Differentiated learning: differentiated instruction, differentiated assessment
Differentiated Instruction: Meeting the Needs of ALL Learners
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Transcript of Differentiated Instruction: Meeting the Needs of ALL Learners
Differentiated Instruction:Differentiated Instruction: Meeting the Needs of Meeting the Needs of ALLALL
LearnersLearners
Rina IatiRina IatiLincoln Intermediate Unit Lincoln Intermediate Unit
#12#12
How do you address the diverse needs of your learners?
Why Differentiate Instruction?
•Dealing with the reality of diverse learners
Assumptions about DI• All students differ as learners
• To maximize learning, all learners need to meet with appropriate challenges and experience success.
• Differentiation is not a strategy; it is a philosophy—a way of thinking.
• Differentiation is an evolutionary process.
One way to think about differentiation…
Differentiation is classroom practice that looks eyeball to eyeball with the
reality that kids differ, and the most effective
teachers do whatever it takes
to hook the whole range of kids on learning.
Brainstorm the ways in which your students
differ…
Students differ in many ways…
• Learning style, skills, and rates• Language proficiency• Background knowledge and experiences• Motivation• Ability to attend• Social and emotional development• Levels of abstraction• Physical needs
Mapping a Route Toward Differentiated Instruction
“Even though students may learnin many ways, the essential skills andcontent they learn can remain steady.Students can take different roads to
the same destination.”--Carol Ann Tomlinson
CREATING AN OPTIMAL MATCH
Flow of
Instr
uctio
n
Too DifficultCauses Frustration
Too EasyCan Cause Boredom
TASK
DIF
FICU
LTY
READINESS LEVEL
CREATING AN OPTIMAL MATCH
CREATING AN OPTIMAL MATCH
Flow of
Instr
uctio
n
Too DifficultCauses Frustration
Too EasyCan Cause Boredom
TASK
DIF
FICU
LTY
READINESS LEVEL
Differentiation of Instruction Is a teacher’s response to learner’s needs guided by general principles of differentiation
Respectful tasks Flexible grouping Continual assessment
Teachers Can Differentiate Through:
Content Process Product
According to Students’
Readiness Interest Learning Profile
Achievement is…• 25% IQ
• 25% Opportunities and Experience
• 50% Self-efficacy and Self-Esteem Competent and Confident
We Differentiate:Content Process Product
What the teacher plans to
teach•degree of difficulty
•Single concept, but vary the topic
•Curriculum compacting
•Vary the resource materials
•Mini-lesson, then remediate or enrich
•Scaffolding
How the teacher plans
instruction•Flexible grouping
•Tiered assignments
•Learning centers
•Vary questions
•Emphasize critical and creative thinking
•Learning contracts and menus
Assessment of content
•Verbal mode
•Written
•Construction
•Technology
•Vary expectations and requirements
We Differentiate By:
Skills
Concepts
READINESS
ContentKnowledg
e
INTEREST
•Surveys•Centers•Self-Selection
LEARNINGPROFILE
•Areas ofStrength/Growth•M.I.•Learning styles
Activity 3Activity 1
Creating Multiple Avenues
For LearningKey Concept
orUnderstanding
Activity 2
IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE
ABLE TO DO?
THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1TASK
GROUP 2TASK
GROUP 3TASK
Vary Input
SameOutput
SameInput
Vary Output
Vary Input
Vary Output
A Comparison of Three Classes
Traditional Vs Differentiated Classrooms
now
nderstand
o
KUD
These are the facts, vocabulary, dates, places, names, and examples you want students to giveyou.
The know is massively forgettable.
“Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson
These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects.
It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience.
Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exit within the understandings.
Major Concepts and Subconcepts
These are the basic skills of any discipline. They include the thinking skills such as analyzing, evaluating, and synthesizing. These are the skills of planning, the skills of being an independent learner, the skills of setting and following criteria, the skills of using the tools of knowledge such as adding, dividing, understanding multiple perspectives, following a timeline, calculating latitude, or following the scientific method.
The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to “be like” a doctor, a scientist, a writer or an artist.
Skills
Activity 3Activity 1
Creating Multiple Avenues
For Learning
KUD
Activity 2
Directions: Decide how each of the following is part of Know. Understand or Do. Write K, U, or D in front of each item.
1. Names and values of coins.2. Develop a profile of a character3. Identify the effects of psychoactive drugs4. The knowledge of the solar system has changed over
time.5. Present a monologue with dramatic movement6. Participate in a classroom debate7. Three branches of government8. There are tools that composers use to change the
mood of a piece of music9. Voice reflects the author10. Appropriate use of art material
Key Principles of a Differentiated Classroom
• The teacher is clear about what matters in subject matter.
• The teacher understands, appreciates, and builds upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.
• All students participate in respectful work.
• Students and teachers are collaborators in learning.
• Goals of a differentiated classroom are maximum growth and individual success.
• Flexibility is the hallmark of a differentiated classroom.Source: Tomlinson, C. (2000). Differentiating Instruction for Academic Diversity. San Antonio, TX: ASCD
When planning for Differentiation, consider…• Readiness levels• Student interests• Multiple Intelligences• Blooms Taxonomy• Learning styles and modalities• Developmental Stages
Multiple IntelligencesBlooms Taxonomy
Learning Styles
RAPID ROBIN
The “Dreaded Early Finisher”
“I’m Not Finished” Freddie
“It takes himan hour-and-a-halfto watch 60 Minutes.”
One premise in a differentiated
classroom:“ In this class
we are never finished---Learning is a
process thatnever ends.”
-Carol Ann Tomlinson
Anchor ActivitiesAnchor activities are
ongoing assignments that students can work on independently throughout a unit, a grading period or longer.
“Ragged time” is a reality in a differentiated classroom. It is not your goal to have everyone finish all tasks at the same time…” --Carol Ann Tomlinson
Using Anchor Activities to Create Groups
Teach the whole class to work independently andquietly on the anchor activity.
Half the class workson anchor activity.
Other half works ona different activity.
Flip-Flop
1/3 works onanchor activity.
1/3 works on adifferent activity.
1/3 works withteacher---direct
instruction.
1
2
3
Anchor Activities are…
Curriculum based. Engaging, meaningful
tasks.
Activities that everyone will have a chance to do.
Differentiated to meet the needs of the learner.
ANCHOR ACTIVITIESCan be:•used in any subject.
•whole class assignments.
•small group or individual assignments.
•tiered to meet the needs of diverse learners.
•Interdisciplinary for use across content areas or teams.
Some Anchor Activities
• Learning Centers• Extensive Reading• Vocabulary or Word
Work• Research Questions or
Projects• Webquests• Journals or Learning Logs• PSSA or SAT Work
More Anchor Activities
• Create a brochure about the topic.
• Write letters/emails to obtain more information.
• Collect pictures from a magazine on the topic for a bulletin board.
• Edit a rough draft.
Planning for Anchor Activities
What anchors, standards or concepts will be emphasized?What will the students be expected to complete independently or will the activity be part of a group project?How is the activity differentiated or tiered to address various ability levels?What instruction must happen so all student understand how to do the task?What aspects of the project can be worked on at irregular (ragged) times? May any of the task be worked on at home? Just at school?What materials will be needed for completing the task?At what point must the activity be totally completed?Where and what kind of checkpoints might be used? Feedback?
--Martha Kaufeldt, “Teachers Change Your Bait! Brain-Compatible Differentiated Instruction”
Planning for Anchor ActivitiesSubject/Content Area:
Name and description of anchor activity:
How will activity be introduced to students?
-Points - Percentage of Final Grade- Rubric - Portfolio Check- Checklist - Teacher/Student Conference- Random Check - Peer Review- On Task Behaviors - Other _______________
How will the activity be managed and monitored?
Project Life Cycle
Anchor Activities
LIU #12Educational Solutions That Make a Difference.
TIERED INSTRUCTION“When somebody hands you a
glob of kids, they don’t hand youa matched set.”
--Carol Tomlinson
• Provides teachers with a means of assigning different tasks within the same lesson or unit.
• The tasks will vary according to:ReadinessInterestLearning Profile
CREATING AN OPTIMAL MATCH
Flow of
Instr
uctio
n
Too DifficultCauses Frustration
Too EasyCan Cause Boredom
TASK
DIF
FICU
LTY
READINESS LEVEL
Creating Multiple Paths For Learning
Key Conceptor
Understanding
Concrete Learners
Grade levelLearners
Advanced
LearnersREADINESS LEVELS
Grade Level LearnersStudents need:
– Some concrete information provided
– Incorporate some abstract concepts
– Appropriate pacing on instruction
– Guided practice
Concrete Level LearnersStudents need:
– Someone to help them identify and make up gaps in their learning so they can move ahead;
– More opportunities for direct instruction or practice;– Activities or products that are highly structured or
more concrete, with fewer steps;– Experiences closer to their own experiences; and– A more deliberate pace of learning
Advanced Level LearnersStudents need:
– To skip practice with previously mastered skills and understandings;
– Activities and products that are quite complex, open-ended, abstract and multifaceted, drawing on advanced reading materials; or
– A brisk pace of work, or perhaps a slower pace to allow for greater depth of exploration of a topic
Concept to be Understood
ORSkill to be Mastered
Planning Tiered Assignments
Below-LevelTask
On-LevelTask
Above-LevelTask
Create on-level task first then adjust up and down.
“Adjusting theTask”
When Tiering:Adjust---• Materials• Form of Expression• Level of Complexity• Amount of Structure• Number of Steps• Time• Level of Dependence
Developing a Tiered Activity
Select the activity organizer•concept•generalization
Essential to buildinga framework ofunderstanding
Think about your students/use assessments
• readiness range• interests• learning profile• talents
skillsreadingthinkinginformation
Create an activity that is• interesting• high level• causes students to use key skill(s) to understand a key idea
Chart the complexity of the activity
High skill/Complexity
Low skill/complexity
Clone the activity along the ladder as needed to ensure challenge and success for your students, in
• materials – basic to advanced• form of expression – from familiar to
unfamiliar• from personal experience to removed
from personal experience•equalizer
Match task to student based on student profile and task requirements
1
3
5
2
4
6
Information, Ideas, Materials, Applications
Representations, Ideas, Applications, Materials
Resources, Research, Issues, Problems, Skills, Goals
Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections
Application, Insight, Transfer
Solutions, Decisions, Approaches
Planning, Designing, Monitoring
Pace of Study, Pace of Thought
The Equalizer
1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Single Facet Multiple Facets
5. Small Leap Great Leap
6. More Structured More Open
7. Less Independence Greater Independence
8. Slow Quick
Tiered ActivitiesIn Summary
Things in Common:• Same concept or skill• Whole class activity• Begin where students are• Some activities in the tasks may be the same
Differences in:• Amount of structure• Number of facets• Complexity• Pace• Level of independence
All tiers should:• Build understanding• Challenge students• Be interesting and engaging• Be “respectful”
Student Behaviors Which May Suggest That
Compacting is Necessary
• Consistently finishes tasks early• Work is usually well done and correct• Seems to have some advanced familiarity with the material• Expresses interest in pursuing alternate or advanced topics• Consistent high performance or motivation• Creates own puzzles, games, or other diversions in class
Curriculum Compacting
1) What’s important? 2) What can be skipped or eliminated?3) What do students already know or are able to do?4) What will they grasp easily?5) What can be accomplished quickly?
A teaching strategy that “buys time”for acceleration and/or enrichment.
The goal is to modify or “streamline” curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.
“This is Boring!”These words do not bring happiness to the hearts of teachers.One way to respond to this statement is to ask the students to bemore specific in describing their boredom.
Ask students to differentiate between “Boring A” situations and“Boring B” situations.
Boring A Situations “I already know that; could you give me an opportunity to show you?”
Boring B Situations “At the present time I do not know enough about the topic to be interested in it.”
Two Kinds of Curriculum Compacting
Basic Skills CompactingSpelling, Math Computation,Language Arts Basic Skills
Pretesting is easily used todocument proficiency.
Content Compacting Social Studies, Science, Literature, Math Applications, and Problem-Solving
Students may already know some material or may be able to read advanced material or master objectives more quickly.
MOST DIFFICULT FIRST1. The teacher previews the student task and selects the most difficult examples.
2. The examples are marked (*) and students are given the opportunity to do these items first as a means of demonstrating mastery or understanding.
3. If students are able to demonstrate mastery, then they are free to select alternate activities for that period of time.
Areas of Strength Documenting Mastery Alternate Activities
Student’s Name: ________________________________
Areas of Strength Documenting Mastery Alternate Activities
Student’s Name: Annette _______________________________
Math ---Decimal Fractions
Score of 85 percent or higher on the pretest
Will work with class on days they learn concepts she has not mastered
Will work on alternate math enrichment activities on other days
Phases of Curriculum CompactingPhase I - Establishing the goals and outcomes of the unit or segment of instruction
Phase II - Identifying students who may be candidates for compacting
Phase III - Identifying areas to be considered for compacting
Phase IV - Establish procedures for compacting the basic material
Phase V - Provide options for enrichment or acceleration
Curriculum Areas to be Considered for
Compacting
Procedures for Compacting Basic
Material
Enrichment and/or Acceleration
Activities
For more information, please contact:
Rina IatiProfessional Development
SpecialistLIU #12
[email protected] (717) 624-6433
Assessment in a Differentiated
Classroom• Assessment drives instruction. (Assessment information helps
the teacher map next steps for varied learners and the class as a whole.)
• Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Preassessment, formative and summative assessment are regular parts of the teaching/learning cycle.)
• Teachers assess student readiness, interest and learning profile.• Assessments are part of “teaching for success.”• Assessment information helps students chart and contribute to
their own growth.• Assessment MAY be differentiated.• Assessment information is more useful to the teacher than
grades.• Assessment is more focused on personal growth than on peer
competition.
Have you ever said …’I just don’t know what to do with that kid’?(Remember, don’t overgeneralize. There’s great diversity in all groups!!!)
Persistent Underachievement
• Help the student accept control over his/her decisions and life.
• Be clear and specific about tasks and requirements.
• Use appropriate consequences for work done/not done.
• Break tasks into small segments.
• Check in with the student often.
• Be firm but warm.
• Don’t tell him/her you know he/she can do the work.
• Coordinate approaches with a counselor and parents when possible.
All Learners in Academically Diverse Classrooms
• Help students understand that everyone has strengths and weaknesses.
• Celebrate and understand student learning differences.
• Help students learn the power of controlling what they can in their lives.
• Help them understand our shared needs for success, to belong, to trust, the future, etc.
• Help them see that each person is irreplaceable – uniqueness is a plus.
• Help students learn to set their own goals and chart their progress.
• Teach in varied readiness levels, interest and ways of learning;
(Remember, don’t overgeneralize. There’s great diversity in all groups!!!)
Students with Learning Disabilities
• Emphasize strengths.
• Develop ways to compensate for weaknesses so they don’t inhibit what the student can do.
• Help the student distinguish between and explain both strengths and weaknesses, as well as plans for both.
• Shoot high and then scaffold the weakness.
• Be clear about what the student should know, understand, and be able to do – but offer options for explanation, expression and assessment.
Students with Retardation or Similar Struggles
• Focus on essential concepts and principles as a context for applying IEP skills.
• Use IEP goals in ways that integrate students with their peers rather than isolating them.
• Whenever possible, teach for meaning rather than rote – uild frameworks of meaning.
• Spotlight the student’s legitimate successes and contributions.
• Use small groups for teaching needed skills, re-teaching by need.
(Remember, don’t overgeneralize. There’s great diversity in all groups!!!)Advanced Learners
• Emphasize quality of thought and expression vs. accuracy.
• Balance student choice and teacher choice tasks to allow independence but still ensure encounters with rigor.
• Help the student learn to compete against him/herself.
• Necessitate and commend intellectual risk and perseverance.
• When “raising the ceiling,” support the climb! Teach for success.
• Be flexible. Invite student imput.
• Use small groups to extend thought and skills levels.
Students with Behavior Problems
• Coordinate efforts and strategies with specialists.
• Help the student articulate difficult areas and learn to look for signs of them.
• Be sure the student has an easy “way out” of tough spots.
• Provide “safe” spaces to be alone / work alone.
• Acknowledge successes.
• Allow choices when feasible.
• Be flexible about movement.
(Remember, don’t overgeneralize. There’s great diversity in all groups!!!)Second Language Learners
• Link classroom & ESL resource work.
• Ensure that the student has useful tasks at all times andis accountable for them (listening/reading with tapes, writing, translating, vocabulary practice).
• Don’t let the student sit idle and isolated.
• Use students who can bridge the two languages.
• Plam specific ways each day to involve the student in coversation & contribution.
• Chart growth vs. only comparison
• Use small groups for teaching next-step skills.
Culturally Diverse Learners
• Help build peer-support systems.
• Be sure you offer varied working arrangements and modes of expression.
• Invest time in the student in ways that communicate your berlief in his/her success.
• Help the student develop “school skills” that may be weak.
• Teach from whole to part.
• Be clear about expectations and that students both understand and know how to achieve them. Don’t let work slide.
• Emphasize contextualized learning.
RAFTRAFT is an acronym that stands forRole of the student. What is the student’s role: reporter,
observer, eyewitness, object?Audience. Who will be addressed by this raft: the
teacher, other students, a parent, people in the community, an editor, another object?
Format. What is the best way to present this information: in a letter, an article, a report, a poem, a monologue, a picture, a song?
Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?
RAFT ActivitiesRole Audience Format Topic
Semicolon Middle Schoolers Diary entry I Wish You ReallyUnderstood Where I
BelongN.Y.Times public Op Ed piece How our Language
DefinesWho We Are
Huck Finn Tom Sawyer Note hidden in a tree knot
A Few Things You Should Know
Rain Drop Future Droplets Advice Column The Beauty of CyclesLung Owner Owner’s Guide To Maximize Product Life
Rain Forest John Q. Citizen Paste Up “Ransom” Note
Before It’s Too Late
Reporter Public Obituary Hitler is DeadMartin Luther
KingTV audience of
2010Speech The Dream Revisited
Thomas Jefferson
Current Residents of Virginia
Full page Newspaper Ad
If I Could Talk to You Now
Fractions Whole Numbers Petition To Be Considered A Part of the Family
A word problem
Students in your class
Set of Directions How to Get to Know Me
Lang
uage
Arts
& Li
tera
ture
Scien
ce
Histor
yMath
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998
Designing a Differentiated Designing a Differentiated Learning ContractLearning ContractA Learning Contract has the following
components1.1. A Skills ComponentA Skills Component
Focus is on skills-based tasksAssignments are based on pre-assessment of students’ readinessStudents work at their own level and pace
2.2. A content componentA content componentFocus is on applying, extending, or enriching key content (ideas, understandings)Requires sense making and productionAssignment is based on readiness or interest
3.3. A Time LineA Time LineTeacher sets completion date and check-in requirementsStudents select order of work (except for required meetings and homework)
4. The AgreementThe AgreementThe teacher agrees to let students have freedom to plan their timeStudents agree to use the time responsiblyGuidelines for working are spelled outConsequences for ineffective use of freedom are delineatedSignatures of the teacher, student and parent (if appropriate) are placed on the agreement
Differentiating Instruction: Facilitator’s Guide, ASCD, 1997
Work Time
to Differentiate Content• Reading Partners / Reading Buddies
• Read/Summarize• Read/Question/Answer• Visual Organizer/Summarizer• Parallel Reading with Teacher Prompt
• Choral Reading/Antiphonal Reading• Flip Books• Split Journals (Double Entry – Triple Entry)• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Notetaking Organizers• Varied Texts• Varied Supplementary Materials• Highlighted Texts• Think-Pair-Share/Preview-Midview-Postview
Tomlinson – ‘00
TO DIFFERENTIATE PROCESS
•Fun & Games•RAFTs•Cubing, Think Dots•Choices (Intelligences)•Centers•Tiered lessons•Contracts
USE OF INSTRUCTIONAL STRATEGIES.
The following findings related to instructional strategies are supported by
the existing research:• Techniques and instructional strategies have nearly as much influence on student learning as student aptitude.• Lecturing, a common teaching strategy, is an effort to quickly cover the material: however, it often overloads and over-whelms students with data, making it likely that they will confuse the facts presented• Hands-on learning, especially in science, has a positive effect on student achievement.• Teachers who use hands-on learning strategies have students who out-perform their peers on the National Assessment of Educational progress (NAEP) in the areas of science and mathematics.• Despite the research supporting hands-on activity, it is a fairly uncommon instructional approach.• Students have higher achievement rates when the focus of instruction is on meaningful conceptualization, especially when it emphasizes their own knowledge of the world.
to Differentiate Product
• Choices based on readiness, interest, and learning profile
• Clear expectations• Timelines• Agreements• Product Guides• Rubrics• Evaluation
Creating a Powerful Product Assignment
1. Identify the essentials of the unit/studyWhat students must:
• Know (facts)• Understand (concepts, generalizations)• Be able to do (skills)
As a result of the unit/study2. Identify one of more format or “packaging options” for the
product:• Required (e.g. poetry, an experiment, graphing, charting)• Hook• Exploratory• Talent/passion driven
3. Determine expectations for quality in:• Content (information, ideas, concepts, research materials)• Process (planning, goal-setting, defense of viewpoint,
research, editing)• Product (size, construction, durability, expert-level
expectations, part
4. Decide on scaffolding you may need to build in order to promote success:
• Brainstorming for ideas• Developing rubrics/criteria for success• Timelines• Planning/goal-setting• Storyboarding• Critiquing• Revising-editing
5. Develop a product assignment that clearly says to the student:
• You should show you understand and can do these things• Proceeding through these steps/stages• In this format• At this level of quality
6. Differentiate or modify versions of the assignments based on :• Student readiness• Student interest• Students learning profile
7. Coach for success!
Creating a Powerful Product Assignment, cont’d
It is your job, as teacher, to make explicit That which you thought was implicit
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