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2
Introductions and Greetings
• Names
• Places
• Roles
• A reason for attending
today’s session
• A question they have
about DI
3
One Agenda:• Introductions
• What is the philosophy that supports the differentiated classroom?
• How can we come to know our students in a short period of time?
• How do we know if we have rigorous curriculum?
• How can I preassess my students?
• Once I figure out the critical learning difference I will address, how can I best use flexible small groups in my room?
• What are some sample strategies—related to choice and tiering—that I can use in my classroom to address critical student learning differences?
Assumptions About These Two Days
• The training will provide
3 opportunities to design
differentiated lesson
plans
• Teachers will need the
full support of
leadership/administrators
to implement in the
classroom
• Lead trainers will be
available at each RESC
and SERC
• There are multiple ways to
introduce DI at each level,
i.e., elementary, middle
and high school and should
be tied to the strategic plan
• Multiple examples will be
provided, ELA/Literacy
and Math CCSS, as well as
connections to other
content areas
Assumptions About These Two Days
• That you have come as
a team to learn more
about DI
• That you have varying
levels of expertise about
DI
• That you all have some
familiarity with the
term and its practice in
the classroom
• That you have
brought a
curriculum unit
with which you
can reflect upon
and practice with
• A rich list of
resources
accompanies this
module, as well as
an FAQ sheet
Tier 1
80-90%
Tier II
5-15%
All Students in School
Continuum of
Support
Tier III
1-5%
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You are here…
9
Sharing
Write a definition
of differentiation
that you believe
clarifies its key
intent, elements
and principles---in
other words—a
definition that
could clarify
thinking in your
school or district
1. Pick a column
2. Write or think silently
3. Be ready to share
Explain to a new
teacher what
differentiation is in
terms of what he/she
would be doing in
the classroom—and
why. The definition
should help the new
teacher develop an
image of
differentiation in
action
Develop a
metaphor, analogy
or visual symbol
that you think
represents and
clarifies what’s
important to
understand about
differentiation
10
Myths About Differentiated
Instruction
• Individualized instruction a la
special education
• Chaotic
• Homogenous grouping all the time
• Tailoring the same suit of clothes
• Expecting more of advanced
learners and less of struggling
learners
• New
• It’s formulaic; there are a finite
number of “correct” strategies
that always work
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A proactive decision-making process
that considers critical student
learning differences and the
curriculum. Differentiated
instruction decisions are made by
teachers and are based on: (1)
formative assessment data, (2)
research-based instructional
strategies, and (3) a positive
learning environment.
Differentiated Instruction Is…
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THE DI DECISION-MAKING PROCESS
CONTENT
INTRODUCTION
INITIAL INSTRUCTION
PREASSESSMENT
DIAGNOSIS
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
CHOICE or
ALTERNATIVES
Adjusting the Breadth
TIERING
Adjusting the
Depth
What are the CRITICAL DIFFERENCES in my students?
How can I MODIFY one or more of the 10 curriculum components to address difference?
POST ASSESSMENT: Impact of DI
13
THE DI DECISION-MAKING PROCESS
What are some possible CRITICAL
DIFFERENCES in my students?
Interests
Learning styles
Expression styles
Questions
Readiness to Learn
Culture
Race
Gender
Language
Motivation
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THE DECISION-MAKING PROCESS
How can I MODIFY one or more of the 10
curriculum components to address the ONE
targeted learning difference?
GRPG INTRO TCHG LRNG RES EXT TIME. PRO
Process ProductContent
CO
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SS
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Stu
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ts a
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Th
eir
Con
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now
led
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GR
OU
PIN
G
INR
OD
UC
TIO
N
TE
AC
HN
G
Str
ate
gie
s
LE
AR
NIN
G
Act
ivit
ies
RE
SO
UR
CE
S
EX
TE
NS
ION
S
PR
OD
UC
TS
TIM
E
Environment
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Curriculum Components: Advance Organizer
Content
Assessment
Grouping
Introduction
Teaching Strategies
Learning Activities
Resources
Extensions
Time
Products
GRPG
INTRO
TCHG
LRNG
RES
EXT
TIME.
PRO
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A.,
Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.
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This SQUARES
with my beliefs
Here’s what’s going
AROUND
in my head
THREE POINTS
I want to remember
TALK IN 2s & 3s
Judy Rex-Scottsdale AZ
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The Common Sense of
Differentiation
• Crafting an environment that actively
supports each student in the hard work of
learning
• Having absolute clarity about the learning
destination
• Persistently knowing where students are in
relation to the destination all along the way
• Adjusting teaching and learning to make sure each
student arrives at the destination (and, when
possible, moves beyond it.
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The Predictive Power
of Mindset
FIXED
– Success comes from being
smart
– Genetics, environment
determine what we can do
– Some kids are smart—
some are not
– Teachers cannot override
student profiles
GROWTH
– Success comes from effort
– With hard work, most
students can do most things
– Teachers can override
student profiles
– A key role of the teacher is to
set high goals, provide high
support, ensure student
focus—to find the thing that
makes school work for a
student
20
People Can Change their
MINDSET
QUESTION
Is a flexible mindset a precursor to
attending effectively to student
differences?
OR
Is it a goal for professional
development related to
differentiation?
What are the implications of your
answer?
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Minute Pause
Note your
•Connections
•Insights
•Questions
•Misgivings
About this stage of the workshop. Work first alone—then with one or two colleagues
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The Common Sense of
Differentiation
• Crafting an environment that actively
supports each student in the hard work
of learning
• Having absolute clarity about the learning
destination
• Persistently knowing where students are in
relation to the destination all along the way
• Adjusting teaching and learning to make sure each
student arrives at the destination (and, when
possible, moves beyond it.
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MATCHING
One most critical student
learning difference
– Interest
– Learning Profile
– Readiness/Prior
knowledge
– Motivation
– Gender
– Culture
– Language
The Curriculum
– Content
– Process
– Product
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Students
“I remember Fred Morhart. He
was my history teacher at West
Potomac High School in
Alexandria, Virginia. He let us
revise papers until they were
perfect. In doing that, he let us
know that he would stick with us
until we were perfect.” Brooks
Preuher, urban
planner, Alexandria, Virginia
“I remember Miss McDonald,
my second grade teacher at
Oyster River Elementary School
in Durham, New Hampshire. I
came out of that classroom with
a sense of well-being that I never
lost.” Shaula
Levinson, homemaker, Portsmo
uth, New Hampshire
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On Knowing Students…
How do teachers
learn to care deeply
about students?
How do students
know when teachers
care?
26
What Are EASY Ways to Connect With Students?
– LISTEN
– Talk at the door
– Complete interest assessments and use the data
– Use small group instruction
– Seek and use student input
– Invite examples, analogies, experiences
– Use student-led discussions
– Share your own stories
– Seek varied perspectives
– Go to student events
– Spend time in the café during lunch or study halls
– Keep student data cards
– Attend extra-curricular activities
– Build some of the curriculum on student interests and culture
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BaoWhen he first began school, Bao stated that he was “scared to make friends” because his English-language skills were limited. He didn’t want to raise his hand and felt frustrated in class. Bao received English as a Second Language (ESL) services for fourth and fifth grade, which helped him to learn English faster and “feel the same as other kids.” In ESL classes, Bao felt that he “sort of” was able to show his true abilities. “I knew to read and write to show how smart I was. I learned English faster than the other kids and got them mostly all right so I sort of knew I was smart then.”
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MollyMolly is now unstoppable. Her history
teacher noticed an on-off switch in her.
“Molly turned into my best student. It
didn’t start out that way.
Molly herself knows what her teacher is
talking about. McNair knew she was
smart and didn’t think she had to prove
it by getting good grades. Then one day
she realized that colleges would need
evidence of her abilities and it occurred
to her that “intelligence is worth
nothing unless you can work with it. A
hard working person is going to go
father than a smart person if the smart
person doesn’t choose to work.”
The As in honors classes rolled in after
that…
Sadness in My HeartVena Romero, 11 years old
Callahan, C.M. & McIntire, J. A. (1994). Identifying outstanding talent in American Indian and
Alaskan Native students.Washington, D.C.: Office of Educational Research and Improvement.
My thoughts flow vigorouslyThrough my mind
As I see the tears fall endlesslyBecause we, the younger generation, are blind.
Blinded by the white world and what it brings,
We forget about our worldAnd all our sacred native things.
We have held our traditionFor so very long.
The elders are praying, wishing,That it will live on.
We’re forgetting about themAnd our future.
Slowly, we’re losing themAnd our culture
We can’t seeHow we’re hurting ourselves
By losing our identity,Our culture, tradition, heritage, and our ourselves.
We are not Native AmericansWithout our world.
We are just dark-skinned AmericansIn a white world.
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DaquannaDue in most part to her disability, Daquanna was an extremely shy and quiet child. When she talked, she almost whispered. Her teachers described her as highly sensitive, insightful, and caring and noted that Daquanna was always concerned about her own achievement level and frequently sought approval when she tried new things. Furthermore, she rarely took risks until she was familiar with all aspects of a learning experience. She worked best with constant individual support. She frequently asked, “Is this right?” and she constantly questioned herself and her skills. She typically avoided academics, but enjoyed the creative activities that were available in her school. She especially liked drawing, art, and music. The one class each week where she worked independently and was willing to take risks was art. Her artistic skill became especially apparent when she received a first-place ribbon in a district-wide competition for a sculpture of herself which included details that reflected her cultural heritage and ethnicity.
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Techniques to Learn About
Differences Among Students
• Prior Knowledge
• Learning Styles
• Interests
• Expression Styles
• Language
Proficiency
32
21st Century Learning Profiles
• Prior knowledge in a
content area
• Interests
• Learning styles
• Goals
• Content area preferences
• Other?
33
Elementary Math
SANDYNumber Sense
Identifies
place value
to 10,000’s
Reads
whole
numbers
through 4
digits
Writes
whole
numbers
through 4
digits
Orders
and
compares
whole
numbers
thru 4
digits
Reads,
writes
common
fractions
Computation
Addition
w/ 3 +
digits
Subtraction
w/ 3 +
digits
Multiplication Division
Facts to 10 Fact
families
Facts to 10 Fact
families
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Elementary Math
Number Sense Computation ID place
value to
10,000
Reads
whole
numbers
through 4
digits
Orders
and
compares
whole
numbers
thru 4
digits
Reads &
writes
common
fractions
Addition
with 3
digits
Subtraction
with 3 digits
Simon
Leticia
Gary
Sanchez
Jezebel
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Middle School Lab
ERIN
Skill/Product Lab 1 Lab 2 Lab Lab 4
Use of Equip. 4 3 5 4
Observation 1 3 4 4
Record. Info 1 2 3 2
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Six Plus One Trait Rubric
Not Yet Emerging Developing Effective Strong
Ideas
Org.
Voice
Word Choice
Sent. Fluency
Conventions
Presentation
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
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Steven 3 4 5 6
Music
Creative
Writing
Mathematics
Business/Mgnt
Sports
History
Social Action
Fine Arts
Science
Technology
Other
40
WAYS TO LEARN I Like
This
I Would Like…
Talking with Others
Reading
Watching/Viewing
Games
Computer
Reliving/Pretending
Making Things
Working Alone
Working with a Partner
Working in a Group
Choices
41
SHOWING WHAT
I’VE LEARNEDMy 5 Choices I’d Like to Be
Better At
Reports/Stories
Talking
Projects
Art Work
Diagrams/Charts
Displays
Helping Others
Media
Other
42
EXIT or ENTRANCE Cardsused to gather information on student readiness levels,
interests, and/or learning profiles
43
EXIT or ENTRANCE Cards
Identify three “ah-ha’s” from
today’s lesson about plate
tectonics
Pose two new questions you
have about plate movement
Name one thing you will
remember forever
3
2
1
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MATCHING
One most critical
student learning
difference
– Interest
– Learning Profile
– Readiness/Prior
knowledge
– Motivation
The Curriculum
– Content
– Process
• Intro
• Grouping
• Teaching Strategies
• Learning Activities
• Resources
Product
Movie Time
In this high school class:
• What is this teacher’s
mindset?
• To what extent does this
teacher connect with her
students? On what evidence do
you base your conclusion?
• How might connecting with
students contribute to
achievement? What is the
evidence for your conclusion?46
47
The Common Sense of
Differentiation
• Crafting an environment that actively supports
each student in the hard work of learning
• Having absolute clarity about the
learning destination
• Persistently knowing where students are in
relation to the destination all along the way
• Adjusting teaching and learning to make sure each
student arrives at the destination (and, when
possible, moves beyond it.
What is RIGOROUS curriculum?
• Should curriculum be
rigorous for all
students?
• What might be some
attributes of rigorous
curriculum?
• How do we know that it
is rigorous enough to
feed every mind
appropriately?
48
Multiple Intelligence Assignment
• Meal/banquet
picture
Verbal
Intelligence
Visual
Intelligence
Musical
Intelligence
Kinesthetic
Intelligence
Write a
story about
your planet
Make a
chart that
compares
your planet
to Earth
Make up a
song about
your planet
Make up or
adapt a
game about
your planet
(e.g., Saturn
ring-toss)
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FACTS
CONCEPTS
PRINCIPLES
GENERALIZATIONS
THEORY
Discipline
Based
Knowledge
Representative topics
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KUDs
KNOW
• Facts
• Vocabulary
• Dates
• Places
• Names
Carol Tomlinson
UNDERSTAND
• Concepts
• Macro-Concepts
• Principles
• Content-Specific laws
• Statements of Truth
DO
• Discipline-Specific Skills
• Thinking Skills
• Planning Skills
• Collaboration Skills
Sample ELA/Literacy CCSS
CCSS.2.R.L.2
• Recount stories,
including fables
and folktales
from diverse
cultures, and
determine their
central message,
lesson, or moral.
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CCSS.7.R.L.9
Integration of
Knowledge and
Ideas: Compare and
contrast a fictional
portrayal of a time,
place, or character
and a historical
account of the same
period as a means of
understanding how
authors of fiction use
or alter history
CCSS.11-12.R.I.6
Determine an author’s
point of view or
purpose in a text in
which the rhetoric is
particularly effective,
analyzing how style
and content contribute
to the power,
persuasiveness, or
beauty of the text.
Sample Math CCSS
CCSS.2.MD.10
Draw a picture
graph and a bar
graph (with
single-unit scale)
to represent a data
set with up to four
categories. Solve
simple put-
together, take-
apart, and
compare
problems using
information
presented in a bar
graph.
.
54
CCSS.7.SP.2
Use data from a random sample to
draw inferences about a population
with an unknown characteristic of
interest. Generate multiple samples
(or simulated samples) of the same
size to gauge the variation in
estimates or predictions. For
example, estimate the mean word
length in a book by randomly
sampling words from the book;
predict the winner of a school
election based on randomly sampled
survey data. Gauge how far off the
estimate or prediction might be.
CCSS.9-
12.S.ID.3
Interpret
differences in
shape, center,
and spread in
the context of
the data sets,
accounting for
possible effects
of extreme data
points (outliers).
Movie Time:
Planning the Knowledge Goals in a
Differentiated Classroom
• Describe the process Rick uses to
determine the learning goals for his
7th grade unit on writer’s voice?
• What goals does he include? Are
they important to the discipline? 7th
grade students? Are they rigorous?
• How can we ensure that all teachers
plan as effectively as Rick?
Unwrapping Standards vs
Identifying KUDs
Unwrapping
Standards
• Usually done by central
office personnel/SDE
• Identifies “big ideas”
essential questions, and
concepts, by grade level
• May be accompanied by
the development of
common assessments
57
Identifying KUDs
• Completed by classroom teacher
(s) of a targeted unit
• The process may capitalize on
the essential questions and large
conceptual understandings
completed by central office/SDE
• Takes a “finer-grain” approach
to identifying what students
should know, understand and be
able to do at the completion of a
unit
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Understanding KUDs
Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.
Definition Examples
Know Most often
represented in
bullet form:
• Facts
• Dates
• Definitions
• Rules
• Names of people
• Places
• There are 50 states.
• Thomas Jefferson
• 1492
• The Continental
Divide
• Multiplication tables
• Rules of soccer
• Primary colors
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Understanding KUDs
Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.
Definition Examples
Under
-stand
Best stated “I want
students to
understand THAT..”
• Bid Ideas
• Essential
Understandings
• Principles
• The “point” of a
discipline
• Multiplication is
another way to do
addition.
• People migrate to meet
basic needs.
• System parts are
interdependent.
• Writers use tools to
shape their craft.
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Understanding KUDs
Strickland, C. A. (2009). Professional development for differentiating instruction. Alexandria: VA: ASCD.
Definition Examples
Do The skills of a
discipline, including:
• Basic skills
• Communication
• Thinking
(analytical,
critical, creative)
• Planning
• Evaluating
• Analyze a text for
meaning
• Solve a problem to find
perimeter
• Write a well-supported
argument
• Contribute to the
success of a group
• Sort buttons into two
piles
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Understanding Understandings
Carol Tomlinson
It is probably an
UNDERSTANDING if
it…
EXAMPLE Non-example
Represents subtle ideas that
are not obvious at first
glance
Scientists’ unique social and
educational backgrounds and
differences lead to their
disagreement about the
interpretation of evidence or
the development of theories.
Scientists study the
world around them.
Involves multiple layers or
multiple meanings
Associative principle of
addition.
2 +3 =3+2
Is an idea that is especially
powerful in understanding
the discipline and across
topics in a discipline
A person’s perspective is
shaped, in part, by her
experiences.
The Hundred Years’
War lasted from
1337 to 1493.
62Carol Tomlinson
It is probably an
UNDERSTANDING if
it…
EXAMPLE Non-example
Can be understood on a
continuum; something that
kindergartners through
graduate students could
study, albeit at different
levels of sophistication
Parts of a system are
interrelated.
The sun is the centre of the
solar system.
Can be stated as “I want
students to understand
that…” rather than “I want
students to understand…”
I want students to
understand that voice is
the writer revealed.
I want students to
understand writer’s voice.
Is a pithy statement that
reveals a truth about the
study or the practice of a
discipline
Culture shapes people
and people shape
culture.
There are many cultures in
the world.
Understanding Understandings
CRAYFISH
• Know:– Parts of a crayfish: thorax, abdomen,
cheliped, tail fan, swimmerets
• Understand:– Crayfish have needs that must be
met in order for them to survive.
– Each crayfish part has a job to do that helps the whole organism survive.
• Do:– Identify and describe the parts of a
crayfish
– Explain the role of each part in meeting the organism’s needs
• Work independently
• Work collaboratively
• Draw conclusions
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Crayfish
ROLE AUDIENCE FORMAT TOPIC
Cheliped Other crayfish body parts
Letter Why I am Important
Riverbank Crayfish Appeal Why you should move to the
riverbank
Architect Crayfish
Other crayfish Blueprint The perfect crayfish habitat
Adult Crayfish Younger, injured or molting crayfish
Speech Crayfish safety
Crayfish Humans Venn diagram Compare and contrast
CRAYFISH
Fractions, Grade 5• Know:
– Sums, differences, estimate
• Understand:– That fractions are part of a
whole
– That our previous understanding about multiplication and division can help us understand how to multiply and divide fractions
• Do:– Use strategies (e.g., equivalent
fractions) to add and subtract fractions
– Explain why the procedures for multiplying and dividing fractions make sense
Grade 5 CCSS Number and Operations-Fractions: Solve real world problems involving
multiplication of fractions and mixed numbers
66
Fractions
ROLE AUDIENCE FORMAT TOPIC
Baker Bride and
Groom
Recipe Everyone Loves Cake at a Party
Carpenter Home Depot
Order Form Not Every Piece of Wood Will Be a Whole
Kids Pizza Hut
Conversation Let’s Have a Pizza Party for Thirty (30)
Teacher Bus Driver
Driving Directions
Shortest Route to the Zoo
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Grade 1President’s Day
Grade 1, Standard 1: Significant events and themes in U.S. History; GLE: Explain the significance of historical figures and/or history-related holidays
EXAMPLE 1To celebrate President’s Day, Grade 1 teacher, Emily Rosen, planned a special day for her students. She showed students pictures of George Washington and President Lincoln. Then, she had her students paste lengths of black yarn onto a picture of Lincoln to show his beard. They put elastics around their pictures to make masks and wore them in a parade around the school to celebrate this special day.
EXAMPLE 2
To celebrate President’s Day, Janet Henry decided to link the holiday to a discussion about leaders. She collected some picture books about presidents, coins of all types, and paper currency in small denominations.
She began by giving each child a penny, and asked her students to tell her about the face on the coin. Then, she asked them a series of questions: Whose face is on the coin? Do other coins have different people on them? What might you have to do to get your face on a coin?
Some students wanted to find out more about famous American presidents. She had a separate conversation with these students about Lincoln and birthday celebrations. She made a mental note to watch the kiddos who wanted to learn more for other opportunities to facilitate their learning in this area.
68
Grade 6 Social StudiesUnderstands the biological and cultural processes that shaped early human communities
EXAMPLE 2
In this interdisciplinary sixth grade social studies unit, students explored the principle: All cultures share common elements that shape people’s lives: social organization, customs and traditions, art and literature, religion, economic systems and forms of government. Teachers targeted three world cultures from approximately the same time period to illustrate the diversity of highly evolved early civilizations: Greek, Incan and Mayan. For each culture, teachers gathered together maps, including political maps, maps of resources and geography; pictures of art work and technology; and literary selections. Students were asked to work on a culture of their choice. Their task was to infer the culture of each group and propose a theory about why the culture evolved the way it did. They could present their theory in a dramatization, audio or video tape or in text.
Extension: Invite students to compare high school textbooks to identify the major elements of culture. Seek their thinking about why cultural elements vary from source to source.
EXAMPLE 1The sixth grade middle school team worked collaboratively to teach an interdisciplinary unit about Greek culture. In social studies the learning goal was to increase student knowledge about Greek culture. In math, students learned about the current Greek money system and learned to covert Greek amounts to American and vice versa. In English, students learned some Greek vocabulary, made an acrostic poem using the Greek alphabet and learned to sing and speak the Greek national anthem. The unit culminated in a Greek dinner and festival that parents and community members attended students with resources about the selected cultures.
69
Grade 8: Westward Expansion
EXAMPLE 1
Mrs. Miller, a history teacher, realized that she had a great deal of material to cover as she approached the 1830s and the Trail of Tears. Her middle school text was over 1100 pages long! To cover the event and sustain her pacing for the semester, she decided to provide a series of “Challenge Choices” to students once they finished reading about the Trail of Tears in their text. To dovetail with Language Arts, she asked students to write a poem about the experiences of the Cherokee. She invited them to use language that appealed to all the reader’s senses and include two metaphors and similes. Those wanting more challenge could write a series of three poems, each about a different aspect of the Trail of Tears. For students wanting maximum challenge, she invited them to make a poetry journal, containing 3-5 poems about the Trail of Tears, as well as collect other poems about the native American experience during westward expansion.
Students will examine federal and state Indian policies and the removal and resettlement of the Cherokee Indians
70
Grade 8: Westward Expansion
EXAMPLE 2Mrs. Bergin knew her 32 eighth grade students had diverse reading
levels. As she approached her unit on the Trail of Tears, she first decided on the important aspects of this critical time in U.S. History, then searched for primary source documents that would reveal to her students the controversial nature of this issue, as well as its many facets. She decided on three essential questions: What happened to the people (social impact); Who owned the land (political argument); What does being civilized mean? (cultural argument). She then set about locating primary source documents that would assist her students answer the questions and address their diverse reading needs.
For her struggling readers, she located the Petitions of the Women’s Councils, 1817 and 1818, a memoir by Z. H. Brandon, “White Intruders,” and an account of the march by a young guard (Question 1). For her on-grade level readers, she selected the “William Penn Essays” (Jeremiah Evarts), A Brief View of the National Limit,” (1829) and Andrew Jackson’s Second Annual Message to Congress, December 30, 1830 (Question 2). For her above-grade level readers, she selected E. Boudinot’s Editorials in the Cherokee Phoenix, 1929-1931 and Lewis Cass’s “Removal of the Indians,” an essay that appeared in the North American Review (Question 3).
Students will examine federal and state Indian policies and the removal and resettlement of the Cherokee Indians
71
Grade 8: Westward Expansion
EXAMPLE 2, con’t
Each group was asked to: (1) summarize their readings, (2) highlight
the different perspectives in the readings, and (3) speculate how this period in
history might be rewritten to provide a more accurate accounting than what
appears in their textbook.
Students will examine federal and state Indian policies and the removal and resettlement of the Cherokee Indians
.
72
Stopping By Woods on a Snowy Evening
by Robert Frost
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
73
10th Grade American Lit
EXAMPLE 1Mr. Johnson spent a bit more than a week on Robert Frost’s poetry, including “Stopping By Woods on a Snowy Evening.” He wanted his students to appreciate the “down homeness” of Frost’s poetry. He had students read selected poems aloud to appreciate the sounds and cadence of each selection. With respect to “Stopping,” he asked students to write responses to the following questions:
How do you interpret the speaker’s attraction to the woods?
What do the last three lines suggest about everyone’s life? Why did Frost repeat the last line? What is the effect of the repetition?
CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and toneCCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection
74
10th Grade American Lit
Ms. Mody wanted her students to understand that poetry can evoke many viable interpretations from the skillful use of literary elements by the author. At the same time, she knew that her 10th graders were at very different levels with respect to abstract thought. For one group of learners, she provided a list of symbols (the owner of the land, the horse, the woods. promises, sleep), some possible interpretations for each, and asked them to interpret the poem from their point of view in a one-page essay. For a second group of learners, she provided the poem only. She asked them to identify the symbols, think about how they interact within the poem, and generate a reflective essay about its meaning to their lives. For the final group of learners, she provided them with a copy of the poem and carefully selected quotations by Frost reflecting on his art. She asked them to select one or two of Frost’s quotations and explain, in a short essay, how there can be so many irreconcilable interpretations of “Stopping,” the poem that Frost called his “best bid for remembrance.”
CCSS: Reading Standards for Literature: Determine the meaning of words and phrases as they are used in the text, including connotative and figurative meanings; analyze the cumulative impact of specific words choices on meaning and toneCCSS: Reading Standards for Literature: Draw evidence from literary texts to support analysis and reflection
75
Selected Quotations“It should be the pleasure of a poem itself to tell how it can. The figure a poem makes. It begins in delight and ends in wisdom.” The Figure a Poem Makes, 1939
[Metaphor]: saying one thing and meaning another, saying one thing in terms of another, the pleasure of ulteriority*. Poetry is simply made of metaphor.” The Constant Symbol, 1946
“Like a piece of ice on a hot stove the poem must ride on its own melting.” The Figure a Poem Makes, 1939 *Ulteriority: Lying beyond what is evident or revealed)
Tic-Tac-Toe for a Novel: Basic
76
Create a pair of collages that
compares you and a character from
the book. Compare and contrast
physical and p0ersonality traits.
Label your collage so that viewers
understand your thinking
Write a bio-poem about yourself
and another about a main character
in the book so that your readers see
how you and your character are
alike and different. Be sure to
include the most important traits in
each poem.
Write a recipe or set of directions
for how you would solve a problem
and another for how a main
character in the book would solve a
problem. Your writing should help
us understand you and your
character
Draw/Paint and write a greeting
card that invites us into the scenery
and mood of an important part of
the book. Be sure the verse helps
us understand what is important in
the scene and why
Make a model or map of a key
place in your life, as well as an
important one in the novel. Find a
way to help viewers understand
both what the places are like and
why they are important in your life
and the character’s.
Make two timelines. The first
should illustrate and describe at
least 6-8 shifts in the setting of the
book. The second should explain
and illustrate how the mood
changes to with the changes in
setting.
Using books of proverbs and/or
quotations, find at least 6-8 that
you feel reflect what’s important
about the book’s theme. Find at
least 6t-8 that do the same for your
life. Display them and explain your
choices.
Interview a key character from the
book to find out what lessons
he/she thinks we should learn from
events in the book. Use a Parade
Magazine as a guide. Be thorough
in our interview.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps
your listener how you think the
song express the book’s meaning.
Th
eme
Set
tin
gC
ha
ract
er
Directions: Select and complete one activity from each horizontal row to help you think about
your novel. Remember to make your work original, thoughtful, accurate and detailed.
Tomlinson, 2011
Tic-Tac-Toe for a Novel: Advanced
77
Write a bio-poem about yourself
and another about a main character
in the book so that your readers see
how you and the main character are
alike and different. Be sure to
include the most important traits in
each poem.
A character in the book is being
written up in the newspaper 20
years after the novel ends. Write
the piece. Where has life taken
him/her? Why? Now, do the same
for yourself 20 years from now.
Make sure both pieces are
interesting feature articles.
You’re a “profiler.” Write and
illustrate a full and useful profile of
a character from the book with
emphasis on personality traits and
mode of operating.. While you are
at it, profile yourself, too.
Research a town/place you believe
is equivalent to the one in which
the novel is set. Use maps,
sketches, population and other
demograrphic data to help you
make comparisons and contrasts.
Make a model or map of a key
place in your life, as well as an
important one in the novel. Find a
way to help viewers understand
both what the places are like and
why they are important in your life
and the character’s.
The time and place in which people
find themselves and when events
happen shape those people and
events in important ways. Find a
way to rove convincingly that idea
using this book.
Find out about famous people in
history or current events whose
experience or lives reflect the
essential themes of this novel.
Show us what you learned.
Create a multi-media presentation
that fully explores a key theme
from the novel. Use at least three
media (e.g., painting, music, poetry,
photography, drama, sculpture,
calligraphy,) in your exploration.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps
your listener how you think the
song express the book’s meaning.
Th
eme
Set
tin
gC
ha
ract
er
Directions: Select and complete one activity from each horizontal row to help you think about
your novel. Remember to make your work original, thoughtful, insightful and elegant
Tomlinson, 2011
Establishing Curriculum Priorities
FACTS
CONCEPTS
PRINCIPLES
GENERALIZATIONS
THEORY
SKILLS
Wiggins, G. & McTighe, J. (1999.) Understanding by design. Alexandria: VA: ASCD
Defensible Differentiation…
79
Always Teaches Up• Has clear KUDs
• Requires careful thought
• Focuses on understandings
• Authentic
• Is respectful at or above “meets
expectations”
• Criteria at or above “meets expectations”
• Requires all students to use higher order
thinking skills
NEVER waters down
Think About A Curriculum Unit…
80
How engaged are students with it?
To what degree does understanding
suffer from coverage?
81
DAY 1: The Common Sense of
Differentiation
• Crafting an environment that actively supports
each student in the hard work of learning
• Having absolute clarity about the learning
destination
• Persistently knowing where students
are in relation to the destination all
along the way
• Adjusting teaching and learning to make sure each
student arrives at the destination (and, when
possible, moves beyond it.
Directions: Complete the chart to show what you
know about ???????????
Write as much as you can.
Description
Preasessment
A definition List 10 examples
Reason to use them Criteria to select an
appropriate format
Studying Students
• Personally– Interests (current and potential)
– Expression style preferences
– Product style preferences
– Passions
– Self awareness
• Academically– Readiness
– Prior Knowledge
83
Reflect With A Colleague…
85
1. In what ways are these
forms of assessment being
used in your district?
2. To what extent is each
being used effectively?
3. What implications do
your reflections have for
your move toward
differentiated classrooms?
86
TRADITIONAL & REVISED
INSTRUCTIONAL ASSESSMENT
MODEL
PRETEST TEACH TEACH TEACH POSTTESTASSIGN
GRADES
PRETESTANALYZE
DATADI TEACH
MONITOR
ADJUSTTEACH POSTTEST
Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based
instruction and assessments. Alexandria, VA: ASCD.
87
Pre-Assessments:
• Sample the key content in the unit
• Mirror the post assessment
• Contain a low baseline
• Align with CCSS
• Are closely tied to the content learning objectives
• Can be efficiently scored
• Support decision making
• Inform students of the purpose
88
Formative or Common
Assessments:• Are closely tied to the content
students are learning
• Can be spontaneous or planned
• May be formal or informal
• Can cause critical teacher insights into student learning and/or misconceptions
• Require careful observation and reflection
• Support decision making regarding instruction
Formative Assessment
Formative assessment is a process used by teachers
and students during instruction that provides
feedback to adjust ongoing teaching and learning to
improve students’ achievement of intended
instructional outcome.
In other words, there is no such thing as a
“formative test” or “a formative assessment.” A test
may be used formally
89
Formative Assessment
A second important part of the definition is
its unequivocal requirement that the
formative assessment process involve both
teachers and students.
The students must be actively involved in the
systematic process intended to improve their
learning.
90
Formative Assessment
The process requires the teacher to share
learning goals with students and provide
opportunities for students to monitor their
ongoing progress.
Source: Attributes of Effective Formative Assessment,
Council of Chief State Schools Officers (CCSSO) Formative
Assessment for Students and Teachers (FAST) Collaborative
91
92
Post Assessments:• Are like a rear view mirror
of the pre-assessment
• Contain a high ceiling
• Assess content, skills, and strategies
• Focus on application of knowledge to novel situations
• Couple with trait rubrics
• Include opportunities for personal reflections
• Can be used to calculate gain scores
Assessment in the Differentiated
Classroom • What assessments does Rick
do in his differentiated
classroom?
• What is the role of assessment
in the differentiated
classroom?
• How might our instruction
look different if every teacher
used preassessment data prior
to beginning instruction?
93
94
1. Developmental Reading Assessments (DRAs)
2. State assessments
3. Observations
4. Learning profiles
5. KWL
6. Journals
7. Freyer model/diagram
8. Lists
9. Products
10. Performance Assessment
11. Concept map
12. Entrance/Exit cards
10+ Easy-to-Use Formats
95
Focus Questions
• Is this technique viable across content areas?
• Is it viable K-16?
• What kind of knowledge does it assess?
• What are the benefits and drawbacks?
96
CT DRA2 Performance LevelsSubstantially Deficient Proficient
(Student is able to read independently at a
level considered proficient for the current
grade level placement).
Grade
Placement
WINTER SPRING WINTER SPRING
K Level A or lower Level 2 Level 4
1 Level 6 or lower Level 10 or lower Level 12 Level 18
Level 16 nonfiction
Selection MUST be
read prior to Level
18
2 Level 14 or lower Level 18
Level 16 nonfiction
Selection MUST be
read prior to Level
18
Level 24 Level 28
Nonfiction
selection
3 Level 20 or lower Level 28 or lower Level 34 Level 38
Nonfiction
selection
98
Preassessment Tool: A Modified K-W-L
What the student
ALREADY KNOWS
What the student
NEEDS TO KNOW
What the student
WANTS TO KNOW
K N W
-Prior Experiences
-Knowledge
-Skills
-Accomplishments
-Attitudes
-Self-rating of
current
proficiency with
unit objectives
-Interests
-Questions
-Ideas for
exploration or
investigation
101
Preassessment Tool: Journals
Ask students to describe processes/
examples or provide reflections related
to a curriculum objective
Gives the teacher
an opportunity
for a one-to-one
interchange with
the student
Tell me what you know
about fractions
What is the purpose of a
hero in a story?
103
Preassessment Tool: Lists and Surveys
• Tell me all the words that come to mind when I say “oceanography;
• List the attributes of French Impressionistic paintings;
• Name several types of land masses;
• Give examples of foods that contain high fats and sugars.
Directions: Complete the chart to show what you
know about ???????????
Write as much as you can.
Description
Fractions
Description of Parts of a Fractions
Useful For Place to Them in the
Real World
Tomlinson - 02
108
Preassessment Tool: Products• Create a bar graph using data from
the sports section of the newspaper;
• Make a landscape drawing with a horizon;
• Show me your latest science lab report
109
Preassessment Tool: Performances or Conferences
• Explain how you found this answer;
• Import a graphic for the newspaper;
• Create a mobius strip;• Use a graphing calculator
to determine an equation;• Develop a roll of black
and white film;• Read to me.
Telling Time: Grade 1
110
Work with a colleague
to review the following
samples of 1st grade
work. Reflect on how
the “critical difference”
among these students
CCSS: Mathematics, Grade 1: The student will be able
to tell and write time to the hour and half hour on an
analogue and digital clock.
119
Persuasive Writing Prompt: Grade 6*
Your local school board has decided to lengthen the school day by one hour. What is your opinion on the best way to use this additional hour? Write a letter to your principal expressing your opinion on the best way to use the additional hour and presenting reasons that will convince the principal to agree with you.
*CCSS Writing Standards, Grade 6: Write arguments to support claims with clear reasons and
relevant evidence, see a-e for specific goals
120
Response 1Dear Principal,
I think we should
add a nother hour to our
school because we could
learn alittle more. It think
its best to stay another
hour with the hour
I could be doing
actives. Completing
work that we didn’t finsh.
I don’t get these!
Response 2I If you added
ahour our kids could get
less homework because
it is finished in calss.
They could also be able
to finish long tests. It
could allow vactions to
be longer and the school
year would be shorter.
The periods would be
longer and teachers
don’t have to make their
lessons short.
121
Response 3To the Principal of West Middle School
Hi! I just heard that your giving us one more hour to the
school day. I think we should use it for an extra study hall,
extra fun actives like gym or drill we should have a free time!
I think that we should have a extra study hall so after we had
the last class we can do are homework study ask friends to help
cause we have it in them m middle of the day and we don’t have an
extra class so we can do any of are other homework eximates from
are other classes! So more kids can do better in school and not fail.
So instead of getting failures we gethigher grades.
Another idea is extra gym so kids can get stronger and
healthier and kids can have fun at the same time whll thre exrising!
And boys and girls can do basketball and do toher stuff to live, drill,
step and dance and be with friends at the same time.
My last idea is free time of doing whatever we want.
please chosse one of these ideas! Thanks you for your
consern.
P.S. If you need any more help with anything else just tell me.
122
Dear Principal,
I have been told that you would like to extend the school day by
1 hour. I believe that this hour should be put to good use. I belive that
we should use it as a study hall.
When you get into Middle School you get 3 times more
homework than usual. This can be a problem, for some. After school,
people, like myself, have sports, clubs, and other things that, to them,
are more important than homework. If we are to lengthen the school
day and use that hour as a study hall, students might be able to get
their homework done and still be able to go to soccer practice.
As you know, many children learn differently. When a teacher is
going through stuff in class, not everyone gets it. What happens when
THAT child gets the homework? They don’t do it. If we were to have
study hall. That child or children could get extra help from his/her
teacher. They could ACE the tests and improve their self-esteem. This
is because when you know you can do something, anything in the
world seems possible to you…
So, as you can see, there are many ways that an extra hour
could be used. I believe it could be used as a study hall so that
children can have time to get it done, be able to go over it with
teachers, and improve grades. I hope you have time to acknowledge
my proposal.
123
Six Trait Rubric
Not Yet Emerging Developing Effective Strong
Ideas
Org.
Voice
Word Choice
Sent. Fluency
Conventions
Presentation
http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF
124
Statistics and Probability, Grade 7
At a carnival booth,
contestants pick a color
on a large spinner. A
prize is won if the arrow
stops on the color they
pick. The spinner is
divided into 8 equal
sections. Each section
is colored green, yellow,
red or blue.
Result No of
Spins
Green 38
Yellow 58
Red 35
Blue 19
CCSS, Mathematics: Statistics and Probability, 7: Investigate chance processes and
develop, use and evaluate probability models
128
Math Problem Solving Rubric
Distinguished Proficient Apprentice Novice
Understands the problem
Identifies special factors that influences the approach before
starting
Understands the problem.
Understands enough to solve part of the
problem
Doesn’t understand enough to get started
Uses information appropriately
Explains why certain info is essential to the
solution
Uses all appropriate info correctly
Uses some information correctly
Uses inappropriate info
Applies appropriate procedures
Explains why procedures are
appropriate for the problem,
Applies appropriate procedures
Applies some appropriate procedures
Applies inappropriate procedures
Uses representations
Uses a clear, accurate and creative
representations that exhibit precision
Representation is clear Uses a representation that gives some
important information about the problem
Representation gives little info about the
problem
Answers the problem
Current solution and made a general rule about the solution or extended the solution to a more complicated
problem
Correct solution Copying error, computational error,
partial answer, answer labeled incorrectly
No answer or wrong answer
129
Concept Map
Word Bank
Sun
Hot gas
Space
Heat
Night
Constellation
Day
Star space
heat
hot gas
day
sun
nightconstellation
is in
see in
is a
has
makesmakes a
see at
-Used when teaching concepts and principles;-Graphic representation of students’ understandings;
-Uses a word bank, web, and links
131
Exit/Entrance Cards“During our mini-lesson, we talked about how an author makes decisions about his/her characters’ behaviors, based upon the plot that he/she is trying to forward. During independent reading today, I asked you to concentrate on the connection between character (s) and plot. For your exit card, write 3-5 sentences describing what you saw the author do with the characters behaviors to forward the plot.”
132
Selecting a Preassessment Tool
• Nature of the content?
• Nature of the feedback: Individual vs small group vs. whole group
• Time/Efficiency?
133
Making Sense of
Preassessment Data• Think like a qualitative researcher:
What does all this mean?
• Sort the data into 1 to 4 groups, based on a common, powerful difference
• Identify the learning difference: interest, prior knowledge, etc.
• Decide how to address the difference through differentiated teaching/learning activities.
134
Attributes for Differentiation
PRIOR KNOWLEDGE
AREA OF INTEREST
PREFERRED LEARNING STYLE
conceptual applicationprecision
drawing sculptingpainting
small-group adult supportalone with visuals
13
6
“Teaching in the
dark is a
questionable
practice.”
Taba, H., & Elkins, D. (1966). Teaching strategies for the culturally
disadvantaged. Chicago: Rand McNally.
139
Assignment
Administer your PREASSESSMENT and
prepare a poster that displays your findings
Content Area:
Grade Level:
KUDs:
Preassessment Questions:
Data Display:
Your analysis:
14
0
TTT: Things Take Time
•One Subject Area at a Time
•One Unit at a Time
•One Lesson at a Time
•One Student at a Time
•One Strategy at a Time
The potential possibilities
of any child are the most
intriguing and
stimulating in all
creation.
-Ray L.
Wilbur
The Differentiated Instruction Design Team:
• Megan Alubicki, Consultant, SDELynmarie Thompson, Consultant
LEARN
• Shauna Brown, Assistant Principal, Middletown Public Schools
• Francine Carbone, Language Arts Curriculum Specialist, Bridgeport
Public Schools
• Rosanne Daigneault, Leader in Residence, SDE
• Harriet Feldlaufer, Chief, Bureau of Teaching and Learning
• Dr. Tony Gasper, Assistant Superintendent, Ansonia Public Schools
• Marie Salazar Glowski, ELL/Bilingual Consultant, SDE
• Alice Henley, Assistant Executive Director, SERC
• Dr. William Howe, Consultant, SDE
• Lynmarie Thompson, Consultant LEARN
• Dr. Jeanne Vautour, Consultant, EASTCONN
• Iris White, Consultant, SDE
The following educators for their participation in the vetting sessions:
Amy Radikas, Consultant, SDE
Barbara Senges, Assistant Superintendent, Middletown Public Schools
Casi Skahan, Teacher, Bridgeport Public Schools
Denise Carr, Teacher, Meriden Public Schools
Dr. Maureen Ruby, Adjunct Professor, Eastern CT State University
Harry Gagliardi, Executive Coach, CAS
Kim Goodison, Math Interventionist, Region 16
Kim Traverso, Consultant, SDE
Laurelle Texidor, Principal, Jennings School, New London
Maura Graham Vecellio, Teacher, Meriden Public Schools
Michelle Eckler, English Department Head, East Hartford
Michelle LeBrun Griffin, Consultant, SERC
Michelle Levy, Consultant, SDE
Nancy Boyles, Professor, Southern CT State University
Oona Mulligan, History Teacher, Newtown High School
Patricia Foley, Consultant, SDE
Peggy Neal, Education Specialist, CREC
Peter Madonia, Chair, Educational Leadership, Southern CT State University
Sharen Lom, Alternate Route to Certification
Suzanne Goodison, Adjunct Professor, Central CT State University
Suzi D’Anolfo, Adjunct Professor, University of Hartford
Tara Gleason, Teacher, Region 5