DE10 Where to Go From Here: Identifying Your School’s Next ...differentiationstation.weebly.com/uploads/7/6/3/6/7636030/where_to_go... · DE10 Where to Go From Here: Identifying

National Conference on Differentiated InstructionJuly 15, 2013 - July 18, 2013

DE10 Where to Go From Here: Identifying Your School’s Next Steps with DI (Gr. K–12)

Diane Heacox, Ed.D.

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D900‐DE10‐WUP‐055015.pdf

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Where to Go From Here: Determining Your School’s Progress With Differentiation

Dr.Diane Heacox dgheacox @gmail.com 952-239-6481

Diane Heacox 2013 all rights reserved

KUDOs for this session: Know… <critical elements in defensible differentiation Understand that… < schools are on a continuum in deeply embedding education initiatives < differentiation “looks” different from classroom to classroom Able to do… < analyze the degree to which differentiation is embedded in your school < determine next steps in your school’s development Diane Heacox 2013 all rights reserved

Differentiated Instruction is “changes in the pace, level or kind of instruction in response to learner’s needs, styles, or interests”


Differentiation is… A research-based collection of most effective practices in teaching and learning. The practices of differentiation continue to evolve as educational research provides new insights into student learning success.


•Deeply knowing the interests, learning profile and readiness needs of your students

•Being clear and focused on what you want your students to know, understand and be able to do

Elements of Defensible Differentiation that Underpin the Model:


•Actively using formal and informal pre-assessment and formative assessment to guide your instructional decisions

•Providing opportunities to motivate learning through student choice


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•Specifically matching students to tasks that are “just right, right now” for them through the use of tiered assignments

•Using flexible grouping to manage and organize students by likeness rather than differences


All of these elements must consistently operate within a classroom which values, honors, and respects the individual learner regardless of where they are on the learning spectrum.


Defensible differentiation must come from a deep understanding of the model as well as administrators and teachers working in a principle-guided, consistent, and coherent way to make sure the model is implemented in a consistent but flexible manner. Tomlinson 2010


What specific challenges have you faced in embedding differentiation in classroom practices?

What questions do you have? What clarifications do you need?


•Deeply knowing the interests, learning profile and readiness needs of your students

Element One


Learner Diversity

•Cognitive Abilities: Strengths and Limitations •Socio-Economic Factors •Readiness: Prior knowledge and skills •Learning Pace •Learning Modality •Learning Preference •Learning Style


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•Gender Influences •Cultural/Ethnic Influences •Student Interests/Motivation •Value for Learning •Self-Esteem, Self-Confidence •Developmental Level •Self-Efficacy •ESL/ELL and Native Speakers Diane Heacox 2013 all rights reserved

Differentiation by Interest • personal • curricular

Differentiation by Learning Profile • Modality • Learning Style • Cognitive (Intelligence) Preferences • Cultural/Ethnic Influences • Gender

In addressing student differences..

Differentiation by Readiness: • knowledge • skills • understandings


Sample Interest Inventory Items • What is your favorite activity or subject in school? Why? • What is your least favorite? Why? • If you could learn about anything you wanted to, what would you choose to learn about? Be specific. • If friends were to come to you for information about something you know a lot about, what would the topic be? • If you could interview one expert on any subject, what subject

would you like to talk about?

• Rate the following topics according to your interests: 1= very interested 2= somewhat interested 3= not interested __ dance __ math __ music __ drama/acting __ writing __ technology __ science __ social studies __ politics __ the arts __ novels __ films/video __ community service __ travel __ outdoor activities Diane Heacox 2013 all rights reserved

Watching or participating in sports events

Checking my social networks

Listening to or creating music

Watching movies or videos

Reading my kindle

Doing outdoor activities

Doing artwork or crafts

Searching for information online

Being in skits or plays

Find someone who is interested in….


Learning Modality •Auditory • Visual • Tactile • Kinesthetic


Rocks and Minerals Using more than one modality Auditory/Visual: Use a powerpoint presentation to present the different forms of rocks and their origins. Kinesthetic: Engage the students in identifying specific rocks from their group’s collection as you present the powerpoint information.


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•Being clear and focused on what you want your students to know, understand and be able to do

Element Two


KUDOs What do you want your students to KNOW, UNDERSTAND, BE ABLE TO DO?

Know..facts, vocabulary, dates, rules, people, places Written as a list of things most often memorized “What is….”

Understand (that)… concept, principles, generalizations Written as a sentence describing the BIG IDEAS.

Be able to do…basic skills, creative and critical thinking, life skills Describes independent action, application of learning Written beginning with a verb (usually Blooms verb) “How to…”


KUDo’s Geometry Unit Grade Four Know: Definition of line, line segment, angle, triangle, quadrilateral Understand that: Geometric shapes have specific properties. Be able to do: • Identify and describe geometric shapes in the world around them • Construct geometric shapes and identify their properties.


•Actively using formal and informal pre-assessment and formative assessment to guide your instructional decisions

Element Three


• Proficiency in prerequisite knowledge, skills, and understandings LOOKING BACK • Current level of knowledge and understandings of the content and skills of a particular curriculum unit LOOKING FORWARD

Pre-Assessments Assessment Reveal:

Diane Heacox 2013 all rights reserved Heacox 2010

Definition of Reptile An animal with dry skin.

Facts about Reptiles Covered with scales Vertebrate Shed skin Cold blooded

Examples of Reptiles Lizards Snakes Crocodiles

Non-Examples of Reptiles Frogs Toads Tigers Hawks

Frayer Diagrams


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Entrance/Exit Slips • Quick checks for understanding A math problem or two A summary of ideas (The role of the president is…) A definition (An ecosystem is …) A sketch (Process of photosynthesis) A list (of metaphors used in the novel) • NOT pop quizzes • Not graded or recorded • Breeze through them, scan for accuracy • Sort and count, got it, almost there, clueless • For purposes of planning only Diane Heacox 2013 all rights reserved

•Providing opportunities to motivate learning through student choice

Element Four


The key to motivation is interest


Choice in the Classroom • choice of how they access content • choice of processes • choice of products • choice of ways to work


C Choice in how they access content

Assemble a collection of informational text from the media center representing a variety of reading readiness levels.

Books are organized in readiness alike groups. Students are assigned to a group of books based on their reading readiness and select a book of their choice.


Choice in Process How they learn

Students are given a choice of: • Use a graphic organizer to “trap” critical facts from the text. • Do double entry journals • Create sketches for key vocabulary and ideas


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Double Entry Journal Carol Tomlinson Fulfilling the Promise of the Differentiated Classroom

As you read After you read

e.g. Key phrases

Important ideas

Summaries

Powerful passages

Connections

Interesting ideas

e.g.

How to use the information

Questions

Predictions

Puzzling ideas, concepts

Meanings of key ideas

Comments

Reactions

Personal experience/knowledge that

connects


Choice of Product How they show what they have learned

Share critical facts by: • creating an illustrated poster • create a chart or diagram • writing a summary • creating an artifact box with informational

cards to explain your selections and their connections to the facts


Spelling Tic Tac Toe

Using the first letter of your words, create an alliterative sentence for each. A/VL

Find a way to classify your words. Label each group. B/LM

Write and illustrate a comic strip using all your words. A/VS

Write a synonym, an antonym , or a rhyming word for each of your words. B/VL

Write four words related in some way to each of your words. A/VL

Draw a clue for the meaning of each of your words. B/VS

Write a dialogue between three fictional characters using all your words. A/VL

Create a word pyramid for each of your words. For example: S Sn Sna Snak Snake B/VL

Write a poem, rap, rhyme or slogan using all your words. A/M


Compare and contrast

poetry and prose

in a Venn Diagram

A

Label the poetic elements in a poem of your choice

B

Write a song or jingle to help

remember the definition of each element. A

Select the poetic element that you believe is the most powerful. Present a case to support your belief using a chart.

A

Write a poem that includes at least two

different poetic elements.

All

Create a poster for a poetic element. Include its definition and an example of its use in a poem.

B

Find a prose paragraph and rewrite it incorporating

poetic elements.

A

Perform a skit with the conversation scripted using one of the poetic elements.

A

Select a magazine

photograph and tell its story using three poetic elements.

A Diane Heacox 2013 all rights reserved

Using Multiple Cubes Joni Turville Differentiating by Student Interest

1. Solid 1. Create a graphic representation

2. Liquid 2. Write descriptive paragraphs

3. Gas 3. Use everyday items as props to symbolize elements

4. Solid 4. Create a labeled diagram

5. Liquid 5. Write a monologue in first person

6. Gas 6. Present a demonstration or experiment

Task: Demonstrate an understanding of the characteristics of different states of matter.


ROLE AUDIENCE FORMAT TOPIC

fraction whole number

reunion

invitation

how we’re

related

mixed number

improper fraction

persuasive letter

convince to

convert

equivalent fraction

equivalent fraction

song or rap

explain how we become

equal

numerator denominator poster explain our relationship

RAFT


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•Specifically matching students to tasks that are “just right, right now” for them through the use of tiered assignments

Element Five


Tiered Assignments are … teacher prescribed learning activities which are specifically designed to respond to differences in readiness, interest, or learning preference.


Differentiating by… Readiness results in gains in learning and achievement Interest results in motivation to learn Learning profile results in greater efficiency and effectiveness of learning

Diane Heacox 2013 all rights reserved Diane Heacox 2013 all rights reserved

Tier Assignments by: • readiness • challenge or complexity • degree of structure • level of abstraction • level of support • by cognitive preference


Readiness Continuums

• Knowledge • Skills • Understandings

Tomlinson & Sousa Differentiation and the Brain 2010 Diane Heacox 2013 all rights reserved

How is the art of persuasion evidenced in politics?

Brainstorm your ideas with your group.

Task One Create a poster with pictures and/or symbols and words to represent your ideas.

Task Two Analyze these strategies of persuasion. Place the strategies on two continuums. A.From least to most effective in persuading the public A.From most ethical to most deceptive.


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Task One 1.Read the article. 2.Create a poster advocating for the preservation of wetland habitat using facts about amphibians to build your case.

Task Two 1.Read the article. 2.Create a poster using pictures and words listing characteristics and habitats of true frogs, tree frogs, and toads on the graphic organizer provided.

Frogs and Toads


Task Two Graphic Organizer

Characteristics Habitats

True Frogs

Tree Frogs

Toads


Heacox 2009 all rights reserved

Language Arts Goal: Distinguish characteristics of characters in a novel or story. Task One Choose four of the adjectives below that describe your character. Give examples from the book to show each characteristic. aggressive cheerful strong helpful confused hopeful caring careless angry hardworking fearful optimistic jealous kind disappointed Task Two Select four or five adjectives you would use to describe your character. Provide examples that show this characteristic from the book. Diane Heacox 2013 all rights reserved

•Using flexible grouping to manage and organize students by likeness rather than differences

Element Six


Cooperative Groups: Grouping by Differences Teacher Prescribed Groups • for mixed readiness • for “affective” purposes Random Groups • by interest • by student choice

Instructional Groups: Grouping by Likeness Teacher Prescribed • based on common instructional need • based on likenesses in readiness, learning profile, interests


I see… Systemic practices

•There

•Almost there

•Work to do

Teacher beliefs

•Generally Positive

•Somewhat Positive

•Skeptical

• Oppositional

Initiatives (+ -)

e.g. UBD +

grouping is evil -

Change in Practices

1…………………..4

Little Big

Leap!

Obstacles

* the BIG ones

Energy for This

1…………2………..3

Little Lots!

Where to start….


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Differentiation in the context of CCSS means: • Being clear and focused on what students need to know, understand and do. • Having a deep understanding of where individual students are in the learning continuum. • Engaging students in tasks that support understanding and transfer • Requiring students to explain, apply, evaluate, create • Actively engaging all students in meaningful work • Providing support or scaffolding to increase student success in learning • Providing new learning for those who reach goals early


To what degree do you hear negative or “doubting” comments expressed by teachers?


Do our current school initiatives • build on • support • conflict with principles of differentiation?


Who is currently “on board”? • individual teachers • clusters of teachers • particular grade levels or departments

Do we have a “base” of teachers to work with us?

How can we get more on board?


Embedding Differentiation in Classroom Practice 1. Build a foundation of common definitions, understandings and strategies. 2. Provide time for planning and sharing (Wilson 2009..more than 40 hours) 3. Do follow-up and extension of strategies (Wilson 2009…up to a year) 4. Provide instructional coaching with descriptive feedback as teachers try out and implement the instructional strategies 5. Move into autonomous support through lesson study (within PLCs?) 6. Consider co-teaching models to lighten planning and management demands.


Documents

DE10 Where to Go From Here: Identifying Your School’s Next ...differentiationstation.weebly.com/uploads/7/6/3/6/7636030/where_to_go... · DE10 Where to Go From Here: Identifying