role Playing (cont) Initially, may need to engage in
improvisation, pantomime, or provide a script As students become
comfortable with the strategy they may write script, provide props
and scenery and so on Reflections and reactions should be processed
after each role play experience Identify, practice, and monitor
appropriate audience interaction and behavior 119
- Slide 120
- Strategies Used / Learnings Discussed A.M. Learning Partners
Product, Content, Process Differentiation Readiness, Interest &
Learning Profile Differentiation Dice Dots The Revised Blooms
Taxonomy imbedded in Dice Dots Analytical, Creative & Practical
Intelligences ala Sternberg Korners Literacy Differentiation
Modeling Sarah Mortons Day Think It Through And Write Content,
Pedagogy & Relationships Fergusons Tripod Model Minority
Student Achievement Network RAFT (Role, Audience, Format, Topic)
Group RAFTstorming 120
- Slide 121
- Strategies Used / Learnings Discussed P.M. Take Off, Touch Down
Four characteristics of differentiation High Prep/Low prep
differentiation strategies Flexible Grouping Jigsaw Anchor
activities Give One, Get One Think-Tac-Toe 3-2-1 Learning logs
Graphic organizers Mind Mapping Choice Boards/Learning Menu
Learning Centers/Interest Centers Stand Up, Hand Up, Pair Up Tiered
Assignments Think, Pair, Share Role Playing Plus, Minus,
Interesting Implications 121
- Slide 122
- Plus/Minus/Interesting Implications What is it? Plus, Minus,
Interesting/Implications is a lateral and creative thinking
strategy What is its purpose? See both sides of an argument View a
topic from different points of view Think broadly about an issue
Suspend judgment Make informed decisions 122
- Slide 123
- PMI How can I do it? Provide students with PMI chart for
recording responses Individually, in pairs, or in small groups
students apply three questions to a statement/task provided by the
teacher: what are the positive ideas about this? What are the
negative ideas about this? What is interesting about this OR what
are the implications of this? Students brainstorm answers for set
period of time In large group students report back their most
original/creative ideas 123
- Slide 124
- PMI Chart Plus (+) What are the positives about applying a
variety of differentiation strategies in the classroom? Minus (-)
What bumps on the differentiation road will I encounter and what
type of support will I need? Interesting/ Implications What are the
implications of what I have learned to day for my teaching and
student learning? 124
- Slide 125
- Diversity: the art of thinking independently together Malcolm
Forbes 125
- Slide 126
- And I leave you withnumbers Beauty-of-Mathematics.pps Please
remember to fill out the workshop evaluation! 126