Indicators of a Indicators of a Differentiated Differentiated
ClassroomClassroom
Linda Reetz & Cheryl SimonsonLinda Reetz & Cheryl SimonsonCESA 6 Instructional ServicesCESA 6 Instructional Services
Indicators of a Indicators of a Differentiated Differentiated
ClassroomClassroom
Linda Reetz & Cheryl SimonsonLinda Reetz & Cheryl SimonsonCESA 6 Instructional ServicesCESA 6 Instructional Services
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Session Goal
To provide a general overview of the indicators in a differentiated classroom.
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Think BigStart Small…but Start!
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Can we meet the needs of academically diverse learners in
today’s classrooms?
Why? Why not?
My conclusions are:
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Building Common Background Knowledge
1. Find a partner near you to jigsaw a short article entitle “What Differentiation Is and Is Not.”
2. One partner will be responsible for the content of what is “is” and the other what it “is not.”
3. When you are finished with your part of the article, discuss the key content with your partner.
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Differentiated Instruction
Differentiated Instruction is…
Differentiated Instruction is not…
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Differentiation IS…• Having a vision of success
for all learners• Proactive and structured• Focused on common
learning goals and concepts• More qualitative than
quantitative• Multi-faceted and provides
multiple approaches to content, process and product
• Student-centered• A philosophy of teaching
and learning• A blend of whole class,
group, and individual instruction
• Organic and dynamic
Differentiation Is NOT…
• Individualized instruction• Reactive• Chaotic• Only for GT or struggling
students• Only acceleration or
remediation• Teaching to the middle or the
lowest common denominator• Extra work to keep advanced
students “busy”• An activity• “One size fits all” instruction
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Classroom Connections
Curriculum StandardsConcepts
Learning Targets
AssessmentFormative (for learning)Summative (of learning)Grading (communication)
InstructionStrategies
ManagementConducive Environment
DifferentiatedInstruction
PRODUCTPROCESS
CONTENTRe
adin
ess Interests
Learning Style
Cheryl Malaha, CESA 6 8
Reflection
Based on the common knowledge shared thus far, why is differentiation important in your…
• Title I program• Building
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Positive Supportive Positive Supportive Learning Learning
EnvironmentEnvironmentKnow Your Know Your Students!Students!
Positive Supportive Positive Supportive Learning Learning
EnvironmentEnvironmentKnow Your Know Your Students!Students!
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Let’s Take a Look
What does it look like, sound like and feel like to be part of a positive, supportive learning environment?
PD360 -
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Indicators of Positive, Supportive Learning
Environments
Where are you?
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Break Time
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Flexible Teaching and Flexible Teaching and Learning Learning
Flexible Teaching and Flexible Teaching and Learning Learning
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Flex Grouping
What is it? What are models and strategies for flex grouping?
How can it be used in Title I, your classroom or school?
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Essential Student Traits
• Readiness: A student’s entry point relative to a particular understanding or skill
• Interest: Has to do with how we learn. It may be shaped by intelligence preferences, gender, culture, or learning style.
• Learning profile: Refers to a child’s intelligence preference, group orientation, learning environment, and cognitive style.
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.
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BrainstormCreate a list of ways you
currently do or could assess students for readiness in your…
• Title I program• Building
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Readiness• Pre-assessments• Give One, Get One• Readiness Spectrum• Concept Definition Map (graphic
organizer)• KWL (graphic organizer)• Vocabulary• Games
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Assessing Interest and Learning Profile
Howdy Do
Goal: Two signatures per square before time is called
Caution: Can’t sign more than twice on any person’s grid
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Interest and Strengths
Why is this important in your…• Title I program• Building
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Learning Profile p. 61
Intelligence Preference
Cognitive Style
Learning Environment
Group Orientation
Learning Profile
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When Planning Instruction Consider…
Learning Style…The WAY in which people process information
• Concrete Sequential• Abstract Sequential• Concrete Random• Abstract Random
Learning Modality…The modes or means through which people acquire and work with information
• Visual• Auditory/Verbal• Kinesthetic• Technological
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Building a Group Profile(10 minutes)
On PINK Post It write your name and Preferred Learning Style
(Concrete Sequential, Abstract Sequential
Concrete Random, Abstract Random)
On BLUE Post It write your name and Preferred Learning Mode
(Visual, Verbal, Kinesthetic, Technological)
** One person from each table to post on Profile Charts**
Each group to select way of representing information
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Multiple Intelligences
Existential
Linguistic
Logical-Mathematical
SpatialBodily-
Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
MI
Howard Gardner
*
*
Hand/Fist of MI strength/weaknes
s 24
Learning Profile
Why is this important in your…• Title I program• Building
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Indicators of Flexible Teaching and
Learning
Where are you?
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Big Ideas/Enduring Big Ideas/Enduring Understandings and Understandings and Essential QuestionsEssential Questions
Big Ideas/Enduring Big Ideas/Enduring Understandings and Understandings and Essential QuestionsEssential Questions
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Classroom Connections
Curriculum Big Ideas
Essential Questions
AssessmentFormative (for learning)Summative (of learning)Grading (communication)
InstructionStrategies
ManagementConducive Environment
DifferentiatedInstruction
PRODUCTPROCESS
CONTENTRe
adin
ess Interests
Learning Style
Cheryl Malaha, CESA 6 28
Let’s look at a completed lesson that has big ideas.
How is this lesson similar and different from your current planning schema?
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A Big Idea/Enduring Understanding
is…A generalization created by two or more concepts in a
relationship.
Adapted from the work of Lynn Erickson, Ed.D.
Concept Concept
CreatesDEEP UNDERSTANDING
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BIG IDEAS
The students understand that…. Golf demands mental and physical fitness.
Good golfers employ the science and art of the sport.
Golfing requires accuracy and critical thinking.
.
Examples
Hey… All the Big Ideas have 2 or more concepts!
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BIG IDEAS
The students understand that….Math
Algebra is the study of relationships between two quantities.Mathematics uses agreed upon conventions for clarity and consistency.
Social StudiesPolarization of a government leads to divisive politics. Political parties influence economic policies.
ScienceOrganisms are classified according to similarities.Plants have structures that are adapted to match their functions.
Language ArtsConflict can inspire innovation as a means to a solution. (Literature)The loss of innocence stems from one’s discovery of injustice. (Literature)Written communication uses agreed upon conventions for clarity and consistency.
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BIG IDEAS
The students understand that….
Engaged readers employ before, during and after reading strategies.
Meta-cognition shapes understanding and comprehension.
.
Examples
Hey… All the Big Ideas have 2 or more concepts!
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Principle Generalization
THE STRUCTURE OF KNOWLEDGEH. Lynn Erickson, Ed.D.
Concepts Concepts
Topic
FACTS
FACTS
FACTS
FACTS
FACTS
Theory
FACTS
Topic
Principle Generalizations
Concepts Concepts
Topic
FACTS
FACTS
FACTS
FACTS
FACTS
Theory
FACTS
Topic
Principle Generalizations
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A concept is an organizing idea; a mental construct that is….– Timeless– Universal– Abstract (to different degrees)– Represented by 1 or 2 words– Examples share common attributes– Transfers across disciplines and
topics
What exactly is a… ?
Adapted from the work of Lynn Erickson, Ed.D. 35
Some Examples of ConceptsPower
CourageChange
ResponsibilityDestructionRelationship
JusticeFairnessFreedom
AdaptationSurvival
OwnershipIndividuality
Interdependence
Culture
PerspectiveEthics
CommitmentViolenceConflict
ResolutionRevolutionTradition
EvilTolerance
InfinityEternityPatterns
MythVoice
ExplorationDiscovery
BeautyTruth
Conservation
AdaptationExtinction
ValueEqualityLoyalty
SpiritualityInventionSystem
ConstancyCycles
IdentityPerspective
ClassificationIdea
RitualsFantasy
MigrationCause and
EffectPersuasion
AltruismEquilibrium
PassionCommitment
PredationDeception
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Thematic ConceptsPrejudice
PerspectiveConflict
CooperationPower
RelationshipsEnvy
EmotionsOppressionInfluence
Writer’s CraftOrganizationWord Choice
ContextConventions
FluencyVoice
PresentationSymbolism
AllegoryMetaphor
ProtagonistAntagonist
Reader’s CraftInference
Context CluesMeaning
ParaphraseSummary
Text StructureReading RateDirectionality
Self-regulationImageryGenre
Background Knowledge
LANGUAGE ARTS
Lynn Erickson, 2008 37
Check PointWhich of the following
are concepts?
• Conflict• Family• Culture• Change• Fitness• Going Green• Persuasion
Apply each to the criteria on the previous slide.
• Revolution• Model• Marriage• Phonemic Awareness• Cooperation• Comprehension• Power
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Going Green, Marriage, Phonemic Awareness and Comprehension are
Topics
What concepts could be part of learning these topics?
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Some guidelines about creating generalizations… They are written in present tense and transfer beyond
time, event and discipline.
PASTPAST PERFECT
PRESENT PERFECTTENSE VERBS
PROPER OR PERSONAL NOUNS
Lynn Erickson, Ed.D.
Level 1 Verbs: (generally)AffectsImpacts
Influence
To be verbs; is, are, have Check out verb lists in your
packet!! pp. 92-94
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At your table… Choose one of the following topics:
Going GreenMarriagePhonemic AwarenessComprehension
1. Determine a minimum of 4 concepts that could be addressed in a unit of your chosen topic. Write each concept on a piece of paper in large, bold letters.
2. Create a Big Idea by combining 2 or more of the concepts into a statement that begins… The student understands that…
You have 10 minutes to complete the
task!!
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Indicators of Big Ideas
Where are you?
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Classroom Classroom AssessmentAssessmentClassroom Classroom
AssessmentAssessment
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Assessment Experience
Think of a time you were assessed and it was a negative experience.
Think of a time you were assessed and it was a positive experience.
Discuss with a partner what made the difference for you as a learner.
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Adapted from Chappius & Chappius (2002)
Assessment FOR Learning Assessment OF Learning
Reasons for Assessing
Promote increases in student achievement to help students meet more standards; support ongoing student growth; improvement
Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability
Audience Students about themselves Others about students
Focus of Assessment
Specific achievement targets selected by teachers that enable students to build toward standards
Achievement standards for which schools, teachers, and students are held accountable
Place in Time
A process during learning An event after learning
Primary Users
Students, teachers, parents Policy makers, program planners, supervisors, teachers, students, parents
Typical Uses Provide students with insight to improve achievement, help teachers diagnose and respond to student needs; help parents see progress over time and support learning
Certify student competence; sort students according to achievement; promotion and graduation decisions, grading
Teacher’s Role
Transform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; offer descriptive feedback to students; involve students in assessment
Administer tests carefully to ensure accuracy and comparability of results, use results to help students meet standards; interpret results for parents; build assessments for report card grading
Student’s Role
Self-assess and keep track of progress; contribute to setting goals; act on classroom assessment results to be able to do better next time
Study to meet standards; take the test; strive for the highest possible score; avoid failure
Primary Motivator
Belief that success in learning is achievable Threat of punishment, promise of rewards
Examples Using rubrics with students; student self-assessment, descriptive feedback to students
Achievement tests; final exams; placement tests; short cycle assessments
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Differences in Assessment Procedures
Assessment OF Learning
Assessment FOR Learning
Timing Conducted at the end of teaching to gather evidence of learning
Conducted during teaching to influence learning
Frequency Periodic, often once per year in large-scale testing
Continuous throughout the learning process
Origin Test typically developed by a test or text publisher; teachers often develop those used for grading
Typically developed by the teacher and with students involved
Formats Typically rely on selected response or essay formats; some performance assessments used in classroom
Include the full range of methods; selected response, essay, performance assessment, personal communication
Administration Standard for all students; typically timed
Variable across students; typically not timed
Scoring Teacher or external scoring service Student and teacher score in collaboration
Reporting
ATI, 2002
Feedback typically delayed, takes the form of a grade or score – a summary judgment
Feedback describes performance as it relates to the assigned task; is immediate; is informative about how to improve
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UsingAssessment FOR
LearningStrategies for using assessment for learning.1. Providing an understandable vision of the
learning target.2. Use models of strong and weak work3. Offer descriptive feedback instead of grades4. Teach students to self-assess5. Design mini-lessons to focus on one aspect of
quality at a time6. Teach students focused revisions7. Teach students in self-reflection and goal-setting8. Use a variety of assessment modes and
methods to demonstrate learning47
UsingAssessment FOR
LearningRate yourself on the use of Assessment FOR
Learning strategies.
1 = Just starting out2= Heard of it; tried it3= Sustained classroom practice
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What Does the Research Say?
Gusky and O’Connor Grading and Record Keeping Practices
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Indicators of Classroom
Assessment
Where are you?
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Considering Considering Variance Variance
Considering Considering Variance Variance
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Classroom Connection
What if….• An initial swimming lesson started with
everyone being required to dive in the pool?• You went to get your teeth cleaned and the
dentist said….”Sorry, it’s root canal day!”• You went to the garage to get your oil
changed and the mechanic changed your brakes because it was “break changing day”
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Essential Classroom Elements• Content: concepts, principles, and skills that
teachers want students to learn – also refers to the “modes” teachers use to give students access to skills and knowledge
• Process: refers to the activities that help students make sense of what’s being learned – can be a variety of interest and learning preferences
• Product: refers to culminating projects that allow students to demonstrate learning
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD.
Quiz
• Work with others to determine if the activity listed differentiates content, process or product.
• Use the definitions on the previous slide to assist you!
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• Place the activities in order of complexity from easiest to hardest. Use Bloom’s to help with the scaffold and order!
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Your turn. Take a lesson you use in Title I and scaffold tiered activities by readiness variance.
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Teacher Tools
Take some time to look over the teacher tools for differentiating content, process or product.
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Strategy Samples (DI Strategies Packet)
Flexible GroupingTiered Lessons
CompactingLearning Contracts
Tic Tac ToeQuestioningThink Dots
RAFTS
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Lo-Prep Strategies
• Choice of Books• Homework Options• Varied Journal Prompts• Varied Anchor Options• Work alone/together• Think-Pair-Share by
readiness, interest, style• Open-ended activities• Mini lessons to reteach or
extend• Questioning according to
Bloom’s*• Varied product choices• Exploration by interest• Collaborative activities
Hi-Prep Strategies• Flexible Grouping* • Tiered Lessons*• Compacting*• Learning Contracts*• Tic Tac Toe Choices• RAFTS*• Think Dots*• Spelling by readiness• Literature Circles• Stations• Multiple texts• Independent research and
projects
Adapted from Tomlinson, 1999
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Indicators of Variance
Where are you?
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Reflection & Feedback
– On the front of the index card write two or three things you learned today
– On the back side write questions, issues or concerns you have
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