Differentiated Instruction Powerpoint For Pd Workshop

Kulanu Torah Academy

Professional Development Conference Differentiated Instruction

January 29, 2010

Developed By: Sholom Fried MS Ed, SBL, SDL

“Our task is to provide

an education for the kinds of kids we

have, not the kinds of kids we used to

have, or want to have,

or the kids that exist in our dreams.”

~K. P. Gerlach

Teachers are the Teachers are the lifeblood of our lifeblood of our nation. They educate nation. They educate our children, they our children, they prepare our prepare our workforce, and shape workforce, and shape tomorrows citizenstomorrows citizens

FACT:FACT: Our nation’s schools Our nation’s schools today are educating the today are educating the largest, most diverse student largest, most diverse student population ever, to higher population ever, to higher standards than ever before.standards than ever before.

This is the reason This is the reason why the need for why the need for

Differentiated Differentiated Instruction is so Instruction is so

necessarynecessary

Differentiated Instruction Defined

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.

Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.

Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

What is 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.

-Tomlinson (2001)

Differentiation is responsive

teaching rather than one-size-fits-

all teaching.

“It means teachers proactively plan varied approaches to

what students need to learn, how they will learn it, and/or

how they will show what they have learned in order to increase the likelihood that

each student will learn as much as he or she can, as

efficiently as possible.”

Differentiation doesn’t suggest that a teacher can be all

things to all individuals all the time. It does, however,

mandate that a teacher create a reasonable range of approaches to learning

much of the time, so that most students find learning a fit

much of the time.

“Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student knows and

what he or she needs in order to learn, differentiation is no

longer an option; it is an obvious response.”

At its most basic level, differentiating instruction means “shaking upshaking up” what goes on in the classroom

so that students havemultiple options for

taking in information,making sense of ideas,

and expressingwhat they learn.

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Meaningful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness Interest Learning Profile

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence

Preferences..Orbitals..Complex Instruction…ETC.

Quality Curriculum Building Community

Key Principles of a Differentiated ClassroomKey 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.

• 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.

Assumptions We Need To Have…

• Students differ as learners and need appropriate challenge, success, and learning experiences

• It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences


• Attending to student differences requires a flexible approach to teaching

• Successful attention to student differences must be rooted in solid curriculum and instruction


• There are many routes to achieving high quality curriculum taught in ways that attend to student differences and build community

• Developing differentiated classrooms calls on us not so much to develop a bag of tricks as to rethink teaching and the power of learning

Differentiation is a Response to Beliefs About Teaching and

Learning• We probably underestimate the

capacity of every child as a learner

• Students should be a the center of the learning process.

• All learners require meaningful, powerful, and engaging schoolwork to develop their individual capacities so that they can become fulfilled and productive members of society

• A major emphasis in learner development is competition against oneself and not against someone else for progression

Discussion QuestionWhat are you already

doing to differentiate instruction in your

classroom?

WE MUST REMEMBER

THAT…

Excellent differentiated classrooms are… excellent FIRST and differentiated SECOND!

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.

• Teachers assess student readiness, interest and learning profile.

Assessment in a Differentiated Classroom

• Assessment is part of “teaching for success.”

• Assessment information helps students chart and contribute to their own growth.

• Assessment is more focused on personal growth than on peer competition.

• Assessment information is more useful to the teacher than grades.

for

Interest – Readiness – Learning Profile

by

Self – Peers - Teachers

WHAT CAN BE ASSESSED?

Skills

Concepts

READINESS INTEREST LEARNINGPROFILE

ContentKnowledge

• Interest Surveys• Interest Centers• Self-Selection

• Areas of Strength and Weakness• Work Preferences• Self Awareness

Most teachers assess students at theend of an instructional unit or sequence.

When assessment and instruction areinterwoven, both the students and theteacher benefit. The next slide suggestsa diagnostic continuum forongoing assessment.

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testKWLChecklistObservation/EvaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk around Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

Pre-assessment Is...Any method, strategy or process used to determine astudent’s current level of readiness or interest in order toplan for appropriate instruction.

• provides data to determine options for students • helps determine differences before planning•helps teacher design activities that are meaningful and challenging•allows teachers to meet students where they are•identifies starting point for instruction•identifies learning gaps• makes efficient use of instructional time

Examples of Pre-Assessments:What Do You Want to Learn About Rome?

Name: _______________________These are some of the topics we will be studying in our unit on Ancient Rome.We want to know what you want to learn about. Number your choices from 1to 8. Make sure that 1 is your favorite and 8 is your least favorite.____ geography____ government (laws)____ agriculture (foods they grew)____ architecture (buildings)____ music and art____ religion and sports____ roles of men, women, and children

What Can You Tell Us About Rome?1. What country is Rome in? ________________________________________________2. What does the word civilization mean?_______________________________________ _________________________________________________________________.3. Can you give us some examples of different civilizations? ________________________

__________________________________________________________________.4. Can you name any famous Roman people? ___________________________________

__________________________________________________________________.5. Many things in our country and culture came from the Romans. Can you think of any?

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________.

Examples of Pre-Assessments: How Do You Like to Learn?1. I study best when it is quiet. Yes No2. I am able to ignore the noise of

other people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, no

matter what. Yes No8. Sometimes I get frustrated with my work

and do not finish it. Yes No9. When my teacher gives an assignment, I like to

have exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like to

create my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work on

an assignment. Yes No14. I like to have a certain amount of time to work on

an assignment. Yes No 15. I like to learn by moving and doing. Yes No

16. I like to learn while sitting at my desk. Yes No

Formative Assessment Is...

A process of accumulating information about a student’sprogress to help make instructional decisions that willimprove his/her understandings and achievement levels.

• Depicts student’s life as a learner• used to make instructional adjustments• alerts the teacher about student misconceptions “early warning signal”• allows students to build on previous experiences• provides regular feedback• provides evidence of progress• a aligns with instructional/curricular outcomes

Summative Assessment Is...

A means to determine a student’s mastery andunderstanding of information, skills, concepts, orprocesses.

• Should reflect formative assessments that precede it• should match material taught• may determine student’s exit achievement• may be tied to a final decision, grade or report• should align with instructional/curricular outcomes• may be a form of alternative assessment

. “Teaching facts in isolation is like trying to pump water uphill.” (Carol

Tomlinson)

Differentiation Strategies

Flexible GroupingStudents are part of many different groups (and also

work alone) based on the match of the task to student readiness, interest, or learning style.

Teachers may create skills based or interest based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

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 ReallyKnew Where I Belong

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 Cycles

Lung Cigarettes Public Service Announcement

What you do to me!

Reporter Public Obituary Hitler is Dead

Water The Sun A love letter I think you are hot

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

& L

itera

ture

Scie

nce

His

tory

Mat

h

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.

TIC-TAC-TOE Choice BoardFor a Book Report

Draw a picture of the

main character.

Perform a play that shows the

conclusion of a story.

Write a song about one of

the main events.

Write a poem about two

main events in the story.

Make a poster that shows the order of

events in the story.

Dress up as your favorite

character and perform

a speech telling who

you are.

Create a Venn

diagram comparing

and contrasting

the introduction

to the closing.

Write two paragraphs about the

main character.

Write two paragraphs about the setting.

I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__

Squaring OffWhole Group Assessment1. Place a card in each corner of the room with one of the

following words or phrases that are effective ways to group according to learner knowledge.

Rarely ever Sometimes Often I have it!Dirt road Paved road Highway Yellow brick road

2. Tell the students to go to the corner of the room that matches their place in the learning journey.

3. Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Yes/No Cards

• Using a 4x6 index card the student writes YES on one side and NO on the other.

• When a question is asked the students hold up YES or NO.

1. Ask the students if they know the following vocabulary words and what they mean.

2. Call out a word. If a student is holding a YES they may be called on to give the correct answer.

3. Remind them that if they don’t know the words it is OK because they will be learning them.

4. You can do the same thing with conceptual ideas, etc.

YESNO


Thumb It!

• Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.

• Where I am now in my understanding of ______?

Up Sideways Down I know a lot I know some I know very little


Fist of Five

Show the number of fingers on a scale, with 1 being lowest and 5 the highest.

Ask, How well do you feel you know this information?

5. I know it so well I could explain it to anyone.6. I can do it alone.7. I need some help.8. I could use more practice.1. I am only beginning.


Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understandingDrawing related to topic or content Standardized test information Anticipation journals

What Zone Am I In?

Too Easy• I get it right away…• I already know how…• This is a cinch…• I’m sure to make an

A…• I’m coasting…• I feel relaxed…• I’m bored…• No big effort

necessary…

On Target• I know some

things…• I have to think…• I have to work…• I have to persist…• I hit some walls…• I’m on my toes…• I have to re-group…• I feel challenged…• Effort leads to

success…

Too Hard• I don’t know where to

start…• I can’t figure it out…• I’m spinning my

wheels…• I’m missing key

skills…• I feel frustrated…• I feel angry• This makes no

sense…• Effort doesn’t pay

off…

THIS is the place to be… THIS is the achievement zone…

Cubing1. Describe It

Look at the subject closely (perhaps with your senses in mind).

2. Compare ItWhat is it similar to? What is it different from?

3. Associate ItWhat does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

4. Analyze ItTell how it is made. If you can’t really know, use your imagination.

5. Apply ItTell what you can do with it. How can it be used?

6. Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

Ideas for Kinesthetic Cube

• Arrange _________into a 3-D collage to show_________

• Make a body sculpture to show__________________• Create a dance to show_______________________• Do a mime to help us understand_________________• Present an interior monologue with dramatic

movement that________________________• Build/construct a representation of________________• Make a living mobile that shows and balances the

elements of __________________• Create authentic sound effects to accompany a

reading of ________________• Show the principle of _____________with a rhythm

pattern you create. Explain to us how that works.

Ideas for Cubing in Math…

• Describe: how you would solve_____________

• Analyze: how this problem helps us use mathematical thinking and problem solving.

• Compare or Contrast: this problem to one on p._____

• Demonstrate: how a professional (or just a regular person) could apply this kind of problem

to their work or life.

• Change: one or more numbers (elements, signs) in the problem. Give a rule for what that

change does.

• Create: an interesting and challenging word problem from the number problem. (Show us how to

solve it too)

• Diagram or Illustrate: the solution to the problem. Interpret the visual so we understand.

Differentiated Instruction as…

THE GREAT EQUALIZER!!!

Think About…

HOW?

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

MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

Begin Slowly – Just Begin!

Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats

Reform must come from

within, not from without.

James Gibbons

WE, are the Agents of Change… nothing can

change unless we change ourselves

and our ways of teaching

We Need To Ask We Need To Ask Ourselves…Ourselves…

Do all students have access to the Do all students have access to the tools, knowledge and guidance that tools, knowledge and guidance that

they need to succeed?they need to succeed?

If not, what can we do to give them If not, what can we do to give them those tools?those tools?

Where do I Go From Here?Where do I Go From Here?Some Tips for Implementing Some Tips for Implementing

Differentiation in your Differentiation in your ClassroomClassroom

Start slowlyStart slowlyOrganize classroom spaceOrganize classroom spaceFind out student interestsFind out student interests

Where do I Go From Here?Where do I Go From Here?Some Tips for Implementing Some Tips for Implementing

Differentiation in your Differentiation in your ClassroomClassroom

Use technologyUse technologyStart class with familiar tasks Start class with familiar tasks

(Do Now)(Do Now)Start student port(data)foliosStart student port(data)folios

Investing StudentsInvesting Students

Students must “buy-in” to what Students must “buy-in” to what you’re doingyou’re doing

Provide choice to studentsProvide choice to studentsAdjust physical environmentAdjust physical environment

sit visually impaired at front of roomsit visually impaired at front of roomarrangement of desksarrangement of desks

quiet/safe areaquiet/safe area

Increase student accountabilityIncrease student accountability

THINK ABOUT THINK ABOUT ON-GOING ASSESSMENTON-GOING ASSESSMENT

STUDENT DATASTUDENT DATA

Open response testOpen response testOral responseOral responsePortfolio entryPortfolio entryExhibitionExhibitionCulminating productCulminating productQuestion writingQuestion writingProblem solvingProblem solvingJournal EntryJournal EntryShort Answer TestShort Answer Test

TEACHER DATATEACHER DATA

Anecdotal recordsAnecdotal recordsObservation by checklistObservation by checklistSkills checklistSkills checklistClass discussionClass discussionSmall group interactionSmall group interactionTeacher – student Teacher – student conferenceconferenceAssessment stationsAssessment stationsExit cardsExit cardsPerformance tasks and Performance tasks and rubricsrubrics

DIFFERENTIATED INSTRUCTION

JUST DO IT!!!JUST DO IT!!!

Differentiated Instruction Powerpoint For Pd Workshop

Education

Transcript of Differentiated Instruction Powerpoint For Pd Workshop