CONSTITUTION ES/SUNRISE ES DEER VALLEY SD

DIFFERENTIATED INSTRUCTION WORKSHOPMARCH 1-2 2010ROGER VANDERHYE, FACILITATOR E4AECONSTITUTION ES/SUNRISE ESDEER VALLEY, AZ Todays Morning Agenda8:30 WelcomeAgenda/Goals/AEIOU/Why Differentiation MattersI BelieveLearning PartnersDifferentiation what it is/what it isntReadiness, Interest & Learning ProfilesRaft, dice, tiered cake, cats game pair-upDice Dots Sternberg and Grigorenkos 3 IntelligencesKorners2Todays Morning Agenda (cont)Break 10 minutesSarah Mortons Day An exercise in Literacy DifferentiationThink It Through and WriteRon Ferguson Tripod Project Minority Student Achievement NetworkRAFT & RAFTstormingReview of Differentiated Strategies so far11:45 12:45 Lunch

3Todays Afternoon Agenda12:45 Take-Off TouchdownCharacteristics That Shape the Differentiated ClassroomManaging the Differentiated Classroom the15 BasicsAnchors AweighThink Tac ToeLittle Prep/More Prep Differentiation StrategiesFlexible GroupingLearning LogsGraphic OrganizersBreak 10 minutes

4Todays Afternoon Agenda (cont)Mind MappingChoice Boards/Learning MenusLearning Centers/Interest Centers/Interest GroupsTiered Lessons/AssignmentsRole PlayingJig SawThink, Pair, SharePMIGive One, Get OneClosure

5Goals For TodayTake Aways

Participants will

Develop a deeper understanding of how to effectively differentiate learning experiences for children of all ability levels

Increase their repertoire of and reflect upon differentiated teaching and learning strategies that can be implemented tomorrow in their class

Experience first hand the use of differentiated strategies6Norms for todays workshopAppreciate one anothers expertiseEngage fully in all learning experiencesInvest in your own learningOpen your mind to new ways of thinkingUnited purpose- to improve student learning7The mediocre teacher tells; The good teacher explains; the superior teacher demonstrates; the great teacher inspires.- William A. Ward

8Why Differentiation Mattershttp://www.youtube.com/watch?v=C-S54bbX6eA&feature=player_embedded9I Believe That we never outgrow the need to learnDiversity benefits all studentsWe have varied teaching and learning stylesThe learning process is a combination of honing current skills, experimenting with new skills, solving problems and the courage to changeEveryone has something valuable to add to the learning processAs positive models, we practice what we preachWe build relationships and cultivate respectful interactions within our school and community

10LEARNING PARTNERS

11Direction:

Take a post it note from the center of the tableLabel each person as A, B, C, etcWrite your letter (big) on one side of the post itOn the other side, answer the following question:1. Write down one thing that nobody knows about you (and you are willing to share).2. What is the one place on earth you would like to visit that you never been to?3. What is the best book you read in the last year, (or summer or ever)??4. If you could only eat one food for the rest of your life, what would it be? 5. Focus on you: Community buildingLearning Partners ProtocolAt your table/groups number off 1-4 and write your number on one side of an index card

Now turn your card over122Number your index card 1-4Answer the following questions:Define the term differentiationIdentify barriers to differentiation that you see in your setting or in your classroomDescribe your rationale for differentiation in no more than three sentencesDescribe two ways you differentiate instruction for your students (zero in on ESOL, SPED or Gifted student)

13Focus on You Community BuildingDifferent number(pair) 1. Definition

Same number (pair) 2. Barriers

Odd/Even number (pair) 3. Rationale

Quad 4. Differentiation for Students

14Reflect at your tableHow could you use this or a modification of this in your classroom?

1515Quote:Children differ in their gifts and talents and to teach them you have to start where they are.~Confucius

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You can differentiate any of the three components in response to student readiness, interest, and learning profile.18ReadinessLearning ProfileInterestGROWTHIf tasks are a close match for their skills

MOTIVATIONIf tasks ignite curiosity or passion

EFFICIENCYIf the assignment encourages students to work in a preferred manner19How students approach, absorb and process learning bestVisual, auditory, tactile learning styles Multiple intelligence theorySternbergs creative, analytical, practical intelligencesMyers Briggs (Jung) introvert-extrovert etc

When you differentiate to match learning profiles you allow students to learn in a more efficient way. Need to expose all students to a variety of learning modalities. Dont pigeon hole.Learning Profile EFFICIENCYIf the assignment encourages students to work in a preferred manner

20Understanding students interests helps teachers plan how to hook students and raise their level of engagementHelping students understand that there is a match between school and their own desire to learnShow connectedness between all learningUse skills or ideas familiar to students as a bridge to ideas and skills less familiar to themIncrease motivation to learn

MOTIVATIONIf tasks ignite curiosity or passion

Interest21ReadinessDr. Lev Vygotsky (1962) Zone of Proximal DevelopmentThe zone of proximal development enables educators and parents to define the learners immediate needs and the shifting developmental status, which allows for what has already been achieved developmentally, and for what the learner will be able to master in the futureTeachers, parents, and mentors attuned to a learner can recognize where he or she is within the zone of proximal development by asking questions and recognizing the learners individual learning style.Scaffolding is the key to learning despite age/subject

GROWTH If tasks are a close match for their skills22Readiness When teachers use readiness level as a focus for differentiating content, process, and product, their aim is to push students just a bit beyond their particular comfort zones so that student work is a little too hard.

Tomlinson, p. 51

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Differentiated Learning Partners 24Recall how and what teachers differentiate during instruction.Explain what is happening to a students learning when he/she is in the zone of proximal development.How would you apply the precepts of readiness, interest and learning profile as you plan instruction for tomorrow?How is differentiated instruction related to student motivation and efficiency of learning?How would you select what to differentiate (content, process, product) when planning instruction?How would you modify your current lesson planning approach to infuse ongoing differentiation for your students?REMEMBERINGUNDERSTANDINGAPPLYINGANALYZINGEVALUATINGCREATINGDICE DOTS25Original Terms New TermsEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalyzingApplyingUnderstandingRemembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) Blooms Taxonomy26AT YOUR TABLE Discuss ways you could adapt Dice Dots to differentiate for your students.

27Sternbergs Three IntelligencesCreativeAnalyticalPracticalWe all have some of each of these intelligences, but we are usually stronger in one or two areasWe should strive to develop fully each of these intelligences in students, but also recognize where students strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas2828I LikeAnalyzing characters when Im reading or listening to a storyComparing & contrasting points of viewCriticizing my own & others workThinking clearly & analyticallyEvaluating my & others points of viewAppealing to logicJudging my & others behaviorExplaining difficult problems to othersSolving logical problemsMaking inferences & deriving conclusionsSorting & classifyingThinking about things

ANALYTICAL

Sternberg & Grigorenko, 20002929There are 12 bullets have teachers put up fingers for which intelligence they feel it is 1) Analytical 2) Creative 3) Practical Ask show of fingers before click 13th time.I LikeTaking things apart and fixing themLearning through hands on activitiesMaking and maintaining friendsUnderstanding and respecting othersPutting into practice things I learnedResolving conflictsAdvising my friends on their problemsConvincing someone to do somethingLearning by interacting with othersApplying my knowledgeWorking and being with othersAdapting to new situations

PRACTICAL

Sternberg & Grigorenko, 2000 3030There are 12 bullets have teachers put up fingers for which intelligence they feel it is 1) Analytical 2) Creative 3) Practical Ask show of fingers before click 13th time I LikeDesigning new thingsComing up with ideasUsing my imaginationPlaying make-believe and pretend gamesThinking of alternative solutionsNoticing things people usually tend to ignoreThinking in pictures and images

Inventing (new recipes, words, games)Supposing that things were differentThinking about what would have happened if certain aspects of the world were differentComposing (new songs, melodies)Acting and role playing

CREATIVE

Sternberg & Grigorenko, 20003131There are 12 bullets have teachers put up fingers for which intelligence they feel it is 1) Analytical 2) Creative 3) Practical Ask show of fingers before click 13th time. Now have staff go back and circle the ones most like themWhat is your strongest intelligence?Walk over and stand in the Korner representing your strongest intelligence (Analytical, Creative or Practical) find the picture

32Korners

AnalyticalPracticalCreative33In your corner, pair up with someone you havent worked with today, intros pleaseReflect on your strongest intelligence. How does having this intelligence affect your teaching; knowing that all three intelligences are represented in your classroom?The person closest to the ceiling shares her/his reflection first, switchShare out from various partner groupsReturn to your seatthen

34At your seat discuss with your group how you could use the Korners strategy in your classroom to help you differentiate learning with your students35Take 10 minutes.Break Time!!

If you want to build a ship, dont herd people together to collect wood and dont assign them tasks and work but rather, teach them to long for the endless immensity of the sea.Antoine de Saint-Exupery(Author of The Little Prince)37Using Sternbergs Intelligences Classroom Read Aloud 2nd-3rd R.L.

38Literacy DifferentiationSample Analytical Task:

After reading Sarah Morton's Day, have children decide what part of Sarah's day is similar or different from their own. Have them make a list of similarities and differences. Which list has more items? 39Literacy DifferentiationSample Practical Task:

Draw children's attention to the glossary in the back of the book. Which words or phrases have changed? Which ones are no longer used at all because our lifestyles have changed? 40Literacy DifferentiationSample Creative Tasks:

Using knowledge from the book Sarah Mortons Day and your other knowledge about the life of pilgrims, imagine yourself as a pilgrim. Write about your day and include illustrations with your story.41Think It Through and WriteTo be completed individuallyWhat support would be needed to provide for each of these tasks?What additional materials may be needed?How would you structure these tasks if you used them in a center versus with a small group?How could you use each task with students?How will the students showcase their products? Which tasks would you rewrite and revise?Does anyone wish to share out?42Dr. Ronald Ferguson- economistThe Minority Student Achievement Network (MSAN)The legs of the tripod in the Tripod Project are Content: teachers need to understand what they are teachingPedagogy: teachers need multiple effective ways of communicating the material to students Relationships: teachers need to relate to students in ways that motivate and enable them to succeed

43The heartbreaking difficulty in pedagogy, as indeed in medicine and other branches of knowledge that partake at the same time in art and science, is, in fact, that the best methods are also the most difficult ones.Piaget (1969)44

Find your raft partnerDiscuss the instructional implications of Ronald Fergusons legs of the tripod45 RAFT(Role, Audience, Format, Topic)

Raft Activities are the bees kneesEngages students in a writing* technique where they demonstrate deep curricular understanding (*Non-writers may draw instead)Challenges students to take on an unusual point of view while writing for a specific audienceAllows teachers to offer students choices, appealing to their interests and learning profiles while adapting to student readiness levelsProvides endless possibilities and the products often are very creative and high interest

47RoleIn developing the final product, what role will the students need to take on? Writer Character (in the novel) Artist Politician ScientistCowboyKingSingerHula dancerDentistDiver, Fairy, Cook, etc

48AudienceWho should the students consider as the audience for the product? Other students ParentsLocal communitySchool boardOther characters in the textThe PresidentA truck driverAn elephant trainerThe PrincipalTV executivesTeacherA writer, etc

49FormatWhat is the best product that will demonstrate the students in-depth understanding topic? A writing task Art work Action plan ProjectPosterA web created on InspirationA PowerPoint PresentationA rapA newspaper articleA recipe, etc. 50TopicWestward expansionLiving by the golden ruleReasons for living in a teepeeThe life cycle of a butterflyWhen to use perimeter and when to use areaHow to grow a pumpkinSimilarities and differences between characters in a storyMule shortage in CubaDesert flora and fauna51RAFT chart examplesROLEAUDIENCEFORMATTOPICDesertSunThank you noteSuns role in the desertRaindropEarthPoemBeauty of the water cycleLungOwnerOwners GuideTo maximize product lifeMLK Jr.TV audience of 2030SpeechThe Dream revisitedColonistsKing GeorgeAdvice columnHow to make us happyMixed NumberImproper FractionPersuasive LetterConvince us to convertEquivalent FractionEquivalent FractionSong or Rap or BalladHow we became equal52Group RAFTstormingGet in like grade level groupsBased on your knowledge of the DVUSD grade level curriculum decide as a group on a curricular subject (math, LA) Each member completes one row of the blank RAFT worksheetShare with your teamSelect one RAFT to share out with the whole group53RAFTstorming ChartROLEAUDIENCEFORMATTOPIC54Strategies Used /Learnings DiscussedLearning PartnersProduct, Content, Process DifferentiationReadiness, Interest & Learning Profile DifferentiationDice DotsThe Revised Blooms Taxonomy imbedded in Dice DotsAnalytical, Creative & Practical Intelligences ala SternbergKornersLiteracy Differentiation Modeling Sarah Mortons DayThink It Through And WriteContent, Pedagogy & Relationships Fergusons Tripod ModelMinority Student Achievement NetworkRAFT (Role, Audience, Format, Topic)Group RAFTstorming55Boy, n.: a noise with dirt on it. ~Not Your Average Dictionary

56Chow Time

See you backat 12:4557Todays Afternoon Agenda12:45 Take-Off TouchdownCharacteristics That Shape the Differentiated ClassroomLittle Prep/More Prep Differentiation StrategiesFlexible GroupingJigsawManaging the Differentiated Classroom the15 BasicsAnchors AweighGive One Get OneThink Tac ToeLearning LogsGraphic OrganizersBreak 10 minutes

58Todays Afternoon Agenda (cont)Mind MappingChoice Boards/Learning MenusLearning Centers/Interest Centers/Interest GroupsTiered Lessons/AssignmentsRole PlayingThink, Pair, SharePMIGive One, Get OneClosure

59Take-off - Touchdown!

Take off if you need an energy jolt for the afternoon you like to take long hikes in the desert you like to shovel 35 inches of snow you have a pet you watched the Olympic Games on TV you have a child in school you believe in the benefits of differentiation 6061Differentiated Strategies

Little Preparation

More Preparation

Book choicesUse of a variety of computer programsIndividual or pair workChoice of graphic organizerUsing Blooms multiple level ??Jigsaw or modified JigsawAllowing students choice by interestOn the spot mini re-teachingStudent/Teacher goal settingVariety of journal promptsFlexible Seating/Grouping

Options based on Multiple Intelligence theorySpelling by readinessTiered assignments (products, activities)Literature CirclesStationsThink-Tac-Toe boardsDice dotsLearning agendas/contractsInterest centersRAFT

62Differentiated Strategies (cont)

Little Preparation

Learning ContractsRole PlayingLearning LogsJournalsGraphic OrganizersMind MappingPMIModel MakingThink/Pair/ShareReading BuddiesGames to practice skill mastery

More Preparation

Mind MappingCubingLearning CentersCooperative ControversyDeBonos 6 HatsLabsDifferentiated graphic organizersAlternative assessmentsLearning menus

63Flexible GroupingWhat is it?Students are grouped in many different ways during a school dayKey is group fluidityGroupings are skills-based, interest-based, or readiness-basedGroups can be heterogeneous or homogenous, can be selected by students or by teacher, and group assignments can be purposeful or randomCaution: Do not pigeonhole students

64Flexible GroupingWhat is its purpose?Allows for both quick mastery of information/ideas and need for additional exploration by students needing more time for masteryAllows both collaborative and independent workGives students and teachers a voice in work arrangements Allows for students to work with a wide variety of peers- Guided Reading excellent exampleKeeps students from being labeled as advanced or struggling

65Jigsaw ArticlesTwo, Four, Six, Eight, Let's All Differentiate! Differential Education: Yesterday, Today, and Tomorrow Stephanie BravmannEducation professor profiles the history of differential education, shows the failings of NCLB today, and points us to a positive future. Leveling the Playing Field Johnnie McKinley Professor highlights the results of a two-year study to examine the student-teacher interactions with African American students that boost student achievement.Can Novice Teachers Differentiate Instruction? Yes, They CAN! Holly C. Gould Education professors their process of helping new teachers to become more adept at differentiating instruction. Differentiated Curriculum for Classrooms with Gifted Children Sue Hovis Educator describes some basics for the differentiation of curriculum for gifted students.

66While you readPlace a next to the ideas that you find interesting or relevantPlace a ? next to ideas that are significant to your work at schoolPlace a next to ideas you want to explore further67After reading Share with your tablemates your symbols that capture the essence of the article and its significance with regards to differentiated instruction68JigsawWhat is it?A cooperative learning strategy that enables each student of a home group to specialize in one aspect of a learning unit. Each students part is essential for the completion and full understanding of the final productWhat is its purpose?Allows students to be introduced to material and yet maintain a high level of personal responsibilityDevelops teamworkDevelops depth of knowledge not possible if the students were to try and learn all of the material on their ownProcess will disclose a students own understandings/misunderstandings of a concept since students must present their findings to the home group69JigsawHow can I do it?Expert groups discuss/research the material and brainstorm ways to present their understandings to the other members of their home group. They should decide how to teach their portion of the topic to their home groupExperts return to home groups to teach their portion of the materials and learn from other members home grouphome group members take notes or record the information they learn (graphic organizers, journals, and so on)Involve the entire class in a whole-group review of all the content expected to be mastered for assessment

70Managing a Differentiated Classroom: The 15 Basics1. Have a strong rationale for differentiating instruction2. Begin differentiating at a pace comfortable for you3. Time differentiated activities to support success4. Use an anchor activity5. Create and practice instructions carefully

71Management Basics, continued7. Have a home base/signal8. Be sure students have plans for getting help9. Minimize noise

6. Assign groups thoughtfully10. Make a plan for students to turn in work

72Management Basics, continued13. Plan for quick finishers with appropriate challenge14. Call a halt to the unit15. Give children as much responsibility as possible11. Minimize stray movement12. Promote on-task behavior

73Anchor ActivitiesWhat are they?Engaging, ongoing assignments that tie to the content and instruction which students can work on independently for varied lengths of timeWhat is their purpose?To provide meaningful work for those students who finish an assignment or projectTo free up the teacher to work with small groups of students when necessaryCan be interdisciplinary, tiered to meet the needs of different students, and can be in any subject area

7474Other anchor activities:JournalsMath problem of the dayOpen ended questionsLogic puzzlesSelected web sites on the internet

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Anchor ActivitiesA task to which a student automatically movesto when an assigned task is finished,

TRAITS OF EFFECTIVE ANCHOR ACTIVITIES:

Importantrelated to key knowledge, understanding,and skillInterestingappeals to student curiosity, interest,learning preferenceAllow Choicestudents can select from a range ofoptionsClear Routines and Expectationsstudents knowwhat they are to do, how to do it, how tokeep recordsSeldom Gradedteachers should examine the workas they move around the room. Students mayturn in work for feedback. Students may geta grade for working effectively, but seldom forthe work itself. The motivation is interest and/or improved achievement. Student graded

7575Ideas for Anchor Activities:

Create an advertisement or book jacket for a bookDefine, illustrate, and make connections to vocabulary wordsCreate a game or book for a unit of studyInterest centers/Interest GroupsLearning CentersWork on long-term independent interest projectVarious Think-Tac-ToesUse classroom computer to extend learningMath games Versa tiles and other self checking activities

76What works for you? Give One, Get OneStepsIndividually brainstorm and jot down anchor activities that you have used in your classroom in the Give One columnWhen your Give One column is full, stand upWhen announced, find any partner. Give One idea to your partner and Get One idea from your partner and write it down in your Get One columnMove on to find another random partner in the roomContinue this process until your Get One column is full. Then have a seat.77Think Tac Toe BoardWith your tablemates, take turns choosing one idea from the board and sharing your response with the groupChoose if you are an X or an OSimilar to a tic tac toe board, mark an X or an O over the box after you have discussed with groupTry to complete 3 xs in a row, column or along a diagonal or complete all boxes if its a Cats Game78Think-Tac-ToeWhat Is It?Its a differentiation tool that offers various student activities from which students can demonstrate their understanding of curricular materialIs usually presented in the form of a nine square grid similar to a tic-tac-toe board and students may be expected to complete from 1-3 in a row Why Do We Use It?The activities vary in content, process, and product and can be tailored to address different levels of student readiness, interests, and learning styles. Involvement in this strategy encourages independent learningHow Do We Use It?The center square may be left open for the student to select an activity of their ownThink-Tac-Toe activities may be given to every student in the class, higher ability students for extension activities, or lower students for review and practice Teachers check in with students periodically and may ask students to keep a log of their progress

797979Think-Tac-Toe board for a math unit: Write clear directions for performing the math computation skills from this unitSolve two of the five challenge problemsCreate a math rap or rhyme that will help someone remember a concept from this unitDefine the units vocabulary words with sketches or drawings Student Choice (with teacher approval)Create three word problems from information learned in this unitComplete the review problems in the text bookIdentify four ways the concepts in this unit are used in the real world Develop a game using skills learned in this unit 80 Draw a picture, Write 3 sentences about the main character in the story based on the picturePerform a play thatshows the conclusion of the storyWrite a song about one of the main events in the story Write a poem about two main eventsin the story Make a poster that showsthe order of eventsin the storyCreate a puppetthat looks like the main character in the story Dress up as your favoritecharacter in the storyCreate a Venn Diagramcomparing and contrasting two story charactersDraw a picture that illustrates the setting in the storySThink-Tac-Toe Story Assignment Board 81CollectFacts or ideas which are important to you.(Knowledge)TeachA lesson about your topic to our class. Include as least one visual aid.(Synthesis) DrawA diagram, map or picture of your topic.(Application)JudgeTwo different viewpoints about an issue. Explain your decision.(Evaluation)PhotographVideotape, or film part of your presentation.(Synthesis)DemonstrateSomething to show what you have learned.(Application)GraphSome part of your study to show how many or how few.(Analysis)CreateAn original poem, dance, picture, song, or story.(Synthesis)DramatizeSomething to show what you have learned.(Synthesis)SurveyOthers to learn their opinions about some fact, idea, or feature of your study.(Analysis)ForecastHow your topic will change in the next 10 years.(Synthesis)BuildA model or diorama to illustrate what you have learned.(Application)CreateAn original game using the facts you have learned.(Synthesis)MemorizeAnd recite a quote or a short list of facts about your topic.(Knowledge)WriteAn editorial for the student newspaper or draw an editorial cartoon.(Evaluation)CompareTwo things from your study. Look for ways they are alike and different.(Analysis)Blooms Think-Tac-Toe Board 82Logic SmartTechnology:Product:Body SmartTechnology:Product:Wonder SmartTechnology:Product:Music SmartTechnology:Product:People SmartTechnology:Product:Picture SmartTechnology:Product:Nature SmartTechnology:Product:Word SmartTechnology:Product:Self SmartTechnology:Product:MI/Technology Think-Tac- Toe83QUESTIONING:WRITE 5 QUESTIONSYOU HAVE ABOUTTHE PASSAGE ORCOMPLETE THE 5 WSCHART.MAIN IDEA:WHAT IS THE MAINIDEA OF THEPASSAGE? WRITETHREE SUPPORTINGDETAILS OF THEPASSAGE.MAKINGPREDICTIONS:WRITE AT LEAST 4PREDICTIONS YOUHAVE BASED ONYOUR PICTURE WALK.AFTER READINGFINISH YOUR CHART.VISUALIZING:DRAW A PICTURE OFWHAT IS HAPPENINGIN THE BEGINNING,MIDDLE, AND END OFYOUR PASSAGE.SET YOUR PURPOSE:WHAT ARE YOUREADING TO FINDOUT?WHY ARE YOUREADING THISPASSAGE?COMPARE/CONTRAST:MAKE A CHARTABOUT WHAT ISSIMILAR ORDIFFERENT IN THISPASSAGE COMPAREDTO ANOTHERPASSAGE, TOPIC, ORCHARACTER.MAKINGCONNECTIONS:WHAT DO YOU HAVEIN COMMON?*TEXT TO SELF*TEXT TO TEXT*TEXT TO WORLDSUMMARIZE:WRITE A SHORTSUMMARY ABOUTWHAT HAPPENED INTHE PASSAGEINCLUDEBEGINNING,MIDDLE, AND END.MAKE ANINFERENCE:MAKE A GUESS ONWHAT IS HAPPENINGIN THE PASSAGE ORWHY A CHARACTERDID SOMETHINGTHAT THE AUTHORDIDNT TELL YOUReading Comprehension Think-Tac-Toe843-2-1 Think Tac Toe3 ways I could use Think Tac Toe in my classroom tomorrow2 ideas I have about using Think Tac Toe that would benefit my entire team1 obstacle I may need help overcoming in implementing Think Tac Toe85Learning LogsWhat is it?A way to help students integrate content, process, and personal feelingsBased on belief that students learn from writing What is its purpose?Assist in learning process in content areas: is meta-cognitiveVehicle of exchange among students, teachers, and parentsAs students write, they learn to recognize their own and others good work.Can be used as a formative assessment tool

8686Idea here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignmentsStudents self-assessJournals and learning logs differ in that journals are free-flowing, subjective, and rely on opinion and personal experience where learning logs are factual, concise, objective, and impersonal in toneAdditional questions: I wonder why?The most important aspect/element/thing in this subject isI noticed a pattern inI cant understandA better way for me to learn this would beA problem I had and how I overcame it wasId like to learn more aboutThere is some overlap between learning logs and portfolios since learning logs and journals often become part of the student portfolio86Learning Logs How can I do it?Students make entries in their logs in the last 5 minutes of classCan include problem solving entries, questions about readings, homework assignments and so on:What did I do in class today (this week)?What did I learn? What was the point of todays lesson?What did I find interesting? What did I find frustrating/confusing?What questions do I have about what I learned?What connections did I make to previous learning/reading/ideas?

87Learning Log Sample IdeasFocused Writing Students write non-stop for five minutes on a specific topic they are studying. The purpose is for students to find out what they know about the topic/explore new ideas/need to learn about a topic History Students place themselves in an historical period/event and write from the POV of someone who is there. Students focus on what, where, why, how, when, and what if? Students write a dialogue between themselves and an historical personage, focusing on the same details.Math Write an explanation to another student about how to solve a particular math problem. In responses, students should include the why of the solution as well as the how.8888Focused writing is an excellent way to begin a collaborative work session88Graphic OrganizersWhat are they?A pictorial way of constructing knowledge and organizing informationWhats their purpose?To help students convert/compress seemingly disjointed information into a structured, simple to read, graphic displayGives student an increased understanding of topicEncourages students to prioritize informationHelps students generate ideas as they develop and note their thoughts visually8989Also called concept maps and entity relationship charts

Common Graphic Organizers include:StarTreeCycle of EventsChart/Matrix5 Ws DiagramSpiderChain of EventsFlowchartY ChartVocabulary MapFishboneContinuum/TimelineVenn DiagramT ChartCharacter Trait ChartCloud/ClusterClockKWHLDecision Making DiagramFlowchart89Graphic OrganizersHow may students use them?To structure writing projectsTo help in problem solving/decision makingAs a study aid/note taking aidTo plan researchBrainstorming

90Nothing great was ever achieved without enthusiasm. Ralph Waldo Emerson

91Take 10 minutes.Break Time!!

Do You Know Who I Am?http://www.youtube.com/watch?v=HTbSo139ZYE

93 Mind MappingWhat is it?The process of visually depicting a central concept with symbols, images, colors, key words, and branchesA visual-spatial means of representing information, organizing ideas, planning projects, and taking notesWhats its purpose?Fosters creativityStretches visual thinking skillsMakes learning contextual and meaningfulPromotes active involvement with the learning contentStrongly engages Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, and Intrapersonal intelligencesProvides a global perspective on a central topicVisual presentation of info assists ESOL students grasp concepts

94Mind Mapping (continued)What do I ask the students to do?Start with a large piece of paper turned landscape positionCreate the central image based on the central idea, topic, or theme by writing the name and illustrating the central conceptBrainstorm main ideasDraw branches for each of the sub-themes using different colors for each branch and write the word along the branch adding a suitable illustrationTry to organize new ideas so that it connects with previous ideasAdd details using colors, images, symbols, and words drawing details branching out of each of the main ideas

9595It is fine to work on the branches systematically or to jump about all over the place95Mind Mapping DifferentiationComplete a mind map together as a group of 4 about your understanding of differentiated instruction get a piece of chart paper and lots of colored markers.

Now create!!96Choice Boards/Learning MenusWhat are they?Organizers that contain a variety of activities.Students can choose one or several activities to complete as they learn a skill or develop a product. The boards/menus can be organized so that students are required to choose options that focus on different skillsWhats their purpose?Allow students choiceIncorporate learning preferencesTakes readiness into account (basic, mid-range, advanced)Provides framework for learning

97Choice Boards/Learning MenusWhat do I do as a teacher?Determine the essential skills, understandings or knowledge related to the topicDetermine the focus of the board (reinforcement, extension or enrichment)Determine a series of learning activities from which the students will choose

98Learning Menu PlannerMenu: ________________________________________________Due: All items in the main dish and the specified number of side dishes must be completed by the due date - ________. You may select among the side dishes, and you may decide to do some of the dessert items, as well.Main Dish (Complete all)1.2.3.Side Dish (select _________ )1.2.3.Dessert (Optional)1.2.3.

9999Menu provides main dishes, which MUST be completed by ALL students, side dishes from which a designated number must be completed, desserts, which are optional or enrichment extensions99Learning MenuIn your groups:How might they best be used to enhance student learning? Share your experiences . . .

How are they considered differentiated instruction?

What are your recommendations for incorporating this strategy in your classroom?

100100Learning CentersWhat are they?Stations or collections of materials learners use to explore topics or practice skillsWhat their purpose?Allows matching task with learners skill levelEncourages continues development of student skillsMatches task to students learning style or MI preferencesEnables students to work at their appropriate paceHelps develop student independence

101Learning CentersHow can I do it?Have clear directions and clear criteria for success at centersMatch task to learner interest, readiness, and learning styleAvoid having students do all work at all centersTeach students to record their own progress at centersBe sure to have a system for monitoring what students do and understand at centers

102Learning Center Planning SheetCenter: ___________________ Content Area: ___________ Grade: ____Curricular Connection: How is the Learning Center linked to the Essential Curriculum?Purpose: Is the purpose of the center for reinforcement, extension or enrichment?(Note that atiered center may have more than one purpose.)Materials:Student Directions for the Learning Center: (Note that different sets of directions may be needed if the center is tiered.)Assessment: How will students learning at the center be assessed?

103Interest Centers/Interest GroupsWhat is it?Stations or collections of materials that provide enrichment for students who demonstrate mastery/competence with required work What is its purpose?Allows student choiceTaps into student interests and satisfies curiosity (explore how/why) motivatingAllows study of topics not in regular curriculumCan allow for study in greater depth and breadthCan encourage students to make connections between fields of study or between study and life104104ALL students should be given the opportunity to participate in interest centers

Interest centers younger studentsInterest groups older students

For advanced learners allow long blocks of time for work, change centers less often to allow for depth of study, make certain tasks are challenging104Interest Centers & GroupsHow can I do it?Build on student interest, have students help to develop interest based tasksDevelop clear (differentiated) criteria for successAdjust for student readinessAllow students with like interests to work together

105Stand Up, Hand Up, Pair UpTake a sticky note and write down one way you could use interest or learning centers with your students. Stand up, put your hand up, high five another and introduce yourselfTake turns sharing your idea and exchange notesThank your partnerPut your hand up and find another partner with her/his hand upContinue until the time expires

106What are tiered lessons?Tomlinson (1999) describes tiered lessons as "the meat and potatoes of differentiated instruction." A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles. A lesson tiered by readiness level implies that the teacher has a good understanding of the students' ability levels with respect to the lesson and has designed the tiers to meet those needs.

107Tiered Assignments 6 ways*By Challenge LevelBy ComplexityBy ResourcesBy OutcomesBy ProcessBy Product

*From: Differentiation Instruction in the Regular Classroom, Diane Heacox, Free Spirit Publishing

108Super differentiation resourcehttp://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

109Planning Tiered AssignmentsConcept to be UnderstoodORSkill to be MasteredBelow-LevelTaskOn-LevelTaskAbove-LevelTaskCreate on-level task first then adjust up and down.Adjusting theTask110110Another method for developing tiered assignments or activities is to first develop an on-level task and then make slight adjustments up or down. Some tasks in each tier may be the same while others might be changed to match student readiness levels.Factors from the six-step framework should still be considered in this planning process.

111Think about the readiness levels of students in the class based on pre-assessment, ongoing assessment, and continually growing teacher knowledge of students general skills levels This involves the following:Be sure students have the background necessary to be successful in the lesson.Are there other skills that must be taught first?What content must you already have covered?What scaffolding is necessary?

To tier an activity or work product...112Tiering SampleKindergarten CountingTier 1:Find a way to count and show how many students are in our class todayBe ready to tell how you found out the answerTier 2:Find a way to count and show how many students are in our class today Count how many are absent todayBe ready to tell how you found your answers

113Tiering Sample: KindergartenTier 3:Find a way to count and show how many girls are in our class today Count and show how many girls are absent todayCount and show how many boys are here todayCount and show how many boys are absent todayBe ready to prove you are right(Source: Tomlinson, 2003, p. 138)

114Think, Pair, ShareThink about: how could you use tiered assignments in your classroom? What subject(s) would you focus on? How would it benefit your students?Find your cake tiered partner.The partner with the shortest hair shares first, then second partner sharesThank your partner

115Think/Pair/ShareWhat is it?A strategy designed to provide students with food for thought on a given topic, enabling them to formulate individual ideas and share these ideas with another studentWhat is its purpose?Students become actively involved in thinking about the concepts presented in the lessonStudents make sense of new ideas in terms of their prior knowledge. Misunderstandings are often revealed and resolved during the discussion stageMore of the critical information on the topic is retainedStudents are more willing to participate since they do not have the peer-pressure of talking in front of the entire classEncourages a high degree of pupil response and keeps students on task116116Providing think time is essential and increases quality of student response116Role PlayingWhat is it?Students act out characters in a predefined situationWhat is its purpose?Allows students to take risk free positions by acting out characters in hypothetical situationsAllows students to process knowledge and demonstrate skills in an emotionally laden contextHelps students understand the range of concerns, values, and positions held by other peopleHelps students see problems from another perspectiveAffords students opportunities to examine and organize information to create or re-create situations that have meaningAllows students to be involved at their own levelPlaces information and key concepts in contextual learning situation and increases chances for understanding and retention117Role PlayingHow can I do it?Determine the role play situationDetermine the different points of view to be taken and the characters that hold the points of viewAllow students the opportunity to be involved when they are comfortable and encourage volunteers who are willing to participate work within student comfort zones

118Role Playing (cont)Initially, may need to engage in improvisation, pantomime, or provide a scriptAs students become comfortable with the strategy they may write script, provide props and scenery and so onReflections and reactions should be processed after each role play experienceIdentify, practice, and monitor appropriate audience interaction and behavior

119Strategies Used /Learnings Discussed A.M.Learning PartnersProduct, Content, Process DifferentiationReadiness, Interest & Learning Profile DifferentiationDice DotsThe Revised Blooms Taxonomy imbedded in Dice DotsAnalytical, Creative & Practical Intelligences ala SternbergKornersLiteracy Differentiation Modeling Sarah Mortons DayThink It Through And WriteContent, Pedagogy & Relationships Fergusons Tripod ModelMinority Student Achievement NetworkRAFT (Role, Audience, Format, Topic)Group RAFTstorming120Strategies Used /Learnings Discussed P.M.Take Off, Touch DownFour characteristics of differentiationHigh Prep/Low prep differentiation strategiesFlexible GroupingJigsawAnchor activitiesGive One, Get OneThink-Tac-Toe3-2-1Learning logsGraphic organizers

Mind MappingChoice Boards/Learning MenuLearning Centers/Interest CentersStand Up, Hand Up, Pair UpTiered AssignmentsThink, Pair, ShareRole PlayingPlus, Minus, Interesting Implications121Plus/Minus/Interesting ImplicationsWhat is it?Plus, Minus, Interesting/Implications is a lateral and creative thinking strategy

What is its purpose?See both sides of an argumentView a topic from different points of viewThink broadly about an issueSuspend judgmentMake informed decisions122122If working in small groups, may want to assign a recorder and a reporter122PMIHow can I do it?Provide students with PMI chart for recording responsesIndividually, in pairs, or in small groups students apply three questions to a statement/task provided by the teacher: what are the positive ideas about this? What are the negative ideas about this? What is interesting about this OR what are the implications of this? Students brainstorm answers for set period of timeIn large group students report back their most original/creative ideas

123PMI ChartPlus (+)What are the positives about applying a variety of differentiation strategies in the classroom?Minus (-)What bumps on the differentiation road will I encounter and what type of support will I need?Interesting/ImplicationsWhat are the implications of what I have learned to day for my teaching and student learning?124Diversity: the art of thinking independently together Malcolm Forbes

125And I leave you withnumbersBeauty-of-Mathematics.pps

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