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““SHAKING UP” YOUR SHAKING UP” YOUR
LESSONS: LESSONS:
A LOOK AT DIFFERENTIATED INSTRUCTIONA LOOK AT DIFFERENTIATED INSTRUCTION
Presented by Martha Elliott, Brian Keller, Lisa Plichta, and Jennifer Setzke
Today we want to Today we want to introduceintroduce you to the 2012-2013 you to the 2012-2013
Institute Day Topic: Institute Day Topic: Differentiated InstructionDifferentiated Instruction
Objectives:•To know the three types of differentiation
•To understand differentiated instruction is a systematic way of planning and teaching that addresses the interests, learning profiles, and readiness of all students
•Participate in three types of differentiated activities
Directions: As each picture is displayed,
please answerthe following question by raising
your hand to indicate YES or NO.
Is this an example of Is this an example of differentiation?differentiation?
YES NO
Is this an example ofdifferentiation?
NODifferentiation is not streaming or leveling or tracking
Strickland, 2012.
“Even in homogenous classes , there is considerable heterogeneity in terms of readiness, interest, and learning profile (Strickland, p. 2)”
YES“Differentiation is meeting kids where they are … not where we wish they would be (Strickland, p.1).”
Strickland, 2012.
“Differentiation is responsive teaching rather than one-size-fits-all teaching (Strickland, p.1).”
Is this an example ofdifferentiation?
YESDifferentiation is intentional planning as opposed to on-the-spot adjustments
Strickland, 2012.
Is this an example of a component of differentiation?
NODifferentiation is not simply group work nor is it constant group work
Strickland, 2012.
Is this an example of differentiation?
GROUP WORK
NODifferentiation is not an IEP (IndividualizedEducation Plan) for every child
Strickland, 2012.
Is this an example of differentiation?
IEP
IEP
IEP
IEP
IEP
IEP
IEPIEP
IEP
IEP
IEPIEP
IEP
YESDifferentiation is everywhere
Strickland, 2012.
Is this an example of differentiation?
DIFFERENTIATED?DIFFERENTIATED? YESYES
IT IS NOT NEWIT IS NOT NEW
What is What is Differentiation?Differentiation?
What it is:What it is: What it is Not:What it is Not:•Teaching with variance in mind•Responsive teaching rather than one-size-fits-all teaching•Meeting kids where we are… not where we wish they would be•“Shaking up” the classroom sostudents have multiple options for making sense of information
•New•Tracking or Streaming•IEP for every child•Constant Group Work•Occasional Variation of teaching styles•On the spot adjustmentsChart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
What is What is Differentiation?Differentiation?
“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).”
It is not what we teach, it is HOW WE TEACH
5 Principles for 5 Principles for Differentiated InstructionDifferentiated Instruction
Building a Respectful Community◦Students need to feel safe
Quality Curriculum◦You can’t differentiate fog
Quality Tasks◦No busywork
Continual Assessment◦How can you differentiate if you
do not know where they are?Flexible grouping
3 Ways to Differentiate3 Ways to Differentiate
“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
Differentiating by Differentiating by LEARNING PROFILELEARNING PROFILE
Why?Because
efficiency results when learners are taught in ways that are
natural for them (Tomlinson & Strickland p.7)
When we differentiate by
Learning profile we should
consider student:Learning StylesSternberg’s IntelligencesGarner’s Multiple
IntelligencesEnvironmental
PreferencesGroup OrientationStrickland,
p. 5
Sternberg Intelligence SurveySternberg Intelligence Survey
Mark each sentence T if you like to do the activity and F if you do not like to do the activity.
1. Analyzing characters when I’m reading or listening to a story ___2. Designing new things ___3. Taking things apart and fixing them ___4. Comparing and contrasting points of view ___5. Coming up with ideas ___6. Learning through hands-on activities ___7. Criticizing my own and other kids’ work ___8. Using my imagination ___9. Putting into practice things I learned ___10. Thinking clearly and analytically ___11. Thinking of alternative solutions ___12. Working with people in teams or groups ___13. Solving logical problems ___14. Noticing things others often ignore ___15. Resolving conflicts ___
Sternberg Intelligence SurveySternberg Intelligence SurveyMark each sentence T if you like to do the activity and F if you do not
like to do the activity.
16. Evaluating my own and other’s points of view ___17. Thinking in pictures and images ___18. Advising friends on their problems ___19. Explaining difficult ideas or problems to others ___20. Supposing things were different ___21. Convincing someone to do something ___22. Making inferences and deriving conclusions
___23. Drawing ___24. Learning by interacting with others ___25. Sorting and classifying ___26. Inventing new words, games, approaches ___
27. Applying my knowledge ___28. Using graphic organizers or images to organize your thoughts ___29. Composing ___30. Adapting to new situations ___
Transfer your answers from the survey to the key. The column with the most True responses is your dominant intelligence.
Analytical Creative Practical1. ___ 2. ___ 3. ___4. ___ 5. ___ 6. ___7. ___ 8. ___ 9. ___10. ___ 11. ___ 12. ___13. ___ 14. ___ 15. ___16. ___ 17. ___ 18. ___19. ___ 20. ___ 21. ___22. ___ 23. ___ 24. ___25. ___ 26. ___ 27. ___28. ___ 29. ___ 30. ___
Total Number of True:Analytical ____ Creative _____ Practical
_____
Linear – Schoolhouse Smart - SequentialANALYTICAL
Thinking About the Sternberg Intelligences
Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.
Streetsmart – Contextual – Focus on UsePRACTICAL
Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.
CREATIVE Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.
Example of Differentiating Example of Differentiating by by Learning Profile in Learning Profile in Language Language
ArtsArts“ To get started with today’s work
on alliteration in poetry, you may choose to: listen to poems using alliteration read poems using alliteration write a poem using alliteration
Example from Strickland, p. 5
Example of Differentiating by Example of Differentiating by Learning Profile in Learning Profile in
ScienceScienceWater Cycle Activity: Choose one
of the following options to complete.
Activity taken from Sample 9.3- Water Cycle Activity Options on pg. 343 of Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.
Example of Differentiating by Example of Differentiating by Learning Profile in Learning Profile in
ScienceScience
Tomlinson & Strickland, p. 327
Choice A, C◦high levels of creative intelligence
Choice B◦high levels of visual/spatial
intelligenceChoice D
◦high levels of naturalistic intelligence
Who would benefit from selecting each of the choices?
Ways to get the Ways to get the information you information you needneed to differentiate by to differentiate by Learning Learning
ProfileProfileHelp Students Determine their Learning
Preferences
• Survey concerning Learning Styles (Auditory, Visual, Kinesthetic)
•http://people.usd.edu/~bwjames/tut/learning-style/stylest.html
• Survey concerning Garner’s Multiple Intelligences
•Multiple Intelligences Inventory like: http://surfaquarium.com/MI/inventory.htm
• Create questionnaire for students to complete that would assist them in determining their intelligence
Ways to differentiate byWays to differentiate by Learning Learning ProfileProfile
Three Ways to Incorporate Differentiation by Learning Profile
1. Let students gain access to content through varied means (like reading, listening, talking, writing, etc.)• Like the previous Language Arts Example
2. Create activities/ assignments that require or appeal to various multiple intelligences for successful completion• Like the previous Science Example
3. Allow options for students to compete against others or themselves Strickland, p. 5-6
Take two minutes to think about the discuss following with your other elbow partner:
ACTIVITY # 1
SHARE YOUR EXAMPLESHARE YOUR EXAMPLE WITH WITH YOUR OPPOSITE YOUR OPPOSITE
ELBOW PARTNERELBOW PARTNER
3 Ways to Differentiate3 Ways to Differentiate
“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
Differentiating by Differentiating by INTERESTINTERESTWhy? Because
interest is a great motivator
Because interest relates to relevancy (for the students)
When we differentiate by
interest we should consider student:
Passions Hobbies Family Interest or
pursuits Clubs or sports TV Shows (they watch) Music (they listen to) Friends Electives they take
Strickland, p. 3
Ways to get the Ways to get the information you information you needneed to differentiate by to differentiate by INTEREST INTEREST
In General: Within an Instructional Unit:
• Administer a student interest survey in August:
• What is your favorite sport? Why?• Who is your favorite team? Why?• What is your favorite TV show? Why?• Who is your favorite musical artist? Why?• What is your favorite thing to read about? Why?
• Hallway Chats
• Personal Relationships
Create an assignment that involves a personal profile
Assign journal entries that ask your students to relate to your subject
Ask the question: What are some of the things that You hope we do during the unit?
Example of Differentiating byExample of Differentiating by Interest in Interest in World LanguageWorld LanguageASSIGNMENT:In order to practice ourreading fluency andcomprehension in Spanish,pick one of the followingarticles listed on the right
toread tonight. Be preparedto summarize the article in Spanish in your own wordsfor your classmatestomorrow.
"Will 'The Hunger Games be the next "Twilight'?“
("Seran 'los juegos de hambre' el proximo 'Crepusculo'?")
"Rihanna and Chris Brown Together Again?" ("Rihanna y Chris Brown juntos de nuevo?")
Google's new glasses ("Google lanza unas gafas interactivas")
The unluckiest man in Spain ("El hombre mas desafortunado de Espana")
Example of Differentiating by Example of Differentiating by Interest in Interest in MathMath
Look for an example of vectors in your after school activities. Record what you find in one of the following three ways:◦Explain the example in writing◦Illustrate the example◦Prepare 2 minute explanation to share
orally with the class
Differentiation by Interest
Differentiation by Learning Profile
Example adapted from Strickland, p. 3
Example of Differentiating Example of Differentiating by Interest inby Interest in Science, Health, or Social Science, Health, or Social
StudiesStudies
Select one of the following roles toassume as we discuss the tobaccoindustry in North Carolina:
◦Tobacco Farmer◦Lobbyist for the tobacco industry◦Person with emphysema◦Teen who smokes◦Oncologist
Example from Strickland, p. 3
Ways to differentiate byWays to differentiate by INTEREST INTEREST
Three Ways to Incorporate Differentiation by Interest
1. Show how current topics relate to or enhance skills required for success in various student activities
• like previous Math example
2. Design assignments that relate your subject matter to pop-culture/ student interests
• like World Language Example
3. Ask students to share their personal experience with, preferred perspective, or interest in the topic of study
• like previous Tobacco exampleStrickland, p. 3- 4
SHARE YOUR EXAMPLE WITH SHARE YOUR EXAMPLE WITH AN ELBOW PARTNERAN ELBOW PARTNER
FIRST: SELECT ONE OF THE FOLLOWING
INTERESTS:
SECOND: USING THE INTEREST YOU SELECTED, COMPLETE ONE
OF THE FOLLOWING:
Rap MusicCubs/ White SoxMarch MadnessSpring BreakFriendsStudent
Clubs/ActivitiesFamily Interest
Provide an example of an in-class activity that differentiates for student interest.
Provide an example of a homework assignment that differentiated for student interest.
Provide an example of a long-term project that could be differentiated for interest.
ACTIVITY # 2
3 Ways to Differentiate3 Ways to Differentiate
“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
Differentiating by Differentiating by READINESSREADINESS
Why? To appropriately
challenge all learners
Goal:“make the work a
littletoo difficult forstudents at a givenpoint in their growth-and then to providethe support they
needto succeed at a newlevel of challenge”
When we differentiate byReadiness we should considerstudent:
“Attitude (toward school & topic)
Experience with the topic (outside of school or previous courses)
Knowledge, understanding, and skill with the topic
Preconceptions about the topic Overgeneralizations about the
topic General communication,
thinking, & reasoning skills”
Strickland, p. 8-9Tomlinson & Strickland, p. 6
Ways to get the Ways to get the information you information you needneed to differentiate by to differentiate by ReadinessReadiness
Things all teachers can do to obtain
information:
• Pre-Assessment• In-Class /Formative Assessment (During the Unit)
•White Boards•Knowledge Rating Chart•KWL
•Homework Assignment•Entrance & Exit Slips
Formal Assessments that can provide
information:
• Explore, Plan, ACT(EPAS Data)
• Read 180
• AIMS Web Data
• NWEA Map Data
• Aleks Data
• Formal Educational Testing (WISC, WIAT)
Example of Differentiating by Example of Differentiating by Readiness in Readiness in Social ScienceSocial Science Lesson Objective: To know the positions of Malcolm X and Martin Luther King on
ways to achieve equality.
After the initial lesson, students complete an Exit Slip: Provide two examples of methods Martin Luther King used
during the Civil Rights Movement and two that Malcolm X used.
Teacher analyzes exit slip information & divides the
students into three groups1) Students that flip-flopped the examples
between the two Civil Rights Leaders2) Students that provided only one example for
each Leader3) Students that provided at least two
appropriate examples for each leader
Continued Social Science Example
The next day in class the students were placed in either Group 1, 2, or 3
Students in Group 1 sat with the teacher Teacher re-taught the objective Students filled in a graphic organizer
Students in Group 2 worked independently Read & summarized an article concerning
multiple ways of achieving equality
Students in Group 3 worked independently Read an article concerning current leaders Compared current leaders & their positions to
Malcolm X and Martin Luther King
Example of Differentiating by Example of Differentiating by Readiness in Readiness in Physical
WelfareA Tiered Task:
Strickland, p. 8
Assignment A:“A classmate had to leave the room today just as we were beginning to play kickball. Please write that student a note explaining what happened in today’s game, why it happened the way it did, and what your team could do to improve your performance. Be as much help as possible.”
Assignment B:“Pretend you were the coach of your kickball team today. Select a key or critical play in today’s game. Pretend it happened in some other way. What might the results have been? Why? What principle can you infer? Be sure you pick something that will help your team in its efforts to improve over time.”
Ways to differentiate byWays to differentiate by ReadinessReadiness
Two Ways to Incorporate Differentiation by Readiness
1. Create Tiered Tasks• Like previous Physical Welfare example
2. Offer mini-lessons to students missing content or skills while simultaneously offering an alternate activity for enhancement to students who have mastered the content or skills• Like previous Social Science example
Strickland, p. 8-9
Review & ReflectionReview & Reflection• Differentiation is a way of thinking about
teaching. • systematic approach to planning instruction• provides learners (who are different) with
equally appropriate options for learning• good teaching
• Three Types of Differentiation
• How did we differentiate throughout the presentation?
• How can you apply today’s information to your classroom?
ReferencesReferencesTomlinson, Carol Ann & Cindy Strickland
(2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.
Strickland, Cindy (February, 2012). Differentiation of Instruction at the High School Level. Alexandria, Virginia: ASCD.