Blooms New Taxonomy Source:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
OLDNEW
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Differentiated Instruction Awareness 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
What is differentiation?
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People learn differently learning styles, strengths, abilities,
and interests. We also learn alike in that we need to find meaning
and make sense of what we study. We learn best from work that
demands we stretch ourselves, but does not intimidate us.
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When a teacher tries to teach something to the entire class at
the same time, chances are, 1/3 of the kids already know it; 1/3
will get it; and the remaining 1/3 wont. So 2/3s of the children
are wasting their time. - Lilian Katz As a student, I was in the
1/3 who As a teacher, I am in the 1/3 who... As a parent, my child
is in the 1/3 who Reflect on this quote by completing these
phrases: Activity
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HOW ?
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Differentiation Is a teachers response to learners needs Guided
by general principles of differentiation Meaningful tasksFlexible
groupingContinual assessment Teachers can differentiate through
Content Process ProductAffect/Environment According to students
ReadinessInterestLearning Profile Through a variety of
instructional strategies such as: RAFTS Graphic
OrganizersScaffolding CubingTic-Tac-ToeLearning Contracts.Tiering
Learning/Interest Centers Independent StudiesIntelligence
Preferences..Orbitals..Complex InstructionETC. Quality Curriculum
Building Community
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Teachers Can Differentiate: According to Students
ContentProcessProduct Readiness Learning Profile Interest
Environment
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What to Differentiate Content what the student needs to learn
or how the student will get access to the information; Content
Process activities in which the student engages in order to make
sense of or master the content; Process Products culminating
projects that ask the student to rehearse, apply, and extend what
he or she has learned in a unit; and Products Learning environment
the way the classroom works and feels. Learning environment
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Content Reading materials at varying readability levels;
Putting text materials on tape; Using spelling or vocabulary lists
at readiness levels of students; Presenting ideas through both
auditory and visual means; Using reading buddies Small group
re-teach or extend teach
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Process Using tiered activities: same understandings/ different
support, challenge or complexity Interest centers: encourage
exploration into areas of interest Personal agendas: task lists
including in- common work and individual work Offering
manipulatives etc. Varying the length of time for task (this works
for adv. & struggling learners
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Product Options of how to express required learning Rubrics
that match and extend students' varied skills levels Allowing
students to work alone or in small groups on their products
Encouraging students to create their own product assignments
(keeping targets in mind)
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Environment Places to work quietly and, places that invite
collaboration Materials that reflect a variety of cultures and home
settings Clear guidelines for independent work that matches
individual needs; Routines that allow students to get help without
chaos Classroom understanding re: learning styles; some need to
move around to learn, while others do better sitting quietly
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WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST
LEARNING PROFILE Content Knowledge Interest Surveys Interest
Centers Self-Selection Areas of Strength and Weakness Work
Preferences Self Awareness
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Readiness KWL charts
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Examples of Pre-Assessments: How Do You Like to Learn? 1. I
study best when it is quiet. Yes No 2. I am able to ignore the
noise of other people talking while I am working. Yes No 3. I like
to work at a table or desk. Yes No 4. I like to work on the floor.
Yes No 5. I work hard by myself. Yes No 6. I work hard for my
parents or teacher. Yes No 7. I will work on an assignment until it
is completed, no matter what. Yes No 8. Sometimes I get frustrated
with my work and do not finish it. Yes No 9. When my teacher gives
an assignment, I like to have exact steps on how to complete it.
Yes No 10. When my teacher gives an assignment, I like to create my
own steps on how to complete it. Yes No 11. I like to work by
myself. Yes No 12. I like to work in pairs or in groups. Yes No 13.
I like to have unlimited amount of time to work on an assignment.
Yes No 14. I like to have a certain amount of time to work on an
assignment. Yes No 15. I like to learn by moving and doing. Yes No
16. I like to learn while sitting at my desk. Yes No
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Big Ideas
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Differentiated Instruction is Proactive Begin with assumption:
different learners/different needs Variety of ways to get at and
express learning. Organized/Purposeful and not chaotic.
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High Flyers: Expect BETTER work, not MORE work!!! Adjusts the
nature of the assignment to meet student needs. Level of
complexity, steps in a task, and levels of questioning Turn and
Talk do you current practices ask high flyers to think deeper?
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Considerations for Planning a Differentiated Lesson Identify
the student learning target/s that ALL students must reach Decide
WHAT you will differentiate Decide HOW you will differentiate and
the assessment method you will use Determine what assessment
method/s you will use
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Begin With Pre-Assessment Readiness based on: Standardized test
results Pre-testing Conversations Self assessments (KWLs) what
else..?
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Assess along the way.
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Minute Paper In one minute, students identify the most
significant (useful, meaningful, disturbing, etc.) things they
learned during a particular session.
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Ticket out the Door We have begun a study of authors craft.
List and identify three examples of figurative language used in the
novel Morning Girl by Michael Dorris.
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Exit Cards On your Exit Card--- Explain the difference between
prime and composite numbers. You may wish to give some examples of
each as part of your explanation.
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Differentiation is Fluid Teachers participate in ongoing
collaboration with students Lessons and assignments are adjusted as
needed There is no one right way to differentiate as long as the
basic principles of differentiated learning are followed.
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DI Might Be Whole-class instruction Individual instruction
Flexible grouping Cooperative/collaborative learning
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Critical Thinking. 1. Foundational.Transformational 2.
Concrete.Abstract 3. Simple Complex 4. Single FacetMultiple Facets
5. Small Leap..Great Leap 6. More Structured..More Open 7. Less
IndependenceMore Independence 8. Slow..Quick
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SOME EXAMPLES
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Low Prep Differentiation Choices of books Homework options Use
of reading buddies Varied journal prompts Student- Teacher goal
setting Work alone/together Whole-to-part and part-to-whole
explanations Flexible seating Let's make a deal projects Use
collaboration, independence, and cooperation Open-ended activities
Mini- lessons Games to practice mastery of information and skill
Multiple levels of questions
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High Prep Differentiation: Tiered activities and labs.
Independent studies Multiple tasks Alternative assignments Learning
contracts Multiple intelligence options Graphic organizers
Community mentorship's Interest groups Tiered centers Interest
centers Personal agendas Literature circles Stations Group
investigation
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Differentiate by Readiness
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Tiering Instruction Change the nature of the task, not the
workload Change the sophistication of the prompt and/or the
students response to it Keep all students above water by adjusting
challenge levels so all students can make sense of their
learning
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Learning Contracts Students enter into independent study with
an agreed-upon set of tasks supporting adjusted goals.
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Learning Menus Students are given choices of tasks in a unit or
for an assessment. They must do one entre task, select from two
side dish tasks, choose one of the dessert tasks for extra
enrichment.
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Cubing Students receive foam or poster board cubes with a
different task written on each face; each task has a different
complexity level than the others. Given a topic, students: Describe
it, Compare it, Associate it, Analyze it, Apply it, Argue for it or
against it.
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Summarization Pyramid Create a pyramid of horizontal lines,
then ask students at different readiness levels to respond to
tiered prompts as they interact with the topic. SOME GREAT PROMPTS
Synonym Analogy Question Three attributes Alternative title Causes
Effects Reasons Arguments Ingredients Opinion Formula/sequence
Insight Larger category Tools Sample People Future of the
topic
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Change the Verb Raise or lower the challenge level by changing
the verb in your prompt: CONSIDER USING: Analyze Revise Decide
between Why did Defend Devise Identify Classify Define Compose
Interpret Expand Imagine Suppose Construct Recommend Predict Argue
for (or against) Contrast Critique
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Some Tips All students need coherent lessons that are relevant,
powerful, and meaningful. Good curriculum pushes students a bit
beyond what is easy or comfortable. Encourage students to work up
and complete tasks that stretch them.
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Differentiate by Interest
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Sidebar Studies Interest Centers Specialty Teams Real-Life
Applications of Ideas and Skills New Forms of Expression
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Strategies That Support Interest-Based Studies Studying
concepts and principles through the lens of interest Student choice
of tasks Independent Study I-Searches Orbitals Mentorships Group
Investigations Interest Groups Jigsaw Literature Circles WebQuests
Student-selected audiences
Strategies for Learning Profile Preferences Vary teacher
presentation (auditory, visual, kinesthetic) Vary student mode of
expression (Gardners Multiple Intelligences) Working choice
arrangements Multiple modes of assessment Varied approaches to
organizing ideas and information
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Differentiate Content
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Strategies for Differentiating Content Curriculum Compacting
Learning Contracts Mini-lessons
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Ways to Support Students Reading partners or audio/video
recorders Note-taking organizers Highlighted print materials
Digests of key ideas Peer and adult mentors
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Differentiate Process
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Processing: Making Sense of the Content Present activities that
are interesting to the student Provide opportunities for students
to think at a higher level Cause students to use key skills to
understand key ideas
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Strategies for Differentiated Processing Cubing Learning logs
or journals Graphic organizers Centers or interest groups Role
playing Choice boards Jigsaw Think-pair-share PMI Model-making Labs
Tiered activities
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Differentiate Product
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Creating Product Assignments Big IDEAS Format of the project.
Expectations for quality (content, process, product). Scaffolding
(brainstorming, rubrics, time lines, planning/goal setting,
storyboarding, critiquing, revising/grading). Differentiate based
on readiness, student interest, student learning profile.
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Find exactly where students are before you know how to take
them someplace new Organize your resources Adjust for varying
degrees of depth Support those who cant keep their heads above
water Modify your strategy as you go Recognize there are different
ways to reach the same destination you must:
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The content of this presentation is based on the work of Carol
Ann Tomlinson of the University of Virginia and on her book, How to
Differentiate Instruction in Mixed- Ability Classrooms.
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Supplementary Resources Glossary of terms Learning Style
inventory Sample lessons List of additional resources