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Charlie
Activity:
Build a tower.
Build a model of
two of your
strongest
personality traits
Build a model of
what
Thanksgiving
means to you.
For Madison
Differentiation Finding Manageable Ways to Meet Individual Needs
Community Agreements
• Be an active participant (it’s more fun) • Extend professional courtesy to others (be nice) • Strive to be solution oriented (children need this)
Outcomes
Add to your toolbox of strategies to differentiate in your classroom.
Understanding how differentiation is a mindset/philosophy
Supports for assessing differentiated products.
1
2
3
A manageable plan…
Year 1: 3 or 4 low prep each week 1 high-prep per marking period
Year 2 3 or 4 more low prep each week ADD: 1 more high-prep per marking period (doubles the toolbox)
Thoughts?
Children come to us in a variety of shapes, sizes, intellectual abilities,
creative abilities, inter/intra personal skills, and a myriad more
characteristics that makes each child we deal with unique and special.
Carol Ann Tomlinson
Read: Teach Like a Four Star Chef
The Student The Content
The Teacher
BAM:
What is “good” teaching?
What does it look like?
http://padlet.com/flofamily/madison
Differentiation
More than a series of strategies
What is Differentiated Instruction?
• Teaching with individual students in mind.
• Starting where the kids are and takes the ceiling off of their learning
• Responsive teaching rather than one-size fits-all teaching.
• Respectful teaching and honors students time and abilities.
Qualitative rather than quantitative
Rooted in assessment
Multiple approaches
Student centered
Blend of whole class, small group and individual instruction
Dynamic and evolving
DI is:
Finding appropriate resources to meet student needs.
There’s an app for that!
Mindset
Growth Mindset vs.
Fixed Mindset
Carol Dweck Mary Cay Ricci
An educator’s mindset directly influences how a child feels about him or herself and how he or she views him-or herself as a learner.
Mary Cay Ricci, Mindset in the Classroom, 2013
TedX Manhattan Beach, 2012
-Eduardo Briceno
“When we directly try to build grit or
persistence, it is not as nearly as effective as
addressing the mindset that
underlies them”
What do I think kids need to know?
Hallmarks of Effective Teaching
Environment Curriculum
Assessment Instruction
Leadership/ Management
At the of Differentiation is
Respectful
Teaching
Backwards Design
Understanding by Design McTighe & Wiggins
Planning with the end in
mind
KUD
Know The facts, events, people, dates, definitions, etc.
Information that has an answer.
Abraham Lincoln Multiplication tables There are 50 states in
the USA ….
Understand Represent the big ideas. Essential truths that give meaning to the topic.
Students will understand that…
Multiplication is another way to do addition.
People migrate to meet basic needs
Voice reflects author
Do Thinking skills, habits of mind, organizational skills
Presented in verb phrases.
Analyze Solve a problem to
find perimeter Evaluate work
according to a criteria
TRY IT! Knowledge/Understanding/Be Able to Do
• Locate places on a map using a geographic grid including latitude and longitude
• Fair play is an essential part of all sports
• Scientists record the results of their experiments in a careful and detailed manner
• Analyze the traffic flow of the school.
• Count to one hundred in units of ten.
What are students thinking?
http://www.visiblethinkingpz.org/
Core Routines
Group of routines that
target different learning.
Easy to start with and
commonly used.
Visible Thinking: 4 Types of Routines
Fairness Routines
Routines that ask students
to consider perspective,
fairness (gray), influences
and point of view.
Truth Routines
Students engage through point
of view and reasoning. Students
learn to identify claims of truth
and uncover truths.
Creativity Routines
Students begin to look at trade-
off and creative solutions.
Students also look for hidden
options when making decisions.
Strategy: Jigsaw
Jigsaw Activity:
Break into four small groups
Look at the routines… identify
one you might be able to use in
your class. At the end, we will
be sharing in expert groups.
http://www.visiblethinkingpz.org/
From this training:
• Differentiation is a mindset • Knowing students is key to differentiation
(assessment is necessary) • Effective differentiation involves proactive planning
• Mindset • What is and isn’t differentiation • Strategies of differentiation
• Supports for assessing differentiated products • Reflect on your professional practice • Define differentiation • Determine YOUR first steps – get started!
K
U
D
Strategies to support the mindset. Leading a differentiated classroom.
Bring: Unit/Lesson that you are preparing
(or your favorite)
Check this out!
http://www.byrdseed.com/
For Madison
Differentiation Pt 2 Finding Manageable Ways to Meet Individual Needs
http://bit.ly/1zpnroh
The power to make change…
KUD
Quick Review
KUDs in Action!
Excerpt from A Differentiated Approach to the Common Core by Carol Ann Tomlinson & Marcia B. Imbeau
An educator’s mindset directly influences how a child feels about him or herself and how he or she views him-or herself as a learner.
Mary Cay Ricci, Mindset in the Classroom, 2013
Getting to Know Students
Interest-A-Lyzer Multiple
Intelligence Survey
Grit: Angela Lee Duckworth at TED Education
http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit
We need to be gritty about getting our kids grittier.
So, how do we do that?
Angela Duckworth
Grit: The Perseverance Walk
http://www.edutopia.org/research-made-relevant-grit-perseverance-walk-video
2 ROLLS OF SMARTIES
RECORDING SHEET
PENCIL
3 ROUNDS
SETTING GOALS
SCORING YOUR CHALLENGE
CANDY MUST BE STANDING 5 SECONDS AFTER BUZZER TO COUNT
IF YOU, DON’T REACH YOUR GOAL SETTING, 5 POINTS PER STACKED CANDY
IF THE GOAL IS REACHED, 10 POINTS FOR EACH CANDY UP TO THE GOAL, THEN 5 POINTS FOR EACH ADDITIONAL CANDY
SCORE: IF GOAL WAS 6: IF GOAL WAS 8: IF GOAL WAS 5:
Round 1:
Set a goal.
How many Smarties can you stack in 1 minute with one
hand?
Round 2:
Use your experience and set a goal.
How many Smarties
can you stack in 1 minute?
Round 3:
Using your experience, set a goal.
How many Smarties
can you stack in 1 minute?
In the first round, how accurate were your goals? Too high/too low/right on target?
What “environmental influences” into play? How did you respond?
Which was your best round?
How did table mates encourage and motivate you?
What did you learn about goal-setting?
S M A R T
SPECIFIC (detailed)
MEASURABLE ATTAINABLE (amibitious)
RESPONSIBLE TIMED (timeframe)
Differentiation is a teacher’s response to learner’s needs
Content Process Product
Teachers can differentiate through
According to students
Readiness Interest Learning Process
Through a variety of instructional strategies such as:
RAFT…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe… Learning Contracts…Tiering…Learning/Interest Centers…
Independent Studies…Intelligence Preferences…ETC.
Environment
High Quality Curriculum
• Real to students (satisfying)
• Coherent (organized, sensible)
• Stretches students (the R word)
• Rich and is concept based (big ideas)
Content
Taking in Information
Concepts, principles and skills that teachers want students to learn.
The vehicles teachers use to give
students access to skills and knowledge
Adapting Content Strategies
• Centers/Stations • Curriculum
Compacting • Jigsaw • Learning
Contracts
• Literature Circles • Menus • Scaffolding • Think-Tac-Toe • Varied Organizers • Varied Texts
Curriculum Compacting
Strategy: Compacting
When students demonstrate mastery
Process
Making sense of information
Activities that help students makes sense of the ideas and
skills being presented.
Cubing Scaffolds
Questioning
Strategy: Questioning Cubes
On the first cube:
Who, what where,
when, why, how
On the second cube:
can/can/t,
will/won’t, was, will,
might/might not
Strategy: Tiered Lessons
You are forming tiers based on your assessment of your students’ abilities to handle the material particular to this lesson. Students are re-grouped the next time you use tiering as a
strategy.
Group 1 Group 2 Group 3 Group 4
The emphasis is on connecting to background
knowledge and clarifying vocabulary
terms using many visual prompts.
Numerous nonfiction materials at
instructional reading levels are provided with strong teacher
coaching.
The emphasis is on building on existing knowledge of plate
tectonics. Nonfiction materials at a range
of levels are provided. The
teacher models thinking and sets up tasks that reinforce the content. The
teacher coaches and monitors the
progress of the students.
The emphasis is on providing numerous resources that affirm
and enhance basic knowledge. A range
of tasks that build connections are provided with
student choices built in. Students may
work independently or with a partner.
The teacher serves as a resource.
The emphasis is on broadening access to
resources at many levels and expanding
vocabulary and connections.
Students define and identify real-life
topics to be explored and work with a partner or small
group. The teacher serves as a resource.
For the teachers Website
www.fortheteachers.org/descartes.htm
Product
Expressing student understanding
Creative Tools
Adapting Product
Product By Interest
Product By Readiness
Product By Learning Profile
• Choice Boards
• Compacting
• Graduated Rubrics
• Learning Contracts
• Independent Studies
• Guided Explorations
• Learning Contracts
• Enrichment Clusters
• Multiple Intelligences
• RAFT Assignments
Strategy: RAFT
Role
Audience
Format
Topic
Strategy: RAFTS
Strategy: RAFTS
Strategy: RAFTS
Strategy: RAFTS
Goldilocks and the Three Bears
Goldilocks
Goldilocks’ Parents
Goldilocks
The three bears
Invitation
Talk/presentation
The three bears
Community
Strategy: Think-Tac-Toe Helps students express key ideas and skills.
Changing the tools we use
If a student asks a question, try responding: “That’s a research question, who wants to find out?”
Environment
The way the classroom works and feels
Space for activities/groupings
Access to materials Learner-centered
Complex
Adapting Environment
Are there quiet spaces? Floor space?
Tables?
Group and individual
spaces?
Variance in
teaching
strategies?
A manageable plan…
Year 1: 3 or 4 low prep each week 1 high-prep per marking period
Year 2 3 or 4 more low prep each week ADD: 1 more high-prep per marking period (doubles the toolbox)
Sandbox
fortheteachers.org
Daretodifferentiate.wikispaces.com
Byrdseed.com
The Differentiator
What makes a fire burn
is the space between the logs,
a breathing space.
too much of a good thing,
too many logs
packed in too tight
can douse the flames
almost as surely
as a pail of water would
so building fires
requires attention
to the spaces in between
as much as to the wood.
when we are able to build
open spaces
in the same way
We have learned
to pile on the logs,
then we can come to see how
it is fuel, and the absence of fuel
together, that make the fire possible
We only need to lay a log
lightly from time to time.
A fire grows
simply because the space is there,
with openings
in which the flame
that knows just how it wants to burn
can find its way.
~Judy Sorum Brown The Art and Spirit of Leadership
For Madison
Differentiation Pt 3 Finding Manageable Ways to Meet Individual Needs
http://bit.ly/1zpnroh
http://bit.ly/1Aa2oTD
To find some of the handouts and additional files:
CLASSROOM SYSTEMS
What if we asked kids…
What does different
sized learning look
like?
Activity 1: Respectful/Not-So Respectful
Working in table groups, review the scenarios and note your answers to the questions below until you have
reviewed all 12 scenarios.
• Is it an example of a respectful task? Why or why not?
• How would you improve the assignment and adapt it for your class?
Classroom management is not a
synonym for control.
Sets the stage for a battle of wills.
Instead…
What do children need?
How can we work together to meet those
needs?
An analysis of 100 studies on classroom management revealed that the
quality of student-teacher relationships is the most important factor in all aspects
of classroom management.
Marzano, R. (2003). Classroom Management that Works. Alexandria, VA: ASCD.
What do Children Need?
What do Children Need?
• Acceptance • Understanding • Respect • Belonging • Evidence of contribution • Challenge • Support
Learning Environments
Orderly Restrictive Environments
Orderly Enabling Environments
versus
Establishing Routines: Building Community
• Purposeful Talk
• Keeper of the Book
• Integrating New Students
• Welcoming Guests
• Working on a Sustained and Meaningful Product
• Model What Matters
Establishing Routines: Giving Directions
• If the activity is for all students, give the directions to all students.
• Don’t give multiple sets of directions to small groups in a whole group setting
• Consider setting up directions at stations for students to refer to (Auditory or visual).
• Set expectations about when teacher can be approached during small group work.
Strategy: Exemplars
Consider hanging high quality work of
students from previous years.
Differentiated, of course!
Strategy: Hint Cards
Collect directions for
previous learning.
Hang on a bulletin board.
Students can refer to the
cards if they have
forgotten.
Strategy: Anchor Activities
“ragged” time
Routine activities that
students can initiate and
follow through with
independently.
Intended to review or
extend student learning.
Strategy: Anchor Activities
These activities are:
• Important
• Interesting
• Provide Choice
• Clear Expectations
• Seldom Graded
Strategy: Anchor Activities
Questions: • How can you ensure that all students have
opportunity to work with anchor activities?
• A student finishes work early every day. What
might this mean?
• How can anchor stations be targeted for
students?
Strategy: Independent Projects/Orbitals
**Also could be supported by buy-back time from Compacting
3 Rules:
• Has to have a driving question (answer can’t be found in an internet search
• Has to involve research • Project should be shared
Activity 2: Organizing Projects
I am teaching... It’s kind of like having a love affair with a rhinoceros.
Anne Secton
Quotations on Education - Compiled by Rosalie Maggio, Prentice Hall, Paramus, N.J. p. 40
ASSESSING DIFFERENTIATED PRODUCTS
Assessment OF learning
and
Assessment FOR learning
DAP Tool
The “Developing and Assessing Products Tool”--or DAP Tool--provides a framework for designing and assessing products at various levels. For example, two students with different abilities might be working in the same content area (poetry) and creating the same product (a poster), yet--due to their varying levels of ability--their work might be evaluated using different criteria.
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Components:
Content • Accurate and Thorough • Complexity of Thought • Organization • DOK, Blooms, 6 Hats
Creativity • Consider content from
varying angles, perspectives & insights
• Develop something unique • SCAMPER
Presentation • Individualized • Product specific
characteristics
Reflection • Metacognition • Self-Reflection • Capacity for accepting and
acting on feedback
Multi-Level Performance Scale
6 - Professional Level 5 - Advanced Level 4 - Proficient Level 3 - Progressing Level 2 - Novice Level 1 - Non-Performing Level 0 - Non-Participating Level
Rubrics available in 3
Tiers for Differentiation
DAP Tool Rubrics
http://bit.ly/1Cg1BDh
This is a shortened URL.
Be sure to bookmark the
original!
ADDITIONAL RESOURCES
Bloom’s
DeBono’s 6 Thinking Hats
DOK (Depth of Knowledge)
Low Prep, High Impact
Strategies to implement and stretch
Higher Prep, High Impact
Differentiating content through adapting what we teach and how we
provide access to what we want students to learn.
A manageable plan…
Year 1: 3 or 4 low prep each week 1 high-prep per marking period
Year 2 3 or 4 more low prep each week ADD: 1 more high-prep per marking period (doubles the toolbox)
Sandbox
fortheteachers.org
Daretodifferentiate.wikispaces.com
Livebinders.com
Geniushour.com
Next Steps
Our grandparents, Our parents, Ourselves, Our students…
Pre-Assessment
SIGS is nationally normed and students with scores greater than 130 are very likely to be
gifted. (Ryser and McConnell, 2004)
Research based-teacher rating scales should be included in the process to
address those things not addressed by other tools.
(Westberg in Hunsaker, 2012)
The true sign of intelligence
is not knowledge but
imagination.
-Albert Einstein
Grouping
SIGS is nationally normed and students with scores greater than 130 are very likely to be
gifted. (Ryser and McConnell, 2004)
Research based-teacher rating scales should be included in the process to
address those things not addressed by other tools.
(Westberg in Hunsaker, 2012)
The true sign of intelligence
is not knowledge but
imagination.
-Albert Einstein
Strategy: Learning Contracts
Mapping out plans
Strategy: Graduated Rubrics
Scaffolding questioning skills.
Next Steps
?
Resources
Clark, Barbara (2008). Growing up gifted, 7th edition. Pearson: Upper Saddle River, NJ. Gadzikowski, Ann. (2013). Challenging exceptionally bright children in early childhood classrooms. St. Paul, MN: Readleaf Press. Karnes, F. and Bean, S. (2009) Methods and materials for teaching the gifted. Waco, TX: Prufrock Press. NAGC (2010). NAGC pre-k – grade 12 gifted programming standards: A blueprint for quality gifted education programs. Purcell, J. H., Eckert, R. D. (Eds.). (2006). Designing services and programs for high-ability learners. Thousand Oaks, CA: NAGC & Corwin Press. Ricci, M.C. (2013) Mindsets in the classroom. Waco, TX: Prufrock Press Sousa, D. A. (2009). How the gifted brain learns. Thousand Oaks, CA: Corwin. Wash. Leg. Code ch. § 392.170.005 – 392.170.095. Special service program – highly capable students. April 2013.