Differentiation Strategies

1. Differentiation Strategies Part II

2. Agenda • K.U.D. • Pre-assessments • Differentiated Activities • Work Time

4. K.U.D.

5. Pre-Assessments

6. Of Mice and Men Directions: Please carefully read each statement below. In the space next to each statement please write if you STRONGLY AGREE (SA); AGREE (A); DISAGREE (D); or STRONGLY DISAGREE (SD). Keep your answers to yourself but be prepared to defend your answers using specific examples from your own experiences. ______ 1. It doesn’t matter how other people view me, as long as I understand myself. ______ 2. The reason for discrimination is people hating other people. ______ 3. It is better for people with severe mental or physical handicaps to be educated in special schools. ______ 4. It is wrong for a person to be extremely overweight. ______ 5. The average American shows sensitivity & understanding to people who are different. Courtesy of Mrs. DebbieCohen

7. Noun Pre-Test • A noun is a _______________________________. (definition) • There are two major types of nouns: ________ and ________. 3. For each of the following sentences, underline all of the nouns. a. Children always need clothing each season. b. Choose a jacket and gloves in this store. c. A clerk is by the door to watch for thieves. d. The cashier helps customers find clothes. e. Ask for a copy of the receipt. f. The baseball field is cared for well. g. The coach stands near the dugout. 4. Write 5 nouns of your own: Courtesy of Ms. Afrodite Skaouris

8. Circle the correct word in each line: • A B C • 1. laboratory labratory laberatory • 2. lose looseVerb (can’t find it) • 3. lose looseAdj. (doesn’t fit well) • 4. occasion ocassion occassion • 5. ocurr occurr occur • 6. occurred ocurred occured • 7. occurence occurrence ocurrence • 8. omited ommited omitted Past tense of PASS. Ex: John _______________the ball to Henry. • 9. past passed pased • 10. passtime pastime past time Courtesy of Mrs. Judy Libman

9. Some Differentiated Activities • Assess and Adjust • Jigsaw • Agenda • Orbital Studies (research project) • Problem-Based Learning • Entry Points (multi-genre project) • Tic-Tac-Toe • RAFT (role-audience-format-topic)

10. Assess and Adjust • Only works when teaching a specific skill that can be quickly assessed. • During instruction, gauge class, looking for about 80% understanding of new skill • Assign small number of problems that target each aspect of skill • Assess immediately, and assign different problems and/or instruct more as necessary

11. Jigsaw • Assign different readings, or sections of a reading, to different students or groups of students based on difficulty, length, topic, interest, or prior knowledge. • Individual or groups of students teach the rest of the class the important concepts from the reading. • Can be as structured as you choose – you may collect a handout from all groups and look over them before they teach each other.

12. Agenda/Checklist • Give students a checklist of activities they must complete in a certain time frame • You may require approval (a check) before they can move on to the next activity. • You may require all activities or provide choice among the activities. • Determine if the order of activities matters.

13. Essay ChecklistDirections: After you complete each item in the checklist, show it to a classmate for review. After revisions, show me the item and I will check it off of your list. Pre-Writing/Preparation Brainstorming Thesis Bridge Outline Writing Introduction paragraph Body paragraph 1 Body paragraph 2 Body paragraph 3 Conclusion paragraph Review Revised for clarity Revised for organization Revised for mechanics Writing conference in TLC

14. Orbital Studies/Research Project • Students choose a topic and follow research guidelines and a time frame set by the teacher. • May offer choice in how students represent their findings. • May have class research different aspects of a common theme or topic.

15. Problem-Based Learning • The teacher presents students with a situation, or problem. • Students must research and design solutions to the problem. • Teacher may allow choice in how students present their solutions.

16. Entry Points/Multi-Genre Project • Whole class or individual students pick a theme. • Students must create several products centered around the theme. • Products may all be written, or a mix of writing, video, musical, and graphic products. • Tip: Create a rubric that works for every project based on objectives. • Example: http://www.webenglishteacher.com/multigenre.html

17. Tic-Tac-Toe

18. Tic-Tac-Toe for To Kill a Mockingbird

19. RAFTRole Audience Format Topic • Writing assignment where students choose the role they take on as the writer, the audience of the written piece, the format of the writing, and the topic. • Can be based on current reading or unit of study. • Teacher may assign one part of the activity, such as the format, but allow the rest to choice. • Eventually, students can create their own RAFT activities.

20. RAFTs for Romeo & Juliet

25. Time to Work! • Work in course-alike groups or on your own to add or expand differentiated activities in your upcoming or current unit. • Use each other as resources to add variety and choice.