Indicators of a Differentiated Classroom Linda Reetz & Cheryl Simonson CESA 6 Instructional...

Indicators of a Indicators of a Differentiated Differentiated

ClassroomClassroom

Linda Reetz & Cheryl SimonsonLinda Reetz & Cheryl SimonsonCESA 6 Instructional ServicesCESA 6 Instructional Services

Indicators of a Indicators of a Differentiated Differentiated

ClassroomClassroom

Linda Reetz & Cheryl SimonsonLinda Reetz & Cheryl SimonsonCESA 6 Instructional ServicesCESA 6 Instructional Services

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Session Goal

To provide a general overview of the indicators in a differentiated classroom.

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Think BigStart Small…but Start!

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Can we meet the needs of academically diverse learners in

today’s classrooms?

Why? Why not?

My conclusions are:

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Building Common Background Knowledge

1. Find a partner near you to jigsaw a short article entitle “What Differentiation Is and Is Not.”

2. One partner will be responsible for the content of what is “is” and the other what it “is not.”

3. When you are finished with your part of the article, discuss the key content with your partner.

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Differentiated Instruction

Differentiated Instruction is…

Differentiated Instruction is not…

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Differentiation IS…• Having a vision of success

for all learners• Proactive and structured• Focused on common

learning goals and concepts• More qualitative than

quantitative• Multi-faceted and provides

multiple approaches to content, process and product

• Student-centered• A philosophy of teaching

and learning• A blend of whole class,

group, and individual instruction

• Organic and dynamic

Differentiation Is NOT…

• Individualized instruction• Reactive• Chaotic• Only for GT or struggling

students• Only acceleration or

remediation• Teaching to the middle or the

lowest common denominator• Extra work to keep advanced

students “busy”• An activity• “One size fits all” instruction

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Classroom Connections

Curriculum StandardsConcepts

Learning Targets

AssessmentFormative (for learning)Summative (of learning)Grading (communication)

InstructionStrategies

ManagementConducive Environment

DifferentiatedInstruction

PRODUCTPROCESS

CONTENTRe

adin

ess Interests

Learning Style

Cheryl Malaha, CESA 6 8

Reflection

Based on the common knowledge shared thus far, why is differentiation important in your…

• Title I program• Building

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Positive Supportive Positive Supportive Learning Learning

EnvironmentEnvironmentKnow Your Know Your Students!Students!

Positive Supportive Positive Supportive Learning Learning

EnvironmentEnvironmentKnow Your Know Your Students!Students!

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Let’s Take a Look

What does it look like, sound like and feel like to be part of a positive, supportive learning environment?

PD360 -

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Indicators of Positive, Supportive Learning

Environments

Where are you?

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Break Time

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Flexible Teaching and Flexible Teaching and Learning Learning

Flexible Teaching and Flexible Teaching and Learning Learning

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Flex Grouping

What is it? What are models and strategies for flex grouping?

How can it be used in Title I, your classroom or school?

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Essential Student Traits

• Readiness: A student’s entry point relative to a particular understanding or skill

• Interest: Has to do with how we learn. It may be shaped by intelligence preferences, gender, culture, or learning style.

• Learning profile: Refers to a child’s intelligence preference, group orientation, learning environment, and cognitive style.

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.

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BrainstormCreate a list of ways you

currently do or could assess students for readiness in your…

• Title I program• Building

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Readiness• Pre-assessments• Give One, Get One• Readiness Spectrum• Concept Definition Map (graphic

organizer)• KWL (graphic organizer)• Vocabulary• Games

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Assessing Interest and Learning Profile

Howdy Do

Goal: Two signatures per square before time is called

Caution: Can’t sign more than twice on any person’s grid

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Interest and Strengths

Why is this important in your…• Title I program• Building

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Learning Profile p. 61

Intelligence Preference

Cognitive Style

Learning Environment

Group Orientation

Learning Profile

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When Planning Instruction Consider…

Learning Style…The WAY in which people process information

• Concrete Sequential• Abstract Sequential• Concrete Random• Abstract Random

Learning Modality…The modes or means through which people acquire and work with information

• Visual• Auditory/Verbal• Kinesthetic• Technological

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Building a Group Profile(10 minutes)

On PINK Post It write your name and Preferred Learning Style

(Concrete Sequential, Abstract Sequential

Concrete Random, Abstract Random)

On BLUE Post It write your name and Preferred Learning Mode

(Visual, Verbal, Kinesthetic, Technological)

** One person from each table to post on Profile Charts**

Each group to select way of representing information

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Multiple Intelligences

Existential

Linguistic

Logical-Mathematical

SpatialBodily-

Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalist

MI

Howard Gardner

*

*

Hand/Fist of MI strength/weaknes

s 24

Learning Profile

Why is this important in your…• Title I program• Building

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Indicators of Flexible Teaching and

Learning

Where are you?

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Big Ideas/Enduring Big Ideas/Enduring Understandings and Understandings and Essential QuestionsEssential Questions

Big Ideas/Enduring Big Ideas/Enduring Understandings and Understandings and Essential QuestionsEssential Questions

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Classroom Connections

Curriculum Big Ideas

Essential Questions

AssessmentFormative (for learning)Summative (of learning)Grading (communication)

InstructionStrategies

ManagementConducive Environment

DifferentiatedInstruction

PRODUCTPROCESS

CONTENTRe

adin

ess Interests

Learning Style

Cheryl Malaha, CESA 6 28

Let’s look at a completed lesson that has big ideas.

How is this lesson similar and different from your current planning schema?

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A Big Idea/Enduring Understanding

is…A generalization created by two or more concepts in a

relationship.

Adapted from the work of Lynn Erickson, Ed.D.

Concept Concept

CreatesDEEP UNDERSTANDING

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BIG IDEAS

The students understand that…. Golf demands mental and physical fitness.

Good golfers employ the science and art of the sport.

Golfing requires accuracy and critical thinking.

.

Examples

Hey… All the Big Ideas have 2 or more concepts!

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BIG IDEAS

The students understand that….Math

Algebra is the study of relationships between two quantities.Mathematics uses agreed upon conventions for clarity and consistency.

Social StudiesPolarization of a government leads to divisive politics. Political parties influence economic policies.

ScienceOrganisms are classified according to similarities.Plants have structures that are adapted to match their functions.

Language ArtsConflict can inspire innovation as a means to a solution. (Literature)The loss of innocence stems from one’s discovery of injustice. (Literature)Written communication uses agreed upon conventions for clarity and consistency.

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BIG IDEAS

The students understand that….

Engaged readers employ before, during and after reading strategies.

Meta-cognition shapes understanding and comprehension.

.

Examples

Hey… All the Big Ideas have 2 or more concepts!

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Principle Generalization

THE STRUCTURE OF KNOWLEDGEH. Lynn Erickson, Ed.D.

Concepts Concepts

Topic

FACTS

FACTS

FACTS

FACTS

FACTS

Theory

FACTS

Topic

Principle Generalizations

Concepts Concepts

Topic

FACTS

FACTS

FACTS

FACTS

FACTS

Theory

FACTS

Topic

Principle Generalizations

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A concept is an organizing idea; a mental construct that is….– Timeless– Universal– Abstract (to different degrees)– Represented by 1 or 2 words– Examples share common attributes– Transfers across disciplines and

topics

What exactly is a… ?

Adapted from the work of Lynn Erickson, Ed.D. 35

Some Examples of ConceptsPower

CourageChange

ResponsibilityDestructionRelationship

JusticeFairnessFreedom

AdaptationSurvival

OwnershipIndividuality

Interdependence

Culture

PerspectiveEthics

CommitmentViolenceConflict

ResolutionRevolutionTradition

EvilTolerance

InfinityEternityPatterns

MythVoice

ExplorationDiscovery

BeautyTruth

Conservation

AdaptationExtinction

ValueEqualityLoyalty

SpiritualityInventionSystem

ConstancyCycles

IdentityPerspective

ClassificationIdea

RitualsFantasy

MigrationCause and

EffectPersuasion

AltruismEquilibrium

PassionCommitment

PredationDeception

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Thematic ConceptsPrejudice

PerspectiveConflict

CooperationPower

RelationshipsEnvy

EmotionsOppressionInfluence

Writer’s CraftOrganizationWord Choice

ContextConventions

FluencyVoice

PresentationSymbolism

AllegoryMetaphor

ProtagonistAntagonist

Reader’s CraftInference

Context CluesMeaning

ParaphraseSummary

Text StructureReading RateDirectionality

Self-regulationImageryGenre

Background Knowledge

LANGUAGE ARTS

Lynn Erickson, 2008 37

Check PointWhich of the following

are concepts?

• Conflict• Family• Culture• Change• Fitness• Going Green• Persuasion

Apply each to the criteria on the previous slide.

• Revolution• Model• Marriage• Phonemic Awareness• Cooperation• Comprehension• Power

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Going Green, Marriage, Phonemic Awareness and Comprehension are

Topics

What concepts could be part of learning these topics?

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Some guidelines about creating generalizations… They are written in present tense and transfer beyond

time, event and discipline.

PASTPAST PERFECT

PRESENT PERFECTTENSE VERBS

PROPER OR PERSONAL NOUNS

Lynn Erickson, Ed.D.

Level 1 Verbs: (generally)AffectsImpacts

Influence

To be verbs; is, are, have Check out verb lists in your

packet!! pp. 92-94

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At your table… Choose one of the following topics:

Going GreenMarriagePhonemic AwarenessComprehension

1. Determine a minimum of 4 concepts that could be addressed in a unit of your chosen topic. Write each concept on a piece of paper in large, bold letters.

2. Create a Big Idea by combining 2 or more of the concepts into a statement that begins… The student understands that…

You have 10 minutes to complete the

task!!

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Indicators of Big Ideas

Where are you?

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Classroom Classroom AssessmentAssessmentClassroom Classroom

AssessmentAssessment

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Assessment Experience

Think of a time you were assessed and it was a negative experience.

Think of a time you were assessed and it was a positive experience.

Discuss with a partner what made the difference for you as a learner.

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Adapted from Chappius & Chappius (2002)

Assessment FOR Learning Assessment OF Learning

Reasons for Assessing

Promote increases in student achievement to help students meet more standards; support ongoing student growth; improvement

Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability

Audience Students about themselves Others about students

Focus of Assessment

Specific achievement targets selected by teachers that enable students to build toward standards

Achievement standards for which schools, teachers, and students are held accountable

Place in Time

A process during learning An event after learning

Primary Users

Students, teachers, parents Policy makers, program planners, supervisors, teachers, students, parents

Typical Uses Provide students with insight to improve achievement, help teachers diagnose and respond to student needs; help parents see progress over time and support learning

Certify student competence; sort students according to achievement; promotion and graduation decisions, grading

Teacher’s Role

Transform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; offer descriptive feedback to students; involve students in assessment

Administer tests carefully to ensure accuracy and comparability of results, use results to help students meet standards; interpret results for parents; build assessments for report card grading

Student’s Role

Self-assess and keep track of progress; contribute to setting goals; act on classroom assessment results to be able to do better next time

Study to meet standards; take the test; strive for the highest possible score; avoid failure

Primary Motivator

Belief that success in learning is achievable Threat of punishment, promise of rewards

Examples Using rubrics with students; student self-assessment, descriptive feedback to students

Achievement tests; final exams; placement tests; short cycle assessments

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Differences in Assessment Procedures

Assessment OF Learning

Assessment FOR Learning

Timing Conducted at the end of teaching to gather evidence of learning

Conducted during teaching to influence learning

Frequency Periodic, often once per year in large-scale testing

Continuous throughout the learning process

Origin Test typically developed by a test or text publisher; teachers often develop those used for grading

Typically developed by the teacher and with students involved

Formats Typically rely on selected response or essay formats; some performance assessments used in classroom

Include the full range of methods; selected response, essay, performance assessment, personal communication

Administration Standard for all students; typically timed

Variable across students; typically not timed

Scoring Teacher or external scoring service Student and teacher score in collaboration

Reporting

ATI, 2002

Feedback typically delayed, takes the form of a grade or score – a summary judgment

Feedback describes performance as it relates to the assigned task; is immediate; is informative about how to improve

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UsingAssessment FOR

LearningStrategies for using assessment for learning.1. Providing an understandable vision of the

learning target.2. Use models of strong and weak work3. Offer descriptive feedback instead of grades4. Teach students to self-assess5. Design mini-lessons to focus on one aspect of

quality at a time6. Teach students focused revisions7. Teach students in self-reflection and goal-setting8. Use a variety of assessment modes and

methods to demonstrate learning47

UsingAssessment FOR

LearningRate yourself on the use of Assessment FOR

Learning strategies.

1 = Just starting out2= Heard of it; tried it3= Sustained classroom practice

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What Does the Research Say?

Gusky and O’Connor Grading and Record Keeping Practices

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Indicators of Classroom

Assessment

Where are you?

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Considering Considering Variance Variance

Considering Considering Variance Variance

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Classroom Connection

What if….• An initial swimming lesson started with

everyone being required to dive in the pool?• You went to get your teeth cleaned and the

dentist said….”Sorry, it’s root canal day!”• You went to the garage to get your oil

changed and the mechanic changed your brakes because it was “break changing day”

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Essential Classroom Elements• Content: concepts, principles, and skills that

teachers want students to learn – also refers to the “modes” teachers use to give students access to skills and knowledge

• Process: refers to the activities that help students make sense of what’s being learned – can be a variety of interest and learning preferences

• Product: refers to culminating projects that allow students to demonstrate learning

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.

Quiz

• Work with others to determine if the activity listed differentiates content, process or product.

• Use the definitions on the previous slide to assist you!

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• Place the activities in order of complexity from easiest to hardest. Use Bloom’s to help with the scaffold and order!

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Your turn. Take a lesson you use in Title I and scaffold tiered activities by readiness variance.

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Teacher Tools

Take some time to look over the teacher tools for differentiating content, process or product.

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Strategy Samples (DI Strategies Packet)

Flexible GroupingTiered Lessons

CompactingLearning Contracts

Tic Tac ToeQuestioningThink Dots

RAFTS

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Lo-Prep Strategies

• Choice of Books• Homework Options• Varied Journal Prompts• Varied Anchor Options• Work alone/together• Think-Pair-Share by

readiness, interest, style• Open-ended activities• Mini lessons to reteach or

extend• Questioning according to

Bloom’s*• Varied product choices• Exploration by interest• Collaborative activities

Hi-Prep Strategies• Flexible Grouping* • Tiered Lessons*• Compacting*• Learning Contracts*• Tic Tac Toe Choices• RAFTS*• Think Dots*• Spelling by readiness• Literature Circles• Stations• Multiple texts• Independent research and

projects

Adapted from Tomlinson, 1999

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Indicators of Variance

Where are you?

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Reflection & Feedback

– On the front of the index card write two or three things you learned today

– On the back side write questions, issues or concerns you have

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