DIFFERENTIATION REVIEWPrepared & Presented by LT’s Piece 4 Differentiation Teacher Leader TeamJanuary 7, 2013

OBJECTIVES:

I will be able to:

Define differentiation (K) Identify where differentiation fits in the PLC

Cycle (D) Define and characterize the three types of

differentiation (K) Distinguish examples of differentiation from

non-examples (D) Know what constitutes the K, U, and D (K) Explain the purpose of a KUD statement (D)

AGENDA:Mini-Lecture:

Review of Differentiation

Table Game: Is it Differentiation

or Is It Not?

Mini- Lecture Cont:

Review of Differentiation

Review Game: Things Associated

with…

Define differentiation Identify where differentiation fits in the

PLC Cycle Define and characterize the three types

of differentiation

Distinguish examples of differentiation from non-examples

Explain what constitutes the K, U, and D

Explain the purpose of a KUD statement

Review presentation objectives

DIFFERENTIATION IS…

“A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn.

(Tomlinson & Strickland, p.7).

Essential

Outcome

Instruction

Formative Assessme

nt

Data Collection

& Analysis

SMART Goals

Differentiated Instr.:

Intervention & Enrichment

Data Collection & Analysis

Summative Assessment

Where does differentiation fit in the PLC

Cycle?

DIFFERENTIATION IS…

What it is:

Meeting kids where they are… not where we wish they would be

Teaching with variance in mind

Responsive teaching rather than one-size-fits-all teaching

“Providing student multiple options for making sense of information”

Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.

THREE TYPES OF DIFFERENTIATION

INTEREST “What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)

LEARNING PROFILE

“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).

READINESS “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

WHEN WE DIFFERENTIATE FOR INTEREST, WE:

WAYS TO DIFFERENTIATE BY INTEREST:

•“Provide materials to encourage future exploration of topics of interest

•Use student questions & topics to guide lectures, materials selection, examples, & illustrations

•Encourage students to design or participate in the design of some tasks

•Allow students to specialize in aspects of a topic they find interesting and share findings with others”

(Strickland, p.1, 2012)

Engage students intheir interest, whichincreases thelikelihood and speed oflearning.

Positively “impact astudent’s readiness tolearn too.”

WHEN WE DIFFERENTIATE FOR LEARNING PROFILE, WE:

Collect data aboutstudent learningpreferences …

in order to“provide studentsdifferent ways to work orlearn”…

“simultaneously, ratherthan waiting for their turnin the learning profile“rotation”.”

(Strickland, p.30, 2012)

WAYS TO DIFFERENTIATE BY LEARNING PROFILE:

•Create different activities (aligned to the same KUD) that allow students to process or make sense of the unit information

•Create different product options for students to demonstrate what they learned

•Allow students to work alone or with a partner

WHEN WE DIFFERENTIATE FOR READINESS, WE:

“Accept readiness is not a fixed factor”…

and scaffold studentexperiences to providethem with information and workthat is challenging…

in order to “maximize studentgrowth”

(Strickland, p.51-52, 2012)

WAYS TO DIFFERENTIATE BY READINESS:

•Tiered Tasks

•Small Group Instruction

GAME: IS IT DIFFERENTIATION

OR IS IT NOT?YES NO

DIRECTIONS:1) Find a group of three2) Read the scenario on each label.3) Determine whether each label is or is

not an example of differentiation.4) If the label:

• is an example of differentiation, place the label on the left side of your construction paper

• is not an example of differentiation, place the label on the right side of your construction paper

Yes No

Quality CurriculumQuality TasksRespectful CommunityContinual AssessmentFlexible Grouping

5 PRINCIPLES OF DIFFERENTIATED INSTRUCTION:

(Tomlinson & Strickland, p. 16-17, 2005.)

A HIGH QUALITY CURRICULUM…

Has clear learning goals for students that articulate what ALL students are expected to Know, Understand, and Do

At LTHS this is articulated through our: Enduring

Understandings (U)

and Essential Outcomes ( K & D)

Essential

Outcome

Instruction

Formative

Assessment

Data Collectio

n & Analysis

SMART Goals

Differentiated Instr.:

Intervention & Enrichment

Data Collectio

n & Analysis

Summative

Assessment

KUD STATEMENT…

• When differentiating, it is the KUD statement that ensures:

the learning goal is clear and consistent

all students are led to the same end result or outcome regardless of the type of differentiation that is employed and regardless of the specific task or activity they are completing

all students receive the same key learnings (KUD)

KUD STATEMENT…

(Strickland, 2011, p.15)

KKNOW

LT’s Essential Outcomes

Knowledge

Facts, People, Dates, Places,

Definitions

Can begin with “know how”

UUNDERSTAND

LT’s Enduring Understandings

Big Ideas(that frame the

details)

Generalizations

I want students to understand that…

DDO

LT’s Essential Outcomes

Skills

Outcomes

Includes things you want students to be able to do after they complete your class

GAME: THINGS ASSOCIATED WITH DIFFERENTIATION

DIRECTIONS:

Find a partner

One person must act as the “guesser” Turn your chair away from the screen Do not look at the screen or read the terms on the screen

The other person will describe each term to the “guesser” in an effort to get the “guesser” to list every term on the screen You may not say the words on the screen Once the “guesser” says all the words on the screen raise

your hand The first team done has won the game

GAME: THINGS ASSOCIATED WITH DIFFERENTIATION

TERMS THAT MUST BE SAID BY THE GUESSER: PLC Cycle Learning Profile KUD Statement Interest Quality Curriculum Flexible Grouping Readiness Respectful Community Continuous Assessment Quality Task

REFERENCES

McTighe, J. & Wiggins, G. (2006). Understanding by design, 2nd ed. Alexandria, Virginia: ASCD.

Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.

Strickland, C.A. (2012). Strategies for respectful differentiation. ASCD: Alexandria, Virginia.

Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.

(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.

WHAT’s NEXT?

AGENDA FOR THE DAY…SESSSION TITLE TIME

Opening Session Opening Session 7:45-8:15am

Session I: Differentiation Review 8:20-9:00am

Session II: Choice Session Concerning Differentiation

9:10-10:00am

Session III: Choice Session Concerning Differentiation

10:10-11:00am

Session IV: Applying Information in Your PLC

11:10-12:00pm

LUNCH Provided for all faculty In NC Cafeteria

12:00-12:50pm

Division Meeting Division Meeting 1:00-3:00pm

IN MARCH… On March 11, 2013, each PLC Team will

present the following information in our division meeting:

Explanation of the differentiated lesson, project, activity/task

Type of differentiation Summary of the lesson, project, or activity

Success experienced Challenges experienced Next steps concerning differentiation

IN A MOMENT…

You will get into PLC groups: Please share the sessions you will attend

for the day Identify information you would like to

obtain so that you can use your time when we return to work in PLCs at 11:10am

Use any remaining time (up until 9:00am) to plan your differentiated task/lesson

SEE YOU BACK HERE AT 11:10am

TO WORK IN YOUR PLCs