Differentiating Instruction

1. Differentiating Instruction 2 + 2 = 4 Regional Training Nov. 28, 2007

2. Make a list of all the students in your class. If you teach more than one section, you may select one section. You may not use any notes. • When you have to push to remember, draw a line. Write down any additional names you can now remember. • When you can’t remember any more, draw another line. Ask yourself why some students are “invisible.” Do this again a week later. Think about what you have done that has brought kids above the line. See who still falls below a line. Ask yourself why.

3. A Fable One time the animals had a school. The curriculum consisted of running, climbing, flying and swimming, and all the animals took all the subjects.

4. The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck.

5. The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there.

6. The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming.

7. The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C’s in climbing and D’s in running.

8. The practical prairie dog apprenticed their offspring to a badger when the school authorities refused to add digging to the curriculum.

9. At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian. - Printed in The Instructor, April 1968

10. Assumptions • Find a partner (someone dressed similarly to you) • You and your partner will read the statement you receive • Discuss your feelings or classroom implications about the statement • Share your comments with the group

11. Seasonal Partners • Step 1: With your “Seasonal Partners” paper, circulate the room to greet people you do not already know well. • Step 2: As you greet your colleagues, identify one who will sign up as your Winter partner. • Step 3: You then sign up as that person’s Winter partner. Be sure that both of you record the appointment on your page. • Step 4: Repeat the previous steps for Spring, Summer and Fall partners. • Step 5: Return to your seat when you have appointments for each season. Everyone should have four appointments.

12. Objectives Participants will • Define and give meaning to “differentiated instruction” • Discuss the importance of routines for classroom management • Consider various grouping options when implementing differentiation • Create a differentiated lesson/unit for use in your classroom

13. The Big Picture • Differentiation is not about individualization … But it is about individuals.

14. Why Differentiate? • “One size fits all” instruction does not address the needs of many students. • Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

15. When I skate, I go where the puck is. Wayne Gretsky When we teach, we should go where the student is.

16. Why do we need to differentiate? • When a teacher tries to teach something to the whole entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” Lillian Katz Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.

17. Students Speak about Learning • Handouts: Dear Miss Brin & Students Respond • What do kids say about your classroom? What do they look forward to? What do they dread?

18. What’s Behind the Idea of Differentiated Classrooms? • If a student learns faster than a prescribed pace or is ready for greater depth and breadth of knowledge than is planned, there should be plans for adapting the pace and scope of learning for that student.

19. Too often, teachers are like bowlers; they throw the ball down the middle and hope to hit some pins.

20. What’s Behind the Idea of Differentiated Classrooms? • If a student has difficulty learning—for whatever reason—there should be provisions made to ensure that the student masters essential knowledge and has an active support system both to fill in gaps in knowledge and to move ahead.

21. Let me get this straight—I’m behind the other kids, and I’m going to catch up by going slower.

22. What’s Behind the Idea of Differentiated Classrooms? • If a student is just learning to speak English, there should be mechanisms in place to help the student manage critical elements of subject matter as well as practice continually with the new language.

23. What’s Behind the Idea of Differentiated Classrooms? • If a student’s culture, gender or economic status results in learning preferences that vary from those typically addressed in the classroom, the range of learning modes should be expanded to support effective and efficient learning for each learner.

24. What’s Behind the Idea of Differentiated Classrooms? • If a student has “given up” on school, there should be active and continual planning to help the student reconnect with the power of learning to positively shape his or her life.

25. Table Talk: Yesterday & Today • Read the purple handouts • Highlight or jot down two facts you strongly agree with. • Share and discuss with your Fall Partner.

26. Differentiation is a classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takesto hook the whole range of kids on learning.

27. Differentiated instruction is not individualized instruction; it’s getting the kid in the ballpark!

28. Differentiated instruction is not chaos.

29. Differentiated instruction is not just another way to provide homogenous grouping.

30. Differentiated instruction is not tailoring the same suit of clothes .

31. Differentiation is not four versions of the same boring worksheet.

32. Differentiated Instruction IS • Proactive • More qualitative than quantitative • Student centered • A blend of whole-class, group and individual instruction

33. Bzzzzzz • At your table, turn to the person next to you and list some of the attributes of differentiation.

34. What is the difference between differentiating and modifying curriculum? Share your thoughts with the group. You may want to create a linguistic or nonlinguistic summary of your conversation. Possible products could include an editorial, oral report, song, skit, poster, game show, comic strip, flow chart, model, etc.

35. “In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” Carol Tomlinson Teachers in differentiated classrooms are students of their students.

36. Movie Time Handout 20 Use these questions to guide your discussion on the information you see: • What are barriers you think exist to teachers structuring their classroom routines around a commitment to differentiate instruction? • How could these barriers be overcome? • What are the characteristics of your current classroom routine? • Questions, concerns, observations

37. “What will this look like in my classroom?” Individually brainstorm ideas about …. • What does differentiation involve? • Will the … change in your classroom? • Role of the teacher • Role of the student • Use of time, space and materials • What resources are available?

38. Readiness Interest Learning Profile Teachers Can Differentiate Content Process Product According to Students’

39. Differentiated tasks are created based upon a student’s: Readiness Closely matched to skill level Interests Ignites curiosity and/or passion Learning Preferences Provides opportunities to “work” in preferred modalities

40. How do you determine readiness in your classroom? • How do you determine students’ interests?

41. Differentiation Using LEARNING PROFILE Learning profile refers to how an individual learns best - most efficiently and effectively. Teachers and their students may differ in learning profile preferences.

42. Learner Profile Card Gender Stripe Auditory, Visual, Kinesthetic Modality Analytical, Creative, Practical Sternberg Student’s Interests By yourself With partner Small group Whole group Multiple Intelligence Preference Gardner

43. Learning Profile Inventories • The Modality Preferences Instrument

44. Parallel Lines Cut by a Transversal Visual: Make posters showing all the angle relations formed by a pair of parallel lines cut by a transversal. Be sure to color code definitions and angles, and state the relationships between all possible angles. 1 2 3 4 5 6 8 7 Smith & Smarr, 2005

45. Parallel Lines Cut by a Transversal Auditory: Play “Shout Out!!” Given the diagram below and commands on strips of paper (with correct answers provided), players take turns being the leader to read a command. The first player to shout out a correct answer to the command, receives a point. The next player becomes the next leader. Possible commands: Name an angle supplementary supplementary to angle 1. Name an angle congruent to angle 2. 1 3 2 4 5 8 6 7 Smith & Smarr, 2005

46. Parallel Lines Cut by a Transversal Kinesthetic: Walk It Tape the diagram below on the floor with masking tape. Two players stand in assigned angles. As a team, they have to tell what they are called (ie: vertical angles) and their relationships (ie: congruent). Use all angle combinations, even if there is not a name or relationship. (ie: 2 and 7) 1 3 2 4 5 8 6 7 Smith & Smarr, 2005

47. Creative Analytical Practical Learning Profile Inventories • Triarchic Theory of Intelligences (Sternberg)

48. Evaluating Plot Standard: Students will evaluate the quality of plot based on clear criteria • Analytical Task • Experts suggest that an effective plot is: believable, has events that follow a logical and energizing sequence, has compelling characters and has a convincing resolution. • Select a story that you believe does have an effective plot based on these three criteria as well as others you state. Provide specific support from the story for your positions. • OR • Select a story you believe has an effective plot in spite of the fact that it does not meet these criteria. Establish the criteria you believe made the story’s plot effective. Make a case, using specific illustrations from the story, that “your” criteria describes an effective plot

49. Evaluating Plotcont’d Evaluating Plot (cont’d) • Practical Task • A local TV station wants to air teen-produced digital videos based on well known works. Select and storyboard you choice for a video. Be sure your storyboards at least have a clear and believable plot structure, a logical sequence of events, compelling characters and a convincing resolution. Note other criteria on which you feel the plot’s effectiveness should also be judged. Make a case that your choice is a winner based on these and other criteria you state. • Creative Task • Propose an original story you fell has a clear and believable plot structure, a logical sequence of events, compelling characters, and a convincing resolution. You may write it, storyboard it, or make a flow chart of it. Find a way to demonstrate that your story achieves these criteria as well as any others you note as important.

50. Thinking About the Sternberg Intelligences ANALYTICAL Linear – Schoolhouse Smart - Sequential Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart – Contextual – Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem. CREATIVE Innovator – Outside the Box – What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.