While we are waiting to start do

the following:

While we are waiting to start do

the following:

Teacher Strategy Profile-page 2

a. Check three you already do.

b. Check one you want to do.

Differentiated Instruction to Support and Challenge our 21st Century Learners

Differentiated Instruction to Support and Challenge our 21st Century Learners

Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO 970-482-2606dakar95@verinet.com

theisent@gmail.com http://tonitheisen.wikispaces.com

http://lhsfrenchclasses.wikispaces.com

Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO 970-482-2606dakar95@verinet.com

theisent@gmail.com http://tonitheisen.wikispaces.com

http://lhsfrenchclasses.wikispaces.com

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.

Visual AgendaVisual Agenda

QuickTime™ and a decompressor

are needed to see this picture.

“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…

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.

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

The Many Layers of Learning

The many layers of a student

Our learners challenge us…..Our learners challenge us…..

Running with the squirrels ad:http://www.youtube.com/watch?v=2Z2_kKAe9y0

In order to teach the squirrels, you must

think like the squirrels!

Feeling confused?

Feeling confused?

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

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/AbstractAbstract

ConcreteConcrete/AbstractAbstract

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

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 Exercise

Circumlocution 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 Exercise

Circumlocution 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 Exercise

Circumlocution 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 Categories

Create 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

ActivitiesActivitiesFind a person with

the answer gameVocabulary Team

Brainstorming Activity

Find a person with the answer game

Vocabulary Team Brainstorming

Activity

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

ActivitiesActivitiesWhat type of question is it?

Apply questioning techniques to content topic.

What type of question is it?

Apply questioning techniques to content topic.

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

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)

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCCRigor/Relevance FrameworkRigor/Relevance Framework

Knowledge Taxonomy-Knowledge Taxonomy-(Bloom’s)(Bloom’s)

1. Knowledge1. Knowledge

2. 2. Comprehension Comprehension

3. 3. ApplicationApplication

4. 4. Analysis Analysis

5. 5. Synthesis Synthesis

6. 6. Evaluation Evaluation

Application ModelApplication Model

1 1 Knowledge of one disciplineKnowledge of 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 situations predictable situations

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

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Awareness 1Awareness 1

11Knowledge Knowledge

in in one one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictableunpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplines

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Memorize the countries in the European Community.

• Answer the multiple choice vocabulary quiz.

• Calculate volume of simple three- dimensional shapes.

• Analyze both sides of the reasons for the start of the Civil War.

• Design a storyboard for the African legend,

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Design a PowerPoint movie as a entry to a “solve a world” problem contest.

• Calculate percentages of advertising in a Spanish newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

•Memorize the countries in the European Community.

•Answer the multiple choice vocabulary quiz.

•Calculate volume of simple three- dimensional shapes.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a Spanish newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Analyze both sides of the reasons for the start of the Civil War.

• Design a storyboard for the African legend,

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Design a PowerPoint movie as a entry to a “solve a world” problem contest.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

Quadrant A

Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.

Quadrant B

Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.

Quadrant C

Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide PowerPoint to share your trip.

Quadrant D There is a group of 15

people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Awareness 1Awareness 1

11Knowledge Knowledge

in in one one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictableunpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplines

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCCRigor/Relevance FrameworkRigor/Relevance Framework

A Final ThoughtA Final

Thought"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman

"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman

Toni TheisenLoveland High School

Thompson School DistrictLoveland, CO

ACTFL Teacher of the Year 2009970.412.0256

tonitheisen@gmail.com

Toni TheisenLoveland High School

Thompson School DistrictLoveland, CO

ACTFL Teacher of the Year 2009970.412.0256

tonitheisen@gmail.com