DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU Jacque Melin – GVSU

DIFFERENTIATED INSTRUCTION

AND THE COMMON CORE STATE STANDARDS

Jacque Melin – GVSUwww.formativedifferentiated.com

1. How will the Common Core State Standards change curriculum, instruction and assessment practices?

Essential Question #1

Film Clip

Todayand

Tomorrow

The ThreeMusketeers

Partner A Talk about the schools of Today!

Partner BPredict about schools of Tomorrow!

Partner CRelate film message to CCSS!

Curriculum

What is taught Textbooks covered,

worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for

all; thinking skills emphasized for gifted.

What is learned Identify what students

should know and be able to do

Life context Multiple resources Integrated subjects Basics and thinking skills

emphasized for all.

Yesterday Today

Instruction

Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning

Learner centered Organized for results Multiple teaching

strategies Reteaching and

enrichment Flexible groups Differentiated instruction Active learning

Yesterday Today

Assessment

Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and

accountability Focus

Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final

performance Diagnose and prescribe Focus and product and

performance

Yesterday Today

“Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “Excerpt from Common Core State Standards Document

My Confidence with teaching and assessing the Common Core State Standards

is…(1-4 high)

Poll Everywhere

2. Does the Common Core call forattention to student differences?

3. What are some ways differentiation supports the instructional shifts of the Common Core?

Essential Questions #2 and #3

13

THE DI DECISION-MAKING PROCESS

What are some possible CRITICAL DIFFERENCES in

my students?InterestsBackground knowledgeLearning profilesExpression stylesCultureRaceGenderEnglish Language LearnersMotivation Gifted/Talented or advancedAt Risk (At Promise)Resistant & reluctantStrugglingStudents with LD, ADHD, Autism Spectrum, etc.

14

THE COMMON SENSE DI DECISION-MAKING PROCESSCONTENT

INTRODUCTIONPREASSESSMENTFORMATIVETEACHING STRATEGIESLEARNING ACTIVITES

MANAGEMENT OF FLEXIBLE, SMALL GROUPS

CHOICE or

ALTERNATIVES

Adjusting the Breadth

TIERING

Adjusting the Depth

What are the CRITICAL DIFFERENCES in my students?

How can I ADJUST one or more of 10 curriculum components to address difference?

POST ASSESSMENT: Impact of DI

THE DECISION-MAKING PROCESS

How can I ADJUST one or more of10 curriculum components to address at

least ONE targeted learning difference?

Process ProductContent

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S

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LEA

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A

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vit

ies

RES

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EX

TEN

SIO

NS

PR

OD

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Environment

Curriculum Components

Content

Assessment

Grouping

Introduction

Teaching Strategies

Learning Activities

Resources

Extensions

Modifications

ProductsTomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.

HUGE – LIKE AN ELEPHANT

Common Core and Differentiated

Instruction

Name:

Date:

Fogarty & Pete, 2011

Content

Deconstructing Standards -

Standard/Benchmark

Knowledge

Reasoning

Skill

Product

Standard/Benchmark: _______________________________________________________________________________________________________________________________________________________

Type: Knowledge Reasoning Skill Product

Learning Targets – Teacher Friendly LanguageWhat are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Knowledge Targets Reasoning Targets Skill Targets Product Targets

“I Can” / Learning Targets – Student Friendly LanguageWhat are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Knowledge Targets Reasoning Targets Skill Targets Product Targets

http://mid-illini.org/Common_Core_Resources.html

Also: Turn on Your Brain – for ELA 9 and 10http://turnonyourbrain.wordpress.com/2011/06/27/common-core-i-can-statements/

Kentucky Website

Writing student friendly targets“I can…” statements for what we want students to KNOW and DO?

Statements of intended learning. Statements that describe how we

will know that we have learned it. Should be posted or written, not

just shared verbally.

Christina Hankhttp://turnonyourbrain.wordpress.com/

1. I can identify the hypotenuse of any right triangle.

Who am I?

2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas.

3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.

ca

b

4. I can find any side of a right triangle if I know the two other sides.

Don’t I know you from somewhere?

I’m right here!

5. I can recognize right triangles in real world applications.

6. I can create a right triangle out of any two points in a coordinate system.

B (2,3)

A (-3,-2)

7. I can use right triangles in a coordinate system to find the distance between two points.

How far is it from Albuquerque to Boston?

???

8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.

9. I can deconstruct real world objects into circular objects.

10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.

R

H

ContentAssessment

YOU DON’T NEED TO REINVENT THE WHEEL, BUT YOU DO NEED TO KICK THE TIRES.

Why ASSESS?32

OF INSTRUCTION

FOR INSTRUCTION

AS INSTRUCTION

SUMMATIVE PREASSESMENT FORMATIVE

Developing an Assessment Plan1. Determine the standards for the unit

you will be teaching.2. Deconstruct the standards as needed.3. Write the learning targets into the

plan.4. Determine which assessment method

will be used to assess the targets.5. Develop assessment based on plan.

Stiggins, 2006

Links Among Achievement Targets and Assessment Methods

Selected Response

Extended Written Response

Performance Task

Assessment

Personal Communication

Knowledge Good Good Not so good – too time consuming

OK – but time consuming

Reasoning Good (some reasoning)

Good Good Good

Skills Not good Not good Good Good (oral communication)

Products Not good Good (when written product)

Good Not good.

Keys to Quality

Clear Purpose Clear Targets Sound Design Good Communication Student Involvement

ContentAssessments

Complexity – Modifications & ExtensionsConcrete to Abstract Do/View/Construe

Resources

Grouping

37

Readiness in Mathematics

ConcreteDO

Representational

VIEWAbstract

CONSTRUEGravitate to

hands-on materials or manipulatives

Experience difficulty explaining their mathematical thinking

Draw pictures to represent mathematical thinking

Make modelsTalk about

mathematical thinking in words

Are able to relate the mathematical concept to real-life experiences

“See” concepts abstractly

Explain readily their mathematical thinking

See and articulate relationships among mathematical processes

Make connections readily between mathematical concepts and prior experiences

Express mathematical concepts in multiple ways

DO – Manipulatives: Concrete• Algebra Tiles (for linear and quadratic equation

solving)

• Didax Geofix (nets)

• Models of shapes (surface area and volume)

• Soft 1 cm squares http://www.etacuisenaire.com• Virtual Manipulativeshttp://www.neirtec.org/activities/

math_portal.htm• Wolfram Alphahttp://www.wolframalpha.com/

VIEW – Graphic Organizers - Representational

www.graphicorganizers.com

http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

3 Levels of Challenge - CbC

Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.

Blue—Tasks are advanced and complex. Success

depends on extending one’s skills in order to recognize and address the added layers of complexity.

Black—Tasks are extremely advanced and highly

complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

ContentAssessments


ResourcesPrint/Non-Print/Digital

Grouping

Directions

Part 1

Part 2

ContentAssessments



Grouping TAPS

51

Which of these grouping formats is used for 80-95% of all teaching and learning activities? What should the percentage be? Why?

52

The Classroom Observation Study

“Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.”

NRC G/T Westberg, 1993,

2003

53

Cooperative Groups- Varied roles-Heterogeneous ability- Interactive-Similar tasks

Ability Groups

-Tend to be fixed-Based on prior achievement-Homogeneous by achievement-Can effect a student’s expectations

Flexible, Small

Groups (FSGs)

-Flexible membership-Based on a variety of factors- Student-led-Promote ownership, leadership-Understanding enhances self- esteem

54

FLEXIBLE, SMALL GROUPS: AN OPERATIONAL DEFINITION

Within class groupings in which:

•Membership varies according to purpose, learning goals, topics, learning activities, resources, or products•Group longevity varies•Group size varies (2-10)

ContentAssessments

ComplexityConcrete to Abstract Do/View/Construe


GroupingTAPS

Dial 4-1-1

4 Ideas to take away1 Affirmation of my work1 Call to action for transfer

Process

Process

Teaching Strategies

Introduction

Learning Activities

ProcessTeaching Strategies

Direct Instruction

IntroductionHook them Curiosity

NoveltyDrill and RecitationConcept AttainmentSocratic QuestioningSimulationInquiry Based Instruction/LearningProject Based Learning PBL pblIndependent Study

Learning Activities & Products

Resources for PBL

Questgarden

The Buck Institute

West Virginia Department of Ed.


Direct Instruction


NoveltyDrill and RecitationConcept AttainmentSocratic QuestioningSimulationInquiry Based Instruction/LearningProject Based Learning PBLIndependent Study


Multiple Intelligence Assignment

Meal/banquet picture

Verbal Intellige

nce

Visual Intellige

nce

Musical Intellige

nce

Kinesthetic

Intelligence

Write a story about your

planet

Make a chart that

compares your

planet to Earth

Make up a song about your

planet

Make up or adapt a game about your

planet (e.g.,

Saturn ring-toss)

Twinky DI

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication S. Gendron, Kentwood presentation, March 2011

Knowledge TaxonomyKnowledge Taxonomy

1.1. AwarenessAwareness2.2.Comprehension Comprehension

3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

S. Gendron, Kentwood presentation, March 2011

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across 3. Application across disciplinesdisciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

S. Gendron, Kentwood presentation, March 2011

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication S. Gendron, Kentwood presentation, March 2011

International Center for Leadership in Education

1

2

3

4

5

6

1 2 3 4 5

Verb list by Rigor/Relevance Verb list by Rigor/Relevance QuadrantQuadrant

Calculate matchChoose memorizeCount nameDefine recallDescribe reciteFind recordIdentify selectLabel spellList locate

Analyze differentiateCategorize discriminateClassify evaluateCompare examineConclude explainContrast inferDefend judgeDiagram justify

prove

Adapt justifyArgue modifyCompose predictConclude prioritizeConstruct proposeDesign rateEvaluate recommendFormulatereviseInvent teach

Adjust interpretApply interviewBuild makeCalculate modelConstruct playDemonstrate produceDramatize relateDraw sequenceIllustrate solve

Explicit Teaching

Common Core Standards

Detour. . . A temporary

inconvenience for permanent improvement

Motivational Mind Set:Through Emotions get their Attention

Skill Description:What Standard Requires

Menu of Operations:“How-to” Steps for Students

Instructional Strategy:“Process as Content”

Assessment:Judgment of Product or Performance

Reflection:Student Comment on Process

TAG / Synonyms

Account for SimilaritiesLook for DifferencesInspect for Hidden Similarities / DifferencesKnow names of groupingsExpress result of Compare/Contrast

A -L -I -K -E -

T-ChartAlternating SentencesDual Paragraphs

Taste Test: Which Candy Bar?

Students compare somethingIn your subject area.

Which is easier – compare or contrast?

Target Thinking Skill Template: Compare and Contrast

# 3 Menu of Operations

A

L

I

K

E

Account for similarities

Look for differences

Inspect for hidden Similarities/Differences

Know name of groupings

Express results of Compare/Contrast

Motivational Mind Set:Through Emotions get their Attention

Skill Description:What Standard Requires

Menu of Operations:“How-to” Steps for Students

Instructional Strategy:“Process as Content”

Assessment:Judgment of Product or Performance

Reflection:Student Comment on Process

TAG / Synonyms

Account for SimilaritiesLook for DifferencesInspect for Hidden Similarities / DifferencesKnow names of groupingsExpress result of Compare/Contrast

A -L -I -K -E -

T-ChartAlternating SentencesDual Paragraphs

Taste Test: Which Candy Bar?

Students compare somethingIn your subject area.

Which is easier – compare or contrast?

“Compare and Contrast”

Alternating Pattern: Alternating sentences

AB AB AB AB

Dual Paragraphs Pattern: Para 1 Write about AAAA Para 2 Then write about

BBBB

How Alike and Different

A)Salt is savory, B)while pepper is spicy. A) yet, the salt is not that healthy, B)whilepepper seems more benign. And, finally, A) salt is invisible on the food, B) while pepper is visibly “peppered” on the food. Yet, both are spices and both can be added at any point in the cooking.

Alternating Sentences


# 4 Instructional Strategy

AAA - Salt is a savory condiment that many people add to their plated food, yet is a habit that is not healthy. Usually salt has already been included in the preparation. And it is invisible so people may add too much. However salt is a spice like pepper.

BBB - On the other hand, pepper is spicy flavoring people use to give their food a “bite”. Unlike salt it is healthy to eat and it is visibly obvious how much pepper they are using. But it’s still a spice.

Dual Paragraphs


# 4 Instructional Strategy


Direct Instruction


NoveltyDrill and RecitationConcept AttainmentSocratic QuestioningSimulationInquiry Based Instruction/LearningProject Based Learning PBLIndependent Study


Imagist Poems* Know:

Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems

Understand: How do we make meaning out of poetry? What makes a poet’s voice intense, meaningful,

memorable? What are significant poetic forms and

structures? How do they make meaning? Do

Read, discuss, and appreciate a variety of poems

Analyze poems, poetic forms and devices Research the cultural and historical context of

poems and poets*CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American literature

The Red Wheelbarrowso much dependsupon

A red wheelbarrow

glazed with rain water

beside the white chickens

82

ROLE AUDIENCE FORMAT TOPIC

WIlliams Tennyson Letter Why I moved away from traditional Victorian poetry

Poetry critic Poetry aficionados

Analysis The key features of Williams’ style

WIlliams His Colleagues Explanation Why RW “is real, not realism, but reality itself”

Students Other Students Interview How Williams composed one of this most famous

poems

Older WIlliams

Younger WIlliams

Letter to My Younger Self

How my poetry changed as I grew older

The Red Wheelbarrow

Analytic Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.

Practical • Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening).

• Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.

• Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

Creative Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours.ORTell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting , and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

Analytic Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.

Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.

Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.

Curriculum Components

Content

Assessment

Grouping

Introduction

Teaching Strategies

Learning Activities

Resources

Extensions

Modifications

ProductsTomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.

An Old African Proverb Asks:

How do you eat an elephant?????

Documents

DIFFERENTIATED INSTRUCTION AND THE COMMON CORE STATE STANDARDS Jacque Melin – GVSU Jacque Melin – GVSU