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Differentiated Instruction to Support and Challenge our 21st Century Learners
Differentiated Instruction to Support and Challenge our 21st Century Learners
AFLA 2008 Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO [email protected]://lhsfrenchclasses.wikispaces.comhttp://tonitheisen.wikispaces.com
AFLA 2008 Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO [email protected]://lhsfrenchclasses.wikispaces.comhttp://tonitheisen.wikispaces.com
While we are waiting to start do the
following:
While we are waiting to start do the
following: Teacher Strategy Profile-
page 2a. Check three you already do.
b. Check one you want to do.
“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
A Thought…A Thought…
“The teacher, if indeed wise, does
not bid you to enter the house of her/his wisdom, but leads
you to the threshold of you
own mind.” –Kahlil Gibran-Lebanese poet, (1883-
1931)
“The teacher, if indeed wise, does
not bid you to enter the house of her/his wisdom, but leads
you to the threshold of you
own mind.” –Kahlil Gibran-Lebanese poet, (1883-
1931)
Another Thought…Another
Thought…
Goal:Goal:Students who can function in real-
world situations that are authentic, predictable,
unpredictable and vital.
Students who can function in real-
world situations that are authentic, predictable,
unpredictable and vital.
Essential Question:Essential Question:
How do teachers vary instruction and assessment in order to be responsive to
the needs of all students?
How do teachers vary instruction and assessment in order to be responsive to
the needs of all students?
Comparing
•Traditional (T)•Differentiated
(D)
Classrooms
What patterns did you notice?
Why Differentiate?
Why Differentiate?
To provide access, equity and support for all students.
To provide access, equity and support for all students.
The Many Layers of Learning
The many layers of a student
In order to teach the
squirrels, you must think like the squirrels!
Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
Guiding PrinciplesGuiding
Principles There is a balance
between whole class learning and differentiation.
Essential questions guide instruction.
Instruction aligns with standards and curriculum.
There is a balance between whole class learning and differentiation.
Essential questions guide instruction.
Instruction aligns with standards and curriculum.
Characteristics of a differentiated classroom..
Characteristics of a differentiated classroom..
High Expectations for all Respectful tasks Flexible grouping Ongoing assessment Positive and safe learning
environment Choice Collaboration
High Expectations for all Respectful tasks Flexible grouping Ongoing assessment Positive and safe learning
environment Choice Collaboration
What is Differentiation?
What is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and learning styles
Instruction that honors students’ differences
A philosophy of teaching and not just a set of strategies
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and learning styles
Instruction that honors students’ differences
A philosophy of teaching and not just a set of strategies
What does content mean?
What does content mean?
What a student knows, understands and is able to do as a
result of the instruction: the “input”
What a student knows, understands and is able to do as a
result of the instruction: the “input”
What does process mean?What does process mean?The process helps the student “make
sense of”, make meaning from, or
“own” the content.
The process helps the student “make
sense of”, make meaning from, or
“own” the content.
What does product mean?What does product mean?
How the student demonstrates what
s/he knows, understands, and is
able to do: the “output”.
How the student demonstrates what
s/he knows, understands, and is
able to do: the “output”.
Aspects of teaching for engaging all
learners
Aspects of teaching for engaging all
learners
Working with High Ability Learners
Working with Students with Special Needs
Working with High Ability Learners
Working with Students with Special Needs
1. use diagrams, graphics, graphic organizers and pictures to augment spoken work 2. use manipulatives and other hands-on activities 3. assign respectful work the student can do-tiered lessons-more concrete thinking 4. present and assign work in small chunks 5. create a positive learning contract with the student 6. explain how to do the homework, provide examples and write down directions 7. make classroom and homework relevant and respectful 8. provide alternative ways for the students to do tasks-tiered assignments or menu choices 9. give clear assignments and use more direct instruction 10. clarify goals and tasks 11. give extra time if needed 12. provide support-could be mini workshops for review 13. provide multiple pathways for students to access and process information 14. provide examples and model outcomes, then provide support 15. use a variety of flexible grouping strategies 16. model memorization strategies 17. provide varied paced materials 18. use a variety of technologies so students can access information and process it 19. model and practice a variety of note-taking techniques 20. scaff old (provide diff erent layers of support)
Students with Special Needs
1. acceleratation-let students move quicker or differently through material 2. compacting-adapt the regular curriculum by either eliminating work that has already been
mastered or streamlining work that may be mastered at a quicker pace. 3. assign respectful work to push students to reach their potential-tiered lessons 4. flexible pacing- allow for individual students to determine the pace. 5. use complex concepts, and materials 6. emphasize questions that enable the learners to analyze synthesize, or evaluate 7. select a variety of content such as categorical groups, descriptive similarities, and
metaphors in place of the typical chronological organization. 8. provide alternative ways for the students to do tasks-tiered assignments or menu choices 9. create interest centers and enrichment clusters in order to encourage students to explore
subsets of the class topics or individual topics 10. provide opportunities for self -directed activities 11. focus on open-ended tasks 12. use alternative assessments and graduated rubrics 13. provide multiple pathways for students to access and process information 14. provide examples and model outcomes, then provide support 15. use a variety of flexible grouping strategies 16. use a variety of technologies 17. encourage the development of self understanding and self -reflection
High Ability Learners
Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
Some basic strategies
Some basic strategies
Menu choice boardTiered lessonR.A.F.T.Learning Centers
Menu choice boardTiered lessonR.A.F.T.Learning Centers
Choice Board Menu
T i e r e dlesson for Readiness
T i e r e dlesson for Readiness
How to tier for readiness..How to tier for readiness..ConcreteConcrete/Abstract
Abstract
ConcreteConcrete/Abstract
Abstract
R.A.F.T.writing(provides purpose for
writing)
R.A.F.T.writing(provides purpose for
writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
R.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T. AssignmentFrench 2--Traveling in France
T i e r e dlesson for Readiness
T i e r e dlesson for Readiness
Learning Centers
Flexible Grouping Practices
Flexible Grouping Practices
Help create a safe and honoring learning environment
Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
Student
EngagementContent
Process
Product
Greater Student
AchievementContent
Process
Product
ActivitiesActivities
Circumlocution ExerciseCircumlocution Exercise
Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
Partner B doesn’t look at overhead, listens and tries to guess the word.
Second round reverse roles.
Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
Partner B doesn’t look at overhead, listens and tries to guess the word.
Second round reverse roles.
Circumlocution ExerciseCircumlocution Exercise
First round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. whale 2. boundary 3. irony
First round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. whale 2. boundary 3. irony
Circumlocution ExerciseCircumlocution Exercise
Second round- 3 different words-remember--NO HAND MOVEMENTS!!!!!!!
1. technology 2. awesome 3. scroll
Second round- 3 different words-remember--NO HAND MOVEMENTS!!!!!!!
1. technology 2. awesome 3. scroll
Create CategoriesCreate Categories
melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile
melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile
rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté
rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté
ART STARTART START
“Gut” guessers“Gut” guessers
Grocery ShoppingGrocery Shopping
MathMath
The Tree of LifeThe Tree of Life
Critical and Creative Thinking
Critical and Creative Thinking
Higher-level thinking skills
Bloom’s TaxonomyBloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Higher
Lower
ActivitiesActivities What type of question is it? Apply questioning techniques to
content topic. A little creativity and fun….
What type of question is it? Apply questioning techniques to
content topic. A little creativity and fun….
Student generated questions and answers
Student generated questions and answers
Create questions in the chart below. Answer your own questions.Create questions in the chart below. Answer your own questions.Question word Question Response
Who?
What?
When?
Where?
Why?
How?
What if? ? (If?)
Types of WritingTypes of WritingDescriptiveExpositoryNarrative Argumentative or Persuasive
DescriptiveExpositoryNarrative Argumentative or Persuasive
Types of Writing
1) Narrative: the purpose of a narrative writing is to tell a story. Narrative writings are told from a particular point of view, make and support a point, are filled with detail, uses vivid vocabulary, use conflict and sequence as does any story and may use dialogue.
2) Descriptive: in a descriptive writing, the purpose is to produce a mood or a dominant impression of a person, place, or object. The writer tries to make the reader see, hear, or feel what the writer saw, heard, or felt.
Types of Writing
1) Narrative: the purpose of a narrative writing is to tell a story. Narrative writings are told from a particular point of view, make and support a point, are filled with detail, uses vivid vocabulary, use conflict and sequence as does any story and may use dialogue.
2) Descriptive: in a descriptive writing, the purpose is to produce a mood or a dominant impression of a person, place, or object. The writer tries to make the reader see, hear, or feel what the writer saw, heard, or felt.
3) Expository: the purpose of the expository writing is to inform, clarify, define, explain, or analyze. To accomplish that, the writing is best developed by the use of facts and statistical information, cause and effect relationships, or examples. The writing should include: topic sentence, supporting sentences that make the topic understandable and interesting, transitions that create a logical order and a conclusion to tie everything together.
4) Argumentative or Persuasive: an argumentative or persuasive writing attempts to convince, bring about an event, or move the reader to action. In an orderly way the writer analyzes a problem, offers a solution, acknowledges opposing solutions, and restates the one given in the essay. The appeal to the reader may be strictly logical or it may involve the reader's emotions. To accomplish this, the writer must develop a limited topic, which is well defined and debatable. The topic should be a statement of position. That position must be clear and direct. Then state the reasons that you have to support your position. Uses specific evidence, examples, and statistics to persuade the reader that the stated position is a valid one. To finish it is important to clearly redefine the topic and restate the most compelling evidence. Remember, this is the last chance to remind the reader and convince her/him to accept the writer's position.
3) Expository: the purpose of the expository writing is to inform, clarify, define, explain, or analyze. To accomplish that, the writing is best developed by the use of facts and statistical information, cause and effect relationships, or examples. The writing should include: topic sentence, supporting sentences that make the topic understandable and interesting, transitions that create a logical order and a conclusion to tie everything together.
4) Argumentative or Persuasive: an argumentative or persuasive writing attempts to convince, bring about an event, or move the reader to action. In an orderly way the writer analyzes a problem, offers a solution, acknowledges opposing solutions, and restates the one given in the essay. The appeal to the reader may be strictly logical or it may involve the reader's emotions. To accomplish this, the writer must develop a limited topic, which is well defined and debatable. The topic should be a statement of position. That position must be clear and direct. Then state the reasons that you have to support your position. Uses specific evidence, examples, and statistics to persuade the reader that the stated position is a valid one. To finish it is important to clearly redefine the topic and restate the most compelling evidence. Remember, this is the last chance to remind the reader and convince her/him to accept the writer's position.
R.A.F.T.writing(provides purpose for writing)
R.A.F.T.writing(provides purpose for writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
R.A.F.T. AssignmentFrench 2--Traveling in FranceR.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T.R.A.F.T.Role Audience Format Topic
(+ strong verb)
Role Audience Format Topic (+ strong verb)
Podcasts, blogs, videocastsPodcasts, blogs, videocasts
Podcasts, blogs, videocastsPodcasts, blogs, videocasts
www.wikispaces.comwww.wikispaces.com
www.wikispaces.comwww.wikispaces.com
www.teachertube.comwww.teachertube.com
www.voki.comwww.voki.com
www.toondoo.comwww.toondoo.com
Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-solving, Synthesizing:Thinking Skills of the 21st Century
What does a 21st learner century need?
What does a 21st learner century need?Relevance
PersonalizationConnectionsCollaboration
Choice
RelevancePersonalization
ConnectionsCollaboration
Choice
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
