Copyright Carol Tomlinson 2010 1caroltomlinson.com/Presentations/Holt_McDougal_Orlando2010.pdf · and principles. Explain to a new ... Copyright Carol Tomlinson 2010 13 WHAT?

Copyright Carol Tomlinson 2010 1

Differentiating Instruction inSecondary English

Orlando, FLApril 23, 2010

Carol TomlinsonUniversity of Virginia<[email protected]

We have: More students speaking more languages than ever beforeIncreasing numbers of students identified with learning problemsMore students who need assistance with reading and writingMany advanced learners who need to continue their growthA growing economic divide reflected in and aggravated by

segregated classesA need for virtually all students to leave school as thinkers,

flexible and independent learners, and producers ofknowledge

And:We live in a rapidly shrinking and interdependent world where our divisions are increasingly a threat to both security and economy.


A large body ofresearch is clearthat students:

•Learn at differentrates

•Need different degreesof difficulty

•Have different interests•Learn in different ways•And need different

support systems…

Teaching a room full of learnersThe same thingIn the same wayOver the same time spanWith the same supportsAnd expecting good resultsHas never happenedAnd it never will.


To what degree isstandardized

teaching alive &well in your school?

How standardizedare your students?

What evidence suggeststhat standardized

teaching does not workwell for a notable

segment of students?

“That students differ may be inconvenient

but it is inescapable. Adapting to that

diversity is the inevitable price of

productivity, high standards, and

fairness to students.”

Theodore Sizer

Horace’s Compromise: The Dilemma of the American High School


Varied levels of reading materialOpportunities for personal and cultural relevanceHelp with academic vocabularyTime with the teacher for filling gaps or re-teachingTime with the teacher for extended challengeOpportunities to connect learning with their lives/experiencesVaried ways to explore and express learningVaried amounts of practiceOpportunity to build on strengthsVaried modes of teacher presentationOpportunities to plan with the teacher for

academic growth

Please tell a colleague who the students are (pseudonymsare fine!)—and why they don’tflourish in one-size-fits-allsettings.

What is Differentiation?(Making Sure We’re on the Same

Page…)


SHHHH/SHARE…

Write a

definition of

differentiation

you feel

clarifies it key

intent,

elements,

and principles.

Explain to a newteacher what differentiation isin terms of what he/she would bedoing in theclassroom—& why.The definitionshould help the newteacher develop animage of differentiationin action.

Develop a metaphor,analogy, orvisual symbolthat you thinkrepresents andclarifies what’s important to understand aboutdifferentiation.

1. Pick a column2. Write or think silently3. Be ready to share when time is called

Sternberg’s Three Intelligences

Analytical Practical

Creative

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)


Differentiation is responsive teaching rather than one-size-

fits-all teaching.

At its most basic level,

differentiating instruction

means “shaking up” what

goes on in the classroom

so that students have

multiple options for

taking in information,

making sense of ideas,

and expressing

what they learn.


Differentiation is

a sequence of common sense decisions

made by teachers

with a student-first orientation

Adam Hoppe, 2010


Absolute clarity about the learning destination,

Persistently knowing where students are in relationto the destination all along the way,

Adjusting teaching to make sure each student arrives at the destination (and, when possible, moves beyond it),

An environment that is invitational to learning for eachstudent.

Quality Differentiation

Addresses student readiness, interest,

and learning profile.

What’s the Point?

Readiness

Growth

InterestLearning Profile

Motivation Efficiency


Some Ways to Address Student Readiness

Books/materials/resources at different readability levelsHighlighting textsMaterials in a student’s first languageContent digestsSmall group instructionPeer teachingVaried homework assignmentsPacing adjustmentsMini-workshopsBooks on tapeModels of quality at the student’s readiness levelExperts of the dayLearning stationsComputer tutorialsLearning contractsTieringContemporary Lecture

BOOK REPORT/ BOOK REVIEW VS.

Visual images, printed text, soundtrack

To introduce or “sell” the book to areal audience

Or to develop a scene that wasn’t in the book but might have been

Begin with storyboards (need teacherapproval to proceed)

Uses i-Movies, digital video cameras,or video cameras

Can work alone or with a team

Words

To analyze or critique a book

Teacher is typically the audience

Uses pen/paper or word processing

Seldom includes intermediateinput from teacher

Generally work alone


Highlighted Texts

About 15% of a chapter—e.g.Introduction

ConclusionCritical passagesKey graphics

Intended for English language learnersAlso helpful for students:

with ADHDwith learning disabilitieswho have difficulty making meaningwho are weak readers

East Chapel Hill High, Chapel Hill, NC


Movie Time

In this High School Class:

What is the classroom environment like?

Why does it work like it does?

What does that have to do with the teacher?

What do you think would change in this class if the environment were markedly different than it is?


During Silent Reading/Work Time:

Students could:

• Work at their desks,• Lie on carpet squares around the perimeter of

the room,--Heads toward the front of the room--Two square rule

Katie Carson’s High School English Class

1. Our stories as a window to literature and writingWhat makes a good story? (a bad story)?Does it matter to be a good story teller?

2. The story arc 1) Once upon a time….. 2) And every day……. 3) Until one day…….. 4) And then……. 5) And then……. 6) Until finally…….. 7) And ever since……..

3. What have been your golden ages?4. Analysis of literature through critique of art and music5. Personal journals

“Apart from two or three over achievers in each class, my studentshave zero interest in learning more about grammar and literature.The students’ lives are bridges to learning. I have to know about their lives in order to build the bridges between them and what’s important to learn. And I’ll start building the bridges from wherever they are.”

Fortune Lines

Novels, plays, epic poems, music, history & other subjects all present a story that unfolds as a sequence of scenes or events.

Fortune lines probe learners’ understanding of the story by requiring them to graph a pattern of events.

For example, the story of little Red Riding Hood can be separated into ten scenes:

Little Red Riding Hood sets off from home

Little Red Riding Hood enters woods

Little Red Riding Hood meets wolf

Little Red Riding Hood escapes from wolf, continues through wood

Little Red Riding Hood comes to grandma‟s cottage

„What big eyes you have‟

„What big ears you have‟

„What big teeth you have‟ wolf unmasks, pursues

Hunter enters, kills wolf

Grandma found unhurt in cupboard


WHAT?• Teach the few vocab words on

which the topic pivots (6-8)

• Teach them before the unit begins (to students who need them)

• Keep them in plain sight throughout the unit

• Refer to them often during the unit and afterwards as relevant

• Teach root words and derivatives as possible

Front-Loading VocabularyWHO?

• English language learners

• Students with learning disabilities

• Students who have trouble with words

• Students who benefit from direct instructional contact with the teacher

• Students with generally weak academic vocabulary

• Students who don’t know the words on the pre-assessment

Reading Homework Coupon

Name:

Date:

Please ask your child to tell you

the story in the book he or she brought

home today by looking at the pictures.


Name:

Date:

Please echo read the book your

child brought home. (Echo reading

means you read a line, then your child

reads or echoes the same line.)

Ask your child to show you some

words in the story he or she recognizes.


Name:

Date:

Ask your child to read with

expression as if he or she were reading

to entertain someone,

Ask your child to give you several

reasons why he or she likes (or dislikes)

the book.

Have your child tell you what

feelings the character in the book has.

Ask for evidence from the book.


Name:

Date:

Ask your child to read with a

different voice for each character

After the reading, ask how your

child decided on how his/her voice could

help you know the various characters

better.

Ask your child to tell you which

character would be most fun to spend

time with. Ask for reasons for his/her

choice.

Adapted from Managing A Diverse Classroom by Carol Cummings - by Tomlinson ‘02


Nancy Brittle’sEnglish students

& their“parallel” odysseys

Janet Allen (1999) Words, Words, Words, • Stenhouse • p. 146

Word Jars

Words that tickle my ears! Words that warm my heart!

Words I’ve heard someone say!Words that make me feel smart! Words that can calm my ears!

Words that make me wonder!

Calling on Students in a High School Class

Bag ofNames

Volunteers NewVoices


Writing BingoTry for one or more BINGOs this month. Remember, you must have a

real reason for the writing experience! If you mail or email your product,

get me to read it first and initial your box! Be sure to use your writing goals

and our class rubric to guide your work.

Recipe A note of

appreciation

Letter to the

editor

Directions to

one place to

another

Rules for a

game

Invitation Email

request for

information

Letter to a pen

pal, friend, or

relative

Skit or scene Interview

Newspaper

article

Short story FREE

Your choice

Grocery or

shopping list

A 5-part blog

Advertisement Cartoon

strips

Poem Important

Instructions

Significant

lyrics

Letter to your

teacher

Proposal to

improve

something

Journal for a

week

Design for a

web page

Book Think

Aloud

Movie Time….

In Rick’s Classroom, Look For:

The nature of the learning environment,

Quality of curriculum,

The nature and uses of assessment,

Ways in which he attends to student differences,

Your own questions.


Large

Tepid

Linda Eiler

Sara Kajder used a wide range of approaches to engage adolescents turned off to reading.

In using the ideas, she engaged their strengths andinterests, kept them thinking, and proved to them thatthey were indeed thoughtful and capable readers.

There is also a high degree of relevance involved inthe strategies because they tap into literacies centralin the students’ worlds.

It’s likely that there is often a link between a student’s interests and/or learning preferences andwhat that student finds to be relevant.

Kajder, S. (2006). Bringing the outside in: Visual ways to engage reluctant readers. Portland, ME: Stenhouse.


In thebeginning:

From noresponse

toReading

as tearingthingsapart,

Destructive,

Overwhelming

Iconic representations of self as readerGraphic notes (storyboards or comics w/ summaries)Visual read alouds/think aloudsDigital word wallsImage flash cards with digital word collections (including

international contributions of images fromepals.com)

Digital essaysOn-line logs with images, video, and sound to interpret

and communicate ideas about text (blogs, vlogs)On-line yearbook of learners’ journeys

“I don’t know what it is about this assignment but I have never taken so much time to read something before. I think maybe it’s because I’m taking the time to let the picture unfold in my head.”

“Part of me thinks I was tricked a little into this, but in watching my video, I see myself as a reader. It isn’t pretty, but it’s there in ways that I don’t see it if I just read through these notes. Don’t know what’s up with that, but I’m going to keep coming so I can figure it out.”

“It’s the author’s words working with my pictures and my words. I understand in a completely different way.”

“What I think about reading is like the pencil sketch under a painting. What I hear and see when I read provides some of the layers. And I’m adding layers all the time when I think about something new, or something happens that changes the me that is doing the reading. To me, this is real reading, and I finally see what it looks like.”

Later in

theYear…


DOUBLE ENTRY JOURNAL(Basic)

As You Read, Note:

• Key phrases• Important words• Main ideas• Puzzling passages• Summaries• Powerful passages• Key parts• Important graphics• Etc.

After You Read, Explain:

• How to use ideas• Why an idea is important• Questions• Meaning of key words,

passages• Predictions• Reactions• Comments on style• Interpretation of graphics• Etc.

DOUBLE ENTRY JOURNAL(Advanced)

As You Read

• Key passages

• Key vocabulary

• Organizing concepts

• Key principles

• Key patterns

• Links between text & graphics

After You Read

• Teacher

• Author

• Expert in field

• Character

• Satirist

• Political cartoonist

• Etc.

As/After You Read

Why ideas are important

Author‟s development of elements

How parts and whole relate

Assumptions of author

Key questions

R.A.F.T.

Role

Audience

Format

Topic


RAFTs can…

• Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest

• Be created by the students or Incorporate a blank row for that option

• Be used as introductory “hooks” into a unit of study

• Keep one column consistent while varying the other columns in the RAFT grid

RAFT:

ROLE AUDIENCE FORMAT TOPIC

RAFT Assignments

Grade 10 EnglishKnow: Voice, Tone, Style

Understand:

• Every writer has a voice

• Voice is shaped by life experiences and reflects the writer

• Voice shapes expression

• Voice affects communication

• Voice and style are related

Be Able to Do:

• Describe a writers voice and style

• Mimic a writer‟s voice and style

• Create a piece of writing that reflects a writer‟s voice and style

Role Audience Format Topic

Edgar Allen Poe 10th grade writers Letter Here‟s how I found my voice

Garrison Keillor 10th grade writers E mail How I came to sound like I do

Emily Dickinson Self Diary entry Looking for my voice

10th grader English teacher Formal request Please help me find my voice

Teacher 10th graders Interior monologue Finding a balance between voice

and expectations

3 authors The public Visual symbols/logos

annotated

Here‟s what represents my voice

3 authors from different

genre

One another Conversation What shaped my voice and style


LITERATURE: R.A.F.T. Homework Activity Acts I and II, Macbeth

CONCEPT: Characterization

Step inside a character’s shoes and produce evidence of your understanding of his or her feelings.

Your work will be evaluated not only for creativity & completeness but also for evidence that you understand character action & motivation in Macbeth.

Have you taken on the role of the character, replicating the concerns (issues, ideas, motives important to the character) and the voice (the attitude and tone)?

Have you written in Shakespearean language?

ROLE AUDIENCE FORMAT TOPIC

Macbeth the Witches Missed Connections

Advertisement in

Local Paper

When Will I See You

Again?

Witches Hecate, Head Witch Report Mischief Made of

Late: How We‟re

Messing With

Macbeth

Lady Macbeth Macbeth Diary Entry, left open

on her bed for

Macbeth to see

Nice Guys Finish

Last

Banquo Macbeth Email Patience is a Virtue

Duncan His Scottish subjects Newspaper editorial You Win Some, You

Lose Some: The

Past is Past and

Here‟s What‟s Next

Macbeth Self Diary It‟s Time to Be Two-

Faced


East Chapel Hill High, Chapel Hill, NC


Writing

Group 1• Meet with teacher

• Brainstorm for hot topics

• Web ideas for possible inclusion

• Develop a word bank

• Storyboard a sequence of ideas

• Make support ladders

• Begin writing

Group 2• Alone or in pairs, develop a topic

• Make a bank of power ideas

• Web or storyboard the sequence

and support

• Meet with teacher to “ratchet”

• Begin writing

• Paired revision

• Paired editing

Hot Topic

Know:

Part/Whole

Elements of a story

---plot

---setting

---characters

---conflict

Understand:

Authors use tools to develop images and ideas.

Careful use of seemingly unimportant details add up

to big ideas.

Do: Analyze a story to see how parts unite to make a greater

whole

Tomlinson ‘02

Story Parts & Wholes


STORY MAP

Title:_______________________________

Setting:

Characters: ___________ ___________

___________ ___________

___________ ___________

Problem:

Event 1______________________________

Event 2_____________________________

Event 3_____________________________

Event 4_____________________________

Event 5_____________________________

Solution:

DETAILS

+___________________________

=

Main

Idea


Novel Think-Tac-Toe basic versionDirections: Select and complete one activity from each horizontal row to help you and others

think about your novel. Remember to make your work thoughtful, original, accurate, and detailed.

Create a pair of collages that

compares you and a character from

the book. Compare and contrast

physical and personality traits. Label

your collages so viewers understand

your thinking

Write a bio-poem about yourself and

another about a main character in the

book so your readers see how you

and the characters are alike and

different. Be sure to included the

most important traits in each poem.

Write a recipe or set of directions for

how you would solve a problem and

another for how a main character in

the book would solve a problem.

Your list should help us know you and

the character.

Draw/paint and write a greeting card

that invites us into the scenery and

mood of an important part of the

book. Be sure the verse helps us

understand what is important in the

scene and why.

Make a model or map of a key place

in your life, and an important one in

the novel. Find a way to help viewers

understand both what the places are

like and why they are important in

your life and the characters‟.

Make 2 timelines. The first should

illustrate and describe at least 6-8

shifts in settings in the book. The

second should explain and illustrate

how the mood changes with the

change in setting.

Using books of proverbs and/or

quotations, find at least 6-8 that you

feel reflect what‟s important about the

novel‟s theme. Find at least 6-8 that

do the same for your life. Display

them and explain your choices.

Interview a key character from the

book to find out what lessons he/she

thinks we should learn from events in

the book. Use a Parade magazine

for material. Be sure the interview is

thorough.

Find several songs you think reflect

an important message from the book.

Prepare an audio collage. Write an

exhibit card that helps your listener

understand how you think these

songs express the book‟s meaning.

Ch

arac

ter

Sett

ing

Them

e


Novel Think Tac-Toeadvanced version

Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, insightful, and

elegant in expression.

Write a bio-poem about yourself and

another about a main character in the

book so your readers see how you

and the character are alike and

different. Be sure to include the most

important traits in each poem.

A character in the book is being

written up in the paper 20 years after

the novel ends. Write the piece.

Where has life taken him/her? Why?

Now, do the same for yourself 20

years from now. Make sure both

pieces are interesting feature articles.

You‟re a “profiler.” Write and illustrate

a full and useful profile of an

interesting character from the book

with emphasis on personality traits

and mode of operating. While you‟re

at it, profile yourself too.

Research a town/place you feel is

equivalent to the one in which the

novel is set. Use maps, sketches,

population and other demographic

data to help you make comparisons

and contrasts.

Make a model or a map of a key

place in your life, and in important

one in the novel. Find a way to help

viewers understand both what the

places are like and why they are

important in your life and the

characters‟.

The time and place in which people

find themselves and when events

happen shape those people and

events in important ways. Find a way

to convincingly prove that idea using

this book.

Find out about famous people in

history or current events whose

experiences and lives reflect the

essential themes of this novel. Show

us what you‟ve learned.

Create a multi-media presentation

that fully explores a key theme from

the novel. Use at least 3 media (for

example painting, music, poetry,

photography, drama, sculpture,

calligraphy, etc.) in your exploration.

Find several songs you think reflect

an important message from the book.

Prepare an audio collage. Write an

exhibit card that helps your listener

understand how you think these

songs express the book‟s meaning.

Ch

arac

ter

Sett

ing

Them

e

Movie Time….

In Chad’s Classrooms, Look For:

The nature of the learning environment,

Clarity about curriculum goals,

Uses of assessment to inform instruction,

Attending to student variance,

Your our own questions.


It is no use saying

„We are doing our best.‟

We have got to succeed

in doing

what is necessary.

Supporting English Language by Farin A. Houkr • Heinemann, Portsmouth, NH • p.58

Because of the kids in the chairs,

We can take some

gratification at having

come a certain

distance…

…but it should be a

deeper satisfaction,

even an exhilaration, to

realize that we still

have such a distance

to go.

Lewis Thomas Late Night Thoughts on

Listening to Mahler’s Ninth Symphony

You miss 100 percent of the shots

you never take.

Wayne Gretsky, 1991


I am teaching. ...It‟s

kind of like having a

love affair with a

rhinoceros. Anne Sexton

Quotations on Education • Compiled by Rosalie Maggio

Prentice Hall, Paramus, N.J. p. 40

Documents

Copyright Carol Tomlinson 2010 1caroltomlinson.com/Presentations/Holt_McDougal_Orlando2010.pdf · and principles. Explain to a new ... Copyright Carol Tomlinson 2010 13 WHAT?