Strategies for Strategies for Differentiated InstructionDifferentiated Instruction

Michael KleinMichael Klein

MISD Science ConsultantMISD Science Consultant

New Teacher AcademyNew Teacher Academy

March 18, 2009March 18, 2009

Goals for this TimeGoals for this Time

• Understanding our students

• Assessment for learning

• Brief review of some DI strategies

• Project Based Learning as a bridge to DI

• Universal Design for Learning (E3T)

• Understanding our students

• Assessment for learning

• Brief review of some DI strategies

• Project Based Learning as a bridge to DI

• Universal Design for Learning (E3T)

Responsibility for Learning

Responsibility for Learning

““We are all responsible for our We are all responsible for our own learning. The teacher’s own learning. The teacher’s

responsibility is to create responsibility is to create educational environments that educational environments that permit students to assume the permit students to assume the responsibility that is rightfully responsibility that is rightfully

and naturally theirs.”and naturally theirs.”Brooks and Brooks (1993)Brooks and Brooks (1993)

Misunderstood MindsMisunderstood Minds

• Difficulties with text (video)

• Difficulties with mathematics (video)

• Difficulties with text (video)

• Difficulties with mathematics (video)

Misunderstood MindsMisunderstood Minds

• Explore site (at least two sections) http://www.pbs.org/wgbh/misunderstoodminds/intro.html

• Share out with group

• Explore site (at least two sections) http://www.pbs.org/wgbh/misunderstoodminds/intro.html

• Share out with group

Formative AssessmentFormative Assessment

Think Pair ShareThink Pair Share

• What is formative assessment?What is formative assessment?

• What might it have to do with differentiated What might it have to do with differentiated instruction?instruction?

Five Keys to Formative Assessment

Five Keys to Formative Assessment

• Learning Targets

• Actionable Feedback for Learning

• Student Self Assessment

• Appropriate Questioning

• Instructional Adjustments

• Learning Targets

• Actionable Feedback for Learning

• Student Self Assessment

• Appropriate Questioning

• Instructional Adjustments

Three Major Ways to Differentiate

Three Major Ways to Differentiate

Content

Activity / Process

Product

Content

Activity / Process

Product

Differentiated

Instruction Strategies

Differentiated

Instruction Strategies

Stations

Stations

• Different spots in the classroom where students work on various tasks simultaneously.

• These stations can be formal or informal. They can be a frequent or occasional part of the learning process.

• They invite flexible grouping and allow both teacher and student grouping selections.

• Different spots in the classroom where students work on various tasks simultaneously.

• These stations can be formal or informal. They can be a frequent or occasional part of the learning process.

• They invite flexible grouping and allow both teacher and student grouping selections.

Tiered ActivitiesTiered Activities

•Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top.

• If needed, clone the activity along the ladder to provide additional opportunities.

•Tiered activities offer the teacher a strategy that exposes all kids to similar versions of the material. It may be helpful to think of the tiers as a ladder with the highest functioning kids at the top.

• If needed, clone the activity along the ladder to provide additional opportunities.

Agendas Agendas

•Personalized lists of tasks for each student.

•They can be used independently or in collaboration with stations or centers.

•Personalized lists of tasks for each student.

•They can be used independently or in collaboration with stations or centers.

Learning ContractsLearning Contracts

• Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed.

• Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility.

• Negotiated agreements between the teacher and student that give the student freedom to explore and acquire skills at their own pace. They can also offer some student choice as to what is being learned and how the information will be applied or assessed.

• Most contracts are a blend of expectations of working conditions and consequence (positive and negative.) They all emphasize student responsibility.

Centers

Centers

•Centers have often been described as distinct stations.

•For example, their may be a science center, a math center, and a home life center. The teacher will need to develop some sort of tracking device to follow student understanding.

•Mostly used in elementary.

•Centers have often been described as distinct stations.

•For example, their may be a science center, a math center, and a home life center. The teacher will need to develop some sort of tracking device to follow student understanding.

•Mostly used in elementary.

Choice BoardsChoice Boards

•Activities are arranged around the room and organized on a pocket board with similar activities in rows.

•The teacher may direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row.

•Activities are arranged around the room and organized on a pocket board with similar activities in rows.

•The teacher may direct a student to a particular row based on need, but the student still has a choice as to which activity to select along the row.

Compacting

Compacting

• Determine the learning objectives

• Find an appropriate way to assess those objectives

• Identify students who could master more quickly (or pre-test the whole class)

• Assess students to determine their mastery levels

• Streamline practice or instruction for students that demonstrate mastery of learning objectives

• Provide small group instruction for students in the middle of the pack

• Offer more challenging alternatives based on interest

• Maintain records of the compacting process

• Determine the learning objectives

• Find an appropriate way to assess those objectives

• Identify students who could master more quickly (or pre-test the whole class)

• Assess students to determine their mastery levels

• Streamline practice or instruction for students that demonstrate mastery of learning objectives

• Provide small group instruction for students in the middle of the pack

• Offer more challenging alternatives based on interest

• Maintain records of the compacting process

8 Step Process8 Step Process

Independent StudyIndependent Study

•Most effective for advanced students.

•This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas.

•Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students.

•Most effective for advanced students.

•This strategy is appropriate to help students learn to be independent thinkers and to help develop talents and interests in unique areas.

•Allows students to explore additional concepts while freeing up the teacher to work more closely with the remaining students.

PortfoliosPortfolios

•Allow for independent and differentiated writing.

•Can offer multiple, tiered writing prompts.

•Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress.

•Allow for independent and differentiated writing.

•Can offer multiple, tiered writing prompts.

•Portfolios are critical to the development of student writing and to the teachers ability to assess a student’s progress.

DI and Your ClassroomDI and Your Classroom

Think Pair ShareThink Pair Share

• What are some things that you currently do to What are some things that you currently do to differentiate instruction in your classroom?differentiate instruction in your classroom?

• What might you consider doing in the coming What might you consider doing in the coming weeks?weeks?

Project Based Learning (PBL)Project Based Learning (PBL)Project Based Learning (PBL) is Project Based Learning (PBL) is contextual and based on real world contextual and based on real world scenarios. It can provide a complete scenarios. It can provide a complete framework for differentiating framework for differentiating instruction.instruction.

PBL lessons should be PBL lessons should be purposefully vague, allowing purposefully vague, allowing the students to construct their the students to construct their own knowledge.own knowledge.

CricketsCrickets

PBL - Soap MakingPBL - Soap Making

• Students research the saponification process and integrate chemistry, biology, math, history, technology and English writing skills.

• Students research the saponification process and integrate chemistry, biology, math, history, technology and English writing skills.

PBL - Independent Student Research

PBL - Independent Student Research

Students design Students design independent research independent research projects. projects.

The projects include The projects include problem selection, problem selection, experimental design, experimental design, data analysis and formal data analysis and formal reporting of their resultsreporting of their results. .

PBL - Forensic ScenariosPBL - Forensic Scenarios

Opportunities to Opportunities to integrate creative integrate creative writing, physical, and writing, physical, and biological science, biological science, probability, statistics, probability, statistics, and a wide range of and a wide range of technology uses.technology uses.

Water Quality MonitoringWater Quality MonitoringWater quality monitoring offers a topical and relevant framework for water chemistry, biology, computer aided data collection, data analysis (with and without Excel), persuasive writing, land forms and geography, and responsible citizenship.

Water quality monitoring offers a topical and relevant framework for water chemistry, biology, computer aided data collection, data analysis (with and without Excel), persuasive writing, land forms and geography, and responsible citizenship.

Differentiating Summative Assessment

Differentiating Summative Assessment

• Digital Story Telling

• Google Maps

• Weebly Web Creation

• Online Timelines

• Podcasting (Video and Audio)

• Digital Story Telling

• Google Maps

• Weebly Web Creation

• Online Timelines

• Podcasting (Video and Audio)

Common Rubric

Developing Web PresenceDeveloping Web Presence

• Students need the ability to go back to classroom learning at a time that is convenient for them.

• E3T site on web presence

• Students need the ability to go back to classroom learning at a time that is convenient for them.

• E3T site on web presence

Universal Design for Learning: 8th Grade

History

Universal Design for Learning: 8th Grade

History

Studying for the End of the Unit Exam

Studying for the End of the Unit Exam

Mr. Langhorst’s Virtual Classroom

Universal Design for Learning: Mathematics

Universal Design for Learning: Mathematics

Using technology to share the information

Using technology to share the information

Mathematics Virtual Notes

Universal Design for Learning:

Science

Universal Design for Learning:

Science

Organization to Provide a Second Look at ConceptsOrganization to Provide a Second Look at Concepts

ChemmybearStudy Cards Video Cast