THE DIFFERENTIATED JOURNEY:EXPLORING NEW TERRITORY

June Preszler, TIE,

Spearfish School District

Jan. 18, 2010

http://jpreszler.tie.wikispaces.net/

http://www.tie.net/content/showcase/booklets.htmS

GOALS:

Defining differentiation Considering choice Finding differentiation through choice Using differentiation and choice

DIFFERENTIATION DEFINED

On note card: Your impression of differentiated

instruction One way you differentiate in your

classroom One concern regarding differentiation

Share with two or three others and create an agreed upon working definition of differentiated instruction.

ONE POSSIBLE DI DEFINITION

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.

(From Carol Ann Tomlinson, ASCD)

WHAT DI IS…

Multiple approaches Student centered Ebb and flow Different learning modalities Student competes against self Flexible use of classroom time

Carol Ann Tomlinson, The Differentiated Classroom, 1999

BELIEFS BEHIND DI

Learning profiles differ Making meaning priority Opportunity for choice

Greatest challenge? Developing respectful activities that are interesting, engaging, challenging

Differentiation of InstructionDifferentiation Strategy Booklets, 4-6guided by general principles of differentiation

such as:

respectful tasks flexible grouping ongoing assessment teachers can differentiate

Content Process Product

according to students’

Readiness Interests Learning Profile

through a range of instructional and management strategies

Sometimes Classroom Environment

PREP STEPS

Start small—one strategy, one area. Start with what is—mine ideas;

determine what all students will do, what some students will do; identify basic and advanced activities.

BEFORE YOU BEGIN…

Know Understand Do Differentiate Instruction, K-4, page 5

COUNTING COUP

The concept: Counting Coup What do you think it means? Think-Pair-Share

Strategies That Differentiate Instruction, K-4, pages 12-13

THE ENEMY IN FRONT OF US

Not a person But a thing “The biggest enemy our children have

are those things sitting in front of you and they’re called books.”—Gerard Baker

THE WARRIOR

“What do you do with your enemies? You conquer them.”

“We have to redefine our enemies and conquer them.”

COUNTING COUP

“We have to count coup on books.” Vocabulary Notebook/Map

Define Counting Coup in your own words Compare it to something else Draw it Explain it

HOW DID WE DO?

In what ways did the Counting Coup activity differentiate?

How could you use this type of activity or a variation of it when teaching vocabulary?

Other DI frames to integrate: Clock Buddies, 8-9 Seasonal Partners, 10 Popsicle Sticks, 11

I WANTED YOU TO

Know the historical context of counting coup. Understand that counting coup can be

applied to more contemporary situations, including the struggles that students face in schools.

Draw your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students.

THINK-TAC-TOE (CHOICE BOARD)

Allows students choice Incorporates learning preferences Takes readiness into account (basic and

advanced) Provides framework Elementary Example: Ruby Bridges Lesson

http://teachers.net/lessons/posts/4207.html

On Target Differentiated Instruction , Grades 4-12, pages 14-15

LEARNING CONTRACTS

TIERED INSTRUCTION

Make slight adjustments within same lesson to meet individual needs.

Students learn same skills and concepts but through varying modes and activities.

Appropriately challenges ability levels On Target, Differentiated Instruction, Grades

4-12, pages 8-9See Handout

STEPS IN TIERING

Identify key concepts and understandings Pre-assess based on readiness, interests or

learning profiles Identify how you will cluster groups/activities Select elements to tier (content, process,

product) Create variations for each group

CUBING

Looks at topics from different angles

Eliminates flat thinking Includes six commands and a

prompt Describe, compare, associate,

analyze, apply or use, argue for or against

On Target, Differentiated Instruction, Grades 4-12, pages 12-13

A LITTLE LIE GOES A LONG WAYS

Three Facts and a Fib Strategies to Help Struggling Readers,

page 25

HOW IT WORKS…SIMPLE SAMPLE

Three Facts and a Fib Basically a reading strategy Encourages group interaction Allows for different learning styles Takes readiness into consideration Follows a process/not an activity

THREE FACTS AND A FIB1.When I took my son to college, I camped

out in the dorm parking lot for the first night…just in case.

2.I played soccer for a championship youth team in Brazil in the 1970s.

3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets.

4. I began my professional career as a recipe writer for the Aberdeen American News.

EXIT CARDS

Easy strategy for assessing student learning

Students respond to prompts or questions; turn in cards as they leave

Teacher uses card to help create groups, monitor student progress, revise lessons

On Target, Strategies to Help Struggling Readers, page 27

Students who are struggling with the

concept orskill

Students withsome understanding

of concept or skill

Students whounderstand theconcept or skill

Group 1

Group 2

Group 3

Readiness Groups

EXIT CARD GROUPINGS

Montgomery County Public Schools, Rockville, Maryland

Students who are struggling with the

concept orskill

Students withsome understanding

of concept or skill

Students whounderstand theconcept or skill

Group 1

Group 2

Group 3

Readiness Groups

EXIT CARD GROUPINGS

Montgomery County Public Schools, Rockville, Maryland

EXIT CARDS

Today you began to

learn about decimal

fractions List three things

you learned Write at least one

question you have about this topic

Montgomery County Public Schools, Rockville, Maryland

EXIT CARDS

On your Exit Card---

Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.

Montgomery County Public Schools, Rockville, Maryland

EXIT CARDS

On your exit card---

Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.

Montgomery County Public Schools, Rockville, Maryland

Refer to Differentiation Scenario Handout

OUR EXIT CARD

List three things you learned today. List two questions you’d still like to

explore. List one method of differentiation

and/or choice that you might apply in your classroom.

WEB SITES TO EXPLORE

http://www.teach-nology.com/litined/dif_instruction/ http://www.help4teachers.com/ http://www.internet4classrooms.com/di.htm http://www.learnerslink.com/curriculum.htm http://webhost.bridgew.edu/kdobush/strategies%20for%20teac

hing%20reading/handbook/diff_inst/differentiated%20instruction.htm

http://www.k8accesscenter.org/training_resources/differentiationmodule.asp

http://www.differentiatedresources.com/