Differentiated Instruction in Project Based Learning

sara.hallermann@pblschools.com

Opening

WelcomeIntroductions

agenda

Overview of Agenda – “Big Ideas” addressed in the session...

Big Ideas addressed in the session

Schools across the nation are implementing RtI plans.RtI provides struggling students with immediate support. Students no longer have to “wait to fail” to receive interventions.

Big Ideas addressed in this session

The 21st Century Skill initiative is unfolding along a similar time-line.Schools are implementing PBL and RtI at the same time. To avoid competition among initiatives, teachers need to understand how the pieces of the puzzle (RtI, PBL, state adopted programs, differentiated instruction, etc..) fit together.

Big Ideas addressed in this session

PBL provides:•A common framework for curriculum development.•A student-centered environment that leads to differentiation•Opportunities for students to strengthen literacy skills across the curriculum.

Big Ideas Addressed in this session

PBL teachers should use strategies to differentiate instruction to ensure that all students have an equally engaging and successful experience.

Big Ideas Addressed in this session

3 Important Components - •PBL is a curriculum design model.•The workshop model is a lesson design framework that is compatible with PBL and allows for differentiation.•W.O.N.D.E.R. is a PBL scaffolding process.

Agenda

• RtI Overview• Elements of Differentiated Instruction• Review of Sample Learning Style Inventory• Hallmarks of a Differentiated Classroom• Differentiating Instruction in PBL using W.O.N.D.E.R.• Application – Incorporating Strategies into a Unit

What is RtI?

RtI was developed because of concerns about the large number of students receiving late or inaccurate identification of SLD.At the time in which the RtI movement was initiated, students with SLD often did not receive support until after they had experienced multiple years of

academic failure. (“Wait to fail” model)

What is RtI?

After an amendment was added to IDEA, schools across the nation began launching plans that allow for research-based interventions at the first sign of learning difficulty.RTI is a system that involves identifying students in need of intervention, intervening accordingly,

and monitoring student progress.

What is RtI?

Students may now be considered for special education based on their “response” to research-based interventions and progress monitoring.

What is RtI?

RTI plans commonly include the following features:

•School-wide screening•Research-based interventions based on screening results (“Tiered” service delivery model)•Progress monitoring during interventions

Think. Pair. Share.

Compare the following three items to a building's foundation, support beams, and interior design features:

•Curriculum Design Model (PBL)•Differentiated Instruction•RtI

Which item serves as the foundation? Which item provides the support beams?Which item is an interior design feature?

Why?

Architectural and interior design elements

PBL•Curriculum design model•Lays the “foundation” for inquiry-based instruction and 21st century skill acquisition

Architectural and interior design elements

RtI•Student support system•Serves as the “support beams”.•Provides students with the tools that they need to be successful in a 21st century inquiry-based environment.

Architectural and interior design elements

Differentiated Instruction•Focuses on whom we teach, what we teach, and how we teach.•Interior design element•Helps to prevent referrals to support and intervention courses.•Closes the achievement gap for students who are multiple grade levels below grade level when paired with intervention.

Architectural and interior design elements

Differentiated Instruction•Ensures success by respecting each student's readiness, learning modality, and interest.

Architectural and interior design elements

Other interior design elements include:

•Research-based instructional strategies•Positive discipline model

Architectural and interior design elements

Cohesive Plan for Student

Achievement

PBL - Curriculum Design Model that Supports 21st

Century Skills

RtI – Comprehensive Student Support

System

Differentiated Instruction and

Research-Based

Instructional Strategies

Positive Discipline

Introduction to WONDER

• Pair – Assessment activity• WONDER Overview

Think. Pair. Share.

Visualize a highly differentiated classroom. What do you see?

How is the room configured?

What are the students doing?

What is the teacher doing?

Differentiated Instruction

“Striving to do whatever it takes to ensure that struggling and advanced learners, students with varied cultural heritages, and children

with different background experiences all grow as much as they possibly can...”

- Tomlinson

This part of the session will address...

• Elements of differentiated instruction– Learning Style– Readiness– Interest

• Aspects of projects that can be differentiated• Hallmarks of a differentiated classroom• Strategies for differentiating instruction in

PBL

Differentiating Instruction in Project Based Learning

Elements of Learning Style

Directions for Jigsaw

5-minute presentation per group after collaboration time

Elements of Learning Style

• Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information (Dunn & Dunn).

• This interaction occurs differently in everyone.

Elements of Learning Style

• In PBL, we need to try to figure out what is most likely to: – Captivate each student's interest.– Trigger and maintain their concentration.– Respond to their natural processing style to

produce long-term memory.

Elements of Learning Style

• One great thing about PBL is that it is student-centered in nature.

• With PBL, you can create the conditions that allow you to differentiate and bring out the best in every student.

Elements of Learning Style• Everyone is unique. Some students...

– Are “morning people”. – Easily absorb information presented orally.– Need soft lighting.– Like to work with others.– Need to talk to make sense of information.

Everyone is different.

Elements of Learning Style• When students are taught according to their

learning-style preferences, they:– Learn more– Have a better attitude about learning– Are more engaged

(Dunn & Griggs)

Elements of Learning Style Groups

• Physiological Elements• Global vs. Analytic• Sociological Preferences

Elements of Learning Style

DISTRIBUTION OF MATERIALS

SILENT READING

COLLABORATION

Elements of Learning Style Presentations

Differentiating Instruction by “Readiness” in PBL

• Skill and Background Knowledge Readiness – A student's entry point relative to a particular

understanding or skill.

• Linguistic Readiness– Matching students with reading materials that are

moderately challenging.

Differentiating Instruction by Interest in PBL

Interest -

Passion for a topic or skill

Elements of Learning Style

Identification of Two Focus Students

Setting up the Physical Space to Allow for Differentiation

www.flipthisclassroom.com

An Informal Seating Arrangement

An Informal Seating Arrangement

Collaborative Work Spaces

Quiet Work Spaces

Soft Lighting

Small Group Meeting Space

How does this apply to PBL?

Later in this session, we'll discuss the WONDER scaffolding steps to differentiate

instruction in PBL.

First, let's discuss aspects of curriculum that can be differentiated...

Aspects of projects that can be differentiated

Content: What students should learn.

Process: The approach used to facilitate the process of inquiry, develop literacy skills, and guide students to create high-quality, authentic products.

Authentic Products: Vehicles through which students demonstrate and extend what they

have learned.

Hallmarks of a Differentiated Classroom

Tomlinson's key descriptor....

“Student-Centered”

You cannot effectively differentiate in a teacher-centered environment.

Hallmarks of a Differentiated Classroom

If you are spending a large amount of time “on-stage”....

You need to get “off-stage”.

Differentiating Instruction in Project Based Learning

Hallmarks of a Differentiated Classroom – Directions for Posters and Gallery Walk

Hallmarks of a Differentiated Classroom - Groups

#1 – DEVELOPING LEARNING TARGETS AND ASSESSING ENTRY POINTS INTO A PROJECT

#2 - KNOWING THE STUDENTS

#3 - FACILITATING ONGOING FORMATIVE ASSESSMENT

#4 - PLANNING FOR TOMORROW'S INSTRUCTION

#5 - CREATING A HEALTHY ENVIRONMENT

Differentiating Instruction in Project Based Learning

Hallmarks of Differentiated Instruction Gallery Walk

Debriefing

W.O.N.D.E.R. Scaffolding• Whet the appetite for knowledge - What's this all about?

• Organize expert groups – What fascinates me the most? Who are my learning partners?

• New question formation – What do I want to know? What will we create? Who's doing what?

• Developing authentic products – Let's create something to “show what we know”.

• Exhibiting our work - Show time!

• Reflecting – Revisiting the driving question – What did we learn?

Sample Project

• Sounds of South Africa• Interdisciplinary• DQ - How can we share our learning about

sound concepts and the culture, music and instruments of the indigenous people in South Africa by creating a sample instrument and informational book?

Whet the appetite for knowledge

• Share Entry Event and Driving Question for Inquiry and create KWHL.

• Review directions for individual and group culminating products and rubrics and details about the exhibition and audience.

• Share project text set.

• Administer project pre-assessment.

• Distribute research notebooks

• Reader's Workshop Series

• Create concept word wall

• Workshop series to “uncover” specific content related to the topic

Organize expert groups

• Select expert topics.• Form expert groups.• Create project contracts.

New question formation• Launch literature circles with texts related

to the inquiry topic– Formulating and searching for answers to

research questions

• Continue to Facilitate Reader's Workshops to Teach Literacy and Inquiry Skills

• Generate Interview Questions for a Visiting Expert

• Develop Work Plans for the Culminating Product

Developing authentic products

• Facilitating a Workshop Series to Create Culminating Products

• Revising and Polishing Products• Practicing Presentations

Exhibiting our work

• Sharing Products with an Outside Audience

Reflecting

• Bringing it all together: Revisiting the driving question.

Collaboration Time

Now What?

Next Steps: Applying DI Concepts to Your PBL Unit

Application –

Incorporating Strategies into a Unit

Closure

• Team to Team Share-out:– Describe the differentiation strategies that you

incorporated into your project plan. How will these strategies benefit your focus students?

• Thank you!