Differentiation to Promote High Ability Student Growth

June 5, 2014

Differentiating to Promote Growth for High Ability StudentsLisa Rubenstein, Ph.D.

Fluid Agenda

✤ 9:00 - 9:30 Session 1: Overview✤ 9:30 - 10:30 Session 2: Pre-Assessments✤ 10:30 - 10:40 BREAK✤ 10:40 - 11:45 Session 3: Creating Tiered Lessons/Complex

Questions✤ 11:45 - 12:15 LUNCH✤ 12:15 - 1:35 Session 4: Integrating Interests: For Real✤ 1:35-1:45 BREAK✤ 1:45 - 2:15 Session 5: Utilizing Technology✤ 2:15 - 2:45 Session 6: Classroom Management/Grades✤ 2:45 - 3:00 Evaluation and Questions

Session 1:Experiential

Overview

Graph Me

Reading Math Board Games Sewing Running Building Dancing

78th

How do you know?

Fibonacci

51

Diophantus

55

Kovelevsky

57

What are the some of the principles of differentiation?

What are essential characteristics of differentiation?

Big Ideas from the Lesson

✤ Groups are flexible.

✤ All students are treated as practicing professionals.

✤ They all receive honorable tasks.

✤ Everyone can contribute to the discussion at the end.

✤ Students have an opportunity to work with others who will challenge their thinking.

✤ Pre-assessment matched the lesson.

Differentiation is not...

✤ Individualized instruction.

✤ Chaotic.

✤ Tracking.

Differentiation is...

✤ Proactive.

✤ Qualitatively different.

✤ Rooted in assessment.

✤ Multi-dimensional.

✤ Student centered.

✤ Anchored in standards.

Session 2:Pre-Assessments

Sixth Grade Algebraic Thinking

Student 1Student 2

Student 3

Second Grade Time

What is the purpose of a pre-assessment?

Why pre-assess?

✤ Informs of starting levels of knowledge and pre-existing conditions

✤ Informs of misconceptions✤ Measures growth✤ Allows for internal

consistency within our units

Using the samples, what are some principles about constructing pre-assessments?

What are the characteristics of a good pre-assessment?

Principles of Pre-Assessment Design

✤ High (enough) ceiling

✤ Directly connected with lessons/objectives

✤ Open (enough)

✤ Range of difficulty

✤ Avoid situated cognition

Objectives

Pre-Assessment

Post-Assessment

Learning Experiences

Internal Consistency of Instructional Design

Pre-Assessment Strategies

Pre-Assessment Planning Guide

✤ What do you want your students to be able to do? What do they need to know?

✤ What are the different misconceptions students might have?

✤ What are the various ways to represent this information?

✤ Why is this important?

✤ What comes next?

Objectives

✤ Estimating length to the nearest inch.

✤ Measuring and drawing line segments to the nearest inch.

✤ Drawing congruent line segments.

✤ Using appropriate units and tools to measure length, temperature, and weight.

What do you want students to know, be able to do, and

understand?

Misconceptions

Misconceptions

✤ Everything they will measure will be an exact number.

✤ That you can only measure objects with a ruler.

✤ 25 inches is a quarter inch.

✤ You have to start at the 0 part of the ruler to measure an object.

Representations

Representations

✤ Various ways to introduce the content: songs, discovery, lecture...

✤ Various ways to represent the content: different rulers, different objects, when are estimates acceptable? different units of measure

Importance

Why is this important?

Put the content in context.

What comes next?

What comes next?

✤ What is the next level? How can we increase the depth or complexity of the content?

✤ Is making the numbers or objects bigger the only way to do this? At what point does this lose its power?

✤ Thoughtful questions could be used to prompt students to take the content to the next level. Could they consider estimation v. actual? What about why we use inches and we don’t measure items with pencils? Cat applied it to geometry...

✤ Define test ceiling.

Create the pre-assessment using that information.

What does the pre-assessment have to include?

Question 1: How long is this object?

Pre-Assessment Example

Question 2: Draw a line segment that is congruent to the line segment below.

Question 3: How long are the line segments below?

Pre-Assessment Planning Guide

✤ What do you want your students to be able to do? What do they need to know?

✤ What are the different misconceptions students might have?

✤ What are the various ways to represent this information?

✤ Why is this important?

✤ What comes next?

Other Pre-Assessment Formats

✤ Unit tests

✤ Informal assessments (e.g., conferences, KWL charts)

✤ Homework/journals/stoplight learning

✤ Open-ended assignments (e.g., concept maps, graphic organizers, lists)

✤ Exit/entrance cards

✤ Metacognition self-checks

Stoplight Learning

Graphic Organizers

POLYGON

What is a polygon?

Draw a shape that is NOT a polygon

Name the three types of polygons

Draw a polygon that is concave

Geometry-‐ Polygons (Chapter 1 Lesson 6)Name:

Draw a polygon that is convex

Megan Walleske, 2011

Brittany Ravas, 2011

3 Things I learned about

differentiation...

2 Ways I will apply it in my classroom...

1 Question I still have...

Metacognition

Google “EVALUATION TREE”

From Ms. Konigbacher’s Class

Readiness Groups

Group 1: Students who understand the

concept

Group 2: Students who almost

understand the concept

Group 3: Students who show no

comprehension

Flexible GroupingThen what?

Session 3:Creating Tiered

Lessons & Complex Questions

Dan Meyer

What can we learn from this video?

Can we apply it to differentiation? How?

Now What?

Pace of Study, Pace of Thought

Now What?


Tangible. Literal. Physical Manipulation.

Symbolical. Hold in mind.

Now What?


Common vocabulary. Accessible.

Combine. Complex vocabulary.

Simple/Complex

Now What?


Varying the Lesson

✤ Concrete v. abstract

✤ Simple v. complex

✤ Structured v. open

✤ Varied independence

From measurement example✤ Abstract: Create your own ruler. Which objects are the easiest to

measure? What strategies do you use to measure challenging objects? How accurate are you? What would help you be more accurate? Use cubes to measure.

✤ Complexity: Why do you think we use inches rather than centimeters? Which should we use for this example? Why do we use inches to measure things? Why an inch? Why not a foot? Or a coffee cup? What problems do we need to solve that require measurement? Provide different rulers and ask them what is different and which one they would prefer to use.

✤ Open-ended: When is it important to be exact? What are all the ways you could measure a football field? List everything that is about 3 inches.

✤ Independence: Encourage students to write their own problems. Measure their own objects.

✤ Metacognition Questions: How do I know if an estimate is reasonable? How do I know if an estimate is close to the actual measurement?

Apply the questions to your lesson.✤ Abstract?

✤ Complex?

✤ Open-ended?

✤ Independence?

✤ Metacognition?

Brainstorm with a partner.

Designing Tiered Assignments

✤ Be clear about goals. What has to be constant? What is variable?

✤ Tier by complexity, content, process, products.

✤ Introduce all activities with equal enthusiasm.

✤ Remember different not more.

✤ Design for equally engaging and fair in terms of time expectations.

Think about the patterns lesson.

What about flexibility and time?

Quick Strategy: Be less helpful.

✤ Think about all the scaffolding you provide.

✤ Take that scaffolding away.

✤ Provide it if they need it.

Hint Cards

Card Game Capers

Tens Place Ones Place

Discarded Number

GoalMake the largest number possible by drawing numbers 0-9 out of a bag.

Exploration

✤ What if you are trying to get the largest number and the first number drawn is a 4? Where should you put it? Why?

✤ How many different two digit numbers are possible if the two digits cannot be 0? How would you figure this out without writing every possibility? How do you you know you have them all?

Hint Cards

Challenge Cards

Less is more...

What hint or challenge cards could you develop for your lesson?

Session 4:Integrating Interests

What does this mean for our students?

In 1 Minute

Connecting

SharingAccessing Knowledge

Students have incredible

opportunities for..

Why does wikipedia work?

Motivation?Growth?

Differentiation?

Interest

Sharing

Is it this simple?

Think...

✤ What is something you are good at?

✤ How much do you think your ability level plays a role in how good you are?

✤ How much do you think your effort plays a role in how good you are?

✤ How much do you think your interest plays a role in how good you are?

1 10

Sternberg’s IntelligencesCreativePractical

Analytical I like...• Designing new things• Coming up with ideas• Using my imagination• Playing make-believe and

pretend games• Thinking of alternative solutions• Noticing things people usually

tend to ignore• Thinking in pictures and images • Inventing (new recipes, words,

games) • Supposing that things were

different• Thinking about what would have

happened if certain aspects of the world were different

• Composing (new songs, melodies)

• Acting and role playing

I like...• Analyzing characters when I’m

reading or listening to a story• Comparing & contrasting points

of view• Criticizing my own & others’

work• Thinking clearly & analytically• Evaluating my & others’ points

of view• Appealing to logic• Judging my & others’ behavior• Explaining difficult problems to

others• Solving logical problems• Making inferences & deriving

conclusions• Sorting & classifying• Thinking about things

I like...• Advising my friends on their

problems• Convincing someone to do

something• Learning by interacting with

others• Applying my knowledge• Working and being with others• Adapting to new situations• Taking things apart and fixing

them• Learning through hands on

activities• Making and maintaining friends• Understanding and respecting

others• Putting into practice things I

learned• Resolving conflicts

Sternberg & Grigorenko, 2000

Migration Example• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure

to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this pattern.

• Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They would like you to share your findings with other scientists AND to offer them recommendations about the best manner of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist for future scientists to use in their research pursuits of this animal.

• Creative – You have just discovered a new species of ____________. You have been given the honor of naming this new creature and sharing the fruits of your investigation with the scientific world via a journal article or presentation. Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal detailed enough that other scientists will be able to recognize it.

Kristi Doubet (2005)

Feudal System RaftRole Audience Format TopicKing The Subjects Proclamation Read My Lips,

New Taxes

Knight Squire Job Description Chivalry, Is it for You?

Lord King Contract Let’s Make a Deal

Serf Animals Lament Poem My So Called Life

Monk Masses Illuminated Manuscript

Do As I Say, Not As I Do

Lady Pages Song ABC, 123

Following the RAFT activity, students will share their research and perspectives inmixed role groups of approximately five. Groups will have a “discussion agenda”to guide their conversation. -Kathryn Seaman

Gentry’s Choice Study

What makes a choice a choice?

Interest & Questions

Which line represents

reading, writing, and question

asking?

Essential Questions

Model asking them.

Encourage students to ask.

Build in time for exploration.

Good job.

Good job.

That is an interesting thought.

Change One Thing

✤ Teachers design a question focus.

✤ Students produce questions.

✤ Students improve their questions.

✤ Students prioritize their questions.

✤ Students and teachers decide on next steps.

✤ Students reflect upon what they have learned.

Change One Thing

✤ Teachers design a question focus.

✤ Students produce questions.

✤ Students improve their questions.

✤ Students prioritize their questions.

✤ Students and teachers decide on next steps.

✤ Students reflect upon what they have learned.Build in authentic

sharing.

What is a good question?

What is a good question?Are we asking them?Are our students asking them?

Essential Questions

✤ Arguable

✤ Heart of the discipline

✤ Engage interest

✤ Recur in professional life

✤ Meaningful

✤ Require analysis, evaluation, synthesis

These inevitably promote

differentiation.

Developing Habits of Mind

✤ Evidence: How do we know?

✤ Viewpoint: How might this look if we examined this from a different perspective?

✤ Connection: Is there a pattern? Have we seen something like this before?

✤ Conjecture: What if it were different?

✤ Relevance: Why does this matter?

Blooms Revised

Session 5:Utilizing Technology

What does technology bring to differentiation?

Technology and Differentiation

✤ Technology can provide different content and types of products to meet different students’ needs.

✤ Technology can provide you the tools to organize multiple levels.

✤ Technology can provide inspiration.

Content

TED-ED

Content Collections

Newsela

NRICH Maths

Docs Teach

Content Creation/Directions

Collaboration Tools

Organization Tools

Inspiration

Product Differentiation

Webquests

Product Display

What inspires you?

What else is like this?How can I use this?

Session 6:Classroom

Management and Grades

Prepare to Differentiate

StudentsClassroomParents

Differentiate

Evaluate the Differentiation

StudentsTeacher

DoneLost

Management Components

Off-Task

Preparing parents

✤ Consider their perspective✤ Provide information/support...Brochures/Blogs for Records and

Questions/Parent Night✤ Transition Nights✤ Partners (2 way sharing)

✤ IAG (IMAGES, bi-monthly)✤ NAGC (Parenting for High Potential)✤ Mile Markers✤ Hoagies

Parents

Just wondering...

✤ Have you noticed any new interests?

✤ What does your child mention when you ask him/her about school?

✤ Do you have any additional information that may be helpful?

Create a system.

✤ Management system (How to group, what happens in groups or during group time?)

✤ Classroom flow (Where do they submit assignments, what happens when they are done?

✤ Expectations and Grades

✤ Signal for quiet. Signal for no interruptions except for...Batter’s Box (shared by Megan Walleske), Princess Crown (shared by Beth

Hoeing), Notebook/Journal✤ Folders and organization. ✤ Desk drill-patterns of movement✤ Red Cards or Question Chips✤ Scheduled “Office Hours” or Group Meeting Times (3Bs)✤ Routines for materials...✤ System for grouping (table tent, pocket chart, tickets, verbal,

instantaneous, stampers on exit cards)

Classroom Organization

Classroom

Students

✤ Explicit discussion. Graph activity.✤ Convey the system.✤ Do a brief sample and evaluate. ✤ Independence takes time: whole group,

small group, partner, individual...✤ Explicit behavior expectations including

sound levels. Have a way to signal without interrupting.

✤ Procedure checklists and goals. ✤ Personal agendas

Students

During Differentiation: Off Task...

✤ Workcards with step-by-step directions

✤ Checklist with time stamps

✤ Goal setting modeling

✤ You may need an individual conference: why the student is not working, how you and he/she could work together to change the environment, assure him/her that you think he/she can achieve, provide something for the student to look forward to everyday, think short term achievable goals.

Off-Task

Clear Anchoring Activities

✤ Before, during, or after instruction

✤ It is always safe...assurance.

✤ Not busy work, foster autonomy

✤ Organization: file folders, shoe organizer, bulletin board

✤ Generic examples...

During Differentiation: I’m Confused...

✤ Creation of a support system: a rotating expert-may have an object on their desks, a teacher’s aide, ask 3 before me, red cards...it comes back to quality pre-preparation and student practice.

✤ Access to electronic help. This could be timed (http://www.superteachertools.com/counter/#countdown).

✤ Direction could be presented both verbally and visually.

✤ Study Buddy for directions and quick guidance

During Differentiation: I’m Done...

✤ Resident Expert, Independent Projects, Wonderwall

✤ Anchor Activities (variety)

✤ Challenge Cards

✤ Computer Options

✤ One possibility: grade a partner’s work, immediate feedback, discussion

✤ Sharing Opportunities (online, to the class, with a small group..)

During Differentiation: Grouping

✤ Always have a reason for grouping.

✤ To get the most out of grouping, groups should be doing different things.

✤ Grouping doesn’t have to be a physical concept.

✤ Vary groups.

Why Grades Stink

✤ Bare minimum: Little evidence that grades motivate students to learn (Kohn, 1993; Tomlinson & Allan, 2000)

✤ Little evidence that grades communicate in meaningful or accurate ways to students or parents, grades are equivocal

✤ Grades based on other students’ performances ensures that some students will not work

Grading?

✤ STRATEGY 2: Multiple Grades...1 for content mastery, 1 for effort. They may be separate or averaged. Additional thoughts to follow...

✤ STRATEGY 3: Safety...Grade for content mastery and encourage extra perhaps using extra credit or intrinsically motivated projects, perhaps holistic, qualitative comments

✦ STRATEGY 1: Grade As Is...Straight A Danger-Perfectionism, Performance Oriented, Scaffold with Discussions (Parents and Kids)

Students’ Role in Evaluation

✤ Keep track of work logs, checklist participation: They are involved in monitoring themselves every step.

✤ Peer review

✤ Timelines and checkpoints: Importance of doable to-do lists...

✤ Reflection component: Journals?

✤ Discuss progress with parents.

What are 2 things you could implement? How?

Thank you!Please email if you need anything! [email protected]

Differentiation to Promote High Ability Student Growth

Education

Transcript of Differentiation to Promote High Ability Student Growth