Differentiated Instruction

1. Differentiated Instruction Jacque Melin – GVSU www.formativedifferentiated.com

2. Differentiation is a set of instructional strategies. Reality: Differentiation is a philosophy—a way of thinking (MINDSET) about teaching and learning. It is, in fact, a set of principles. DI Misunderstanding #1

3. Mindset – Carol Dweck Teacher may underestimate student capacity and willingness to work hard and “teach down” because of the student’s language, culture, economic status, race, label, etc. Both teacher and student study student growth, set goals for progress, and look for ways to continue development. Students at all readiness levels have maximum opportunity for challenge, growth, and success. Growth Mind-Set Both teacher and student accept the student’s difficulties as given, and neither exerts the effort needed for high levels of student achievement. Both also accept high grades on grade-level work as adequate for advanced learners. Teacher encourages and insists on student effort and growth. Over time, the student’s mind-set can change to a growth orientation with evidence that effort leads to success. Students at all readiness levels have maximum opportunity for challenge, growth, and success. STUDENT Fixed Mind-Set Fixed Mind-Set Growth Mind-Set TEACHER

4. Differentiation C. Tomlinson Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences….Orbitals…..Complex Instruction…ETC.

5. It’s adequate for a district or school leader (or professional developers) to tell, or even show, teachers how to differentiate instruction effectively. • Reality: Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ONGOING process of trial, reflection, and adjustment in the classroom itself. DI Misunderstanding #2

6. HUGE – LIKE AN ELEPHANT

7. Differentiation is something a teacher does or doesn’t do (as in, “I already do that,” or “I tell our teachers that they already differentiate instruction.”). • Reality: Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way. • However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile. DI Misunderstanding #3

9. How to Differentiate Name: Date: Fogarty & Pete, 2011

10. Change the Content

11. Change the Content • Complexity • Resources • Environment

12. Change the Content • Complexity • Concrete to Abstract Do/View/Construe • Resources • Text/Media • Environment • TAPS

13. DO – Manipulatives: Concrete • Algebra Tiles (for linear and quadratic equation solving) • DidaxGeofix (nets) • Models of shapes (surface area and volume) • Soft 1 cm squares • http://www.etacuisenaire.com • Virtual Manipulatives • http://www.neirtec.org/activities/math_portal.htm • Wolfram Alpha • http://www.wolframalpha.com/

14. VIEW – Graphic Organizers - Representational www.graphicorganizers.com

16. http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

17. Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard. Blue—Tasks are advanced and complex. Success depends on extending one’s skills in order to recognize and address the added layers of complexity. Black—Tasks are extremely advanced and highly complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory. 3 Levels of Challenge - CbC

22. Change the Process

23. Change the Process • Direct Instruction • Cooperative Learning • Inquiry

24. Change the Process • Direct Instruction • Hook them Curiosity Novelty • Cooperative Learning • Each one – Teach one • Inquiry • PBL

25. Rigor/Relevance For All Students

26. 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Taxonomy S. Gendron, Kentwood presentation, March 2011

27. 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations Application Model S. Gendron, Kentwood presentation, March 2011

28. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application S. Gendron, Kentwood presentation, March 2011

29. Rigor/Relevance Framework 6 • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Determine and justify the similarity or congruence for two geometric shapes. • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5 S. Gendron, Kentwood presentation, March 2011

30. Resources for PBL Questgarden The Buck Institute

31. Change the Product

32. Change the Product • Entry Points • Expressive Modes • Accountability

33. Change the Product • Entry Points • How they learn • Expressive Modes • How they express it • Accountability • How we grade/score it • Formative/Portfolios/Performance Based

34. Change the Product • Entry Points • How they learn • Expressive Modes • How they express it • Accountability • How we grade/score it • Formative/Portfolios/Performance Based

35. Story Elements: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic) Target: I can describe the elements of a story (characters, setting, plot).

36. Novel Think Tac-Toe Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, rich with detail, and accurate. Novel Title: ____________________ Author:_______________________ Activities Selected: _______, _____, _____ Student: ______________________

37. Counting Principles & Probability: Tic-Tac-Toe Board • (Auditory, Visual, Kinesthetic) • Targets: • I can write the steps of a math induction proof for a given series. • I can apply Pascal’s Triangle to find the coefficients of a binomial expansion. • I can apply the Binomial Theorem to expand a binomial. • I can find probabilities of mutually exclusive & independent events. V. Thomasma, Kentwood

41. Story Response: Choice Board (Triarchic Intelligences) TARGET: I can describe the theme or message that a writer or author wants to communicate.

43. Immigration: Choice Board (Triarchic Intelligences) TARGET: I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.

45. Show-And-Tell Boards All students have the same TASK, but have a choice of SHOW AND TELL. Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL

46. TARGET: I can write in a technical format.TASK: Write a set of directions for a household task or school activity.

47. TARGET: I can describe events that occurred during the civil rights movementTASK: Describe a significant event that occurred during the civil rights movement.

48. Basic Basic .What are the 6 steps of the experimental design process? .Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs? .Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs. .What are the 6 steps of the experimental design process? .Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs? .Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs.

49. Basic Cube Record Sheet .STEPS 1. 2. 3. 4. 5. 6. .WHAT’S THE DIFFERENCE? Independent Variable - Dependent Variable - .MUSICAL EGGS Question: Does listening to music cause chickens to lay more eggs? Hypothesis: .PREDICTING EGGS Hypothesis: Listening to music causes chickens to lay more eggs. Prediction: If… And… Then… 5. DOUBLE “T” 6. GRAPH IT

50. Make Believe Comix • Glogster • Go Animate Animoto QR Codes