T otal Group A lone P aired S mall Groups

4. Comprehension • Recall • Modeling other levels of thinking • Checking for level Total Group Alone Paired Small Groups • Analyze • Synthesize • Adaptive reasoning • Evaluation • Analytical • Synthesize • Decision making • Evaluation • Systems thinking • Application • Decision making • Criteria establishment • Comprehension

5. Begin Slowly – Just Begin!

6. OPTIONS FOR DIFFERENTIATION OF INSTRUCTION To Differentiate Instruction By Readiness To Differentiate Instruction By Interest To Differentiate Instruction by Learning Profile CA Tomlinson, UVa ‘97

7. Thinking About the Role of Instructional Strategies in Differentiation

8. Thinking About the Role of Instructional Strategies in Differentiation, cont’d

9. Differentiation Strategy [1] Primary Use Description of Strategy Things to Consider Tiered Assignments and Products Readiness Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness. For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate. • Focus task on a key concept • Use a variety of resource materials at different levels of complexity and associated with different learning modalities • Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration Compacting Readiness • Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step process: • assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master • create plans for what the student needs to know, and excuse the student from studying what he/she already knows • Thoroughly pre-assess the learner’s knowledge and document findings • Explain the process and its benefits to the student • Create written plans and timelines for study • Allow student choice in enrichment or accelerated study [1]This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

10. Diner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

11. THINK-TAC-TOE Book Report

12. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom

13. Novel Think Tac-ToeDirections: 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: ______________________

14. Learning Contract #1 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: I will finish by this date:

15. LearningContract #2 To demonstrate what I have learned about ____________________, I want to _Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

16. RAFT RAFT is an acronym that stands for Role of the student. What is the student’s role: reporter, observer, eyewitness, object? Audience. Who will be addressed by this raft: the teacher, other students, a parent, people in the community, an editor, another object? Format. What is the best way to present this information: in a letter, an article, a report, a poem, a monologue, a picture, a song? Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?

17. RAFT Activities Language Arts & Literature Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998

18. (C.)R.A.F.T. (S). Assignments Context, Role, Audience, Format, Topic, Strong Verb • Aids students in formulating ideas that are outside of the typical response paragraphs and essays • Allows for high student choice and differentiation by interest • Allows for leveling by difficulty and differentiation by readiness

19. R.A.F.T.(S). Prompts • Imagine that you are Goldilocks’ mother (role). Explain (strong verb) to Goldilocks (audience) the importance of using good manners (topic). • The leaves from a tree (audience) would like to know why they are changing color (topic). Pretend you are a scientist (role) and write them a letter (format) to explain (strong verb) why.

20. Create a (C).R.A.F.T.(S). Prompt • Think of a topic you are currently studying that would lend itself to a writing assessment • Identify a variety of each: • Context- This may be added for beginning writers it provides the background or scenario for the writing • Role • Audience • Format • Topic • Strong verb – direct the writer to the purpose • Write your prompt in sentence format, leaving blanks for student choice where appropriate .

21. RAFT (Role/Audience/Format/Topic)Example of Social Studies Office of Instructional Enhancement and Internal Operations/Office of Special Education

22. RAFT (Role/Audience/Format/Topic)Example of Math Office of Instructional Enhancement and Internal Operations/Office of Special Education

23. Array Web Parts or Characteristics Concept

24. T-Charts DATA or IDEA T- Chart IDEA T-Chart Opinion or Proof or Estimate Evidence

26. Student Choice Boards • Enable students to choose learning activities that are designed by the teacher • Can be used in any subject area and enhanced with nonlinguistic representation

27. Fractions Choice Board • Learning Goals: Students will… • KNOW: Fractions show parts of a whole and can be expressed numerically. • UNDERSTAND: Fractions represent equal sized portions or fair shares. • Be able to DO: Use different materials to demonstrate what the fraction looks like. Turville, J. (2007) Differentiating by Student Interest

28. Turville, J. (2007) Differentiating by Student Interest

29. Insects Choice Board • Learning Goals: Students will… • KNOW: The characteristics of insects. • UNDERSTAND: Insects have particular characteristics and parts and are different from other kinds of bugs. • Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects. Turville, J. (2007) Differentiating by Student Interest

30. Turville, J. (2007) Differentiating by Student Interest

31. Learning Contracts • Allow student choice with a range of specified activities. • “Pact” between teacher and learner to complete a series of tasks that are designed to achieve specific learning goals • Encourage responsibility and time management Turville, J. (2007) Differentiating by Student Interest

32. Sample Learning Contract Activities Chosen: My activities will be complete and handed in and/or ready to present by _______________________________. Student Signature ________________ Teacher Signature ________________ Parent Signature _________________ Turville, J. (2007) Differentiating by Student Interest

33. A Planet “Show & Tell”(Each student must pick one square from each horizontal row and use the two together) Create One Pick a Way to Explain This differentiated review/synthesis task is based on Va. SOLS for science: 1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of heat & light *night & day are caused by the rotation of the Earth. 1.7 The student will investigate and understand the relationship of seasonal change (light and temperature) to the activities & life processes of plants and animals. Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.

34. Sample Think Tac Toes • Think Tac Toe Language Arts (http://www.rcs.k12.tn.us/rc/instruction/ttt/ttt.htm) • Environmental Think – Tac – Toe(http://www.msu.edu/~adermanc/Biology102%20Spring/Human%20systems%20Think.htm) • Assorted Elementary Cubing and Think-Tac-Toe - http://www.narragansett.k12.ri.us/Nes/DInew/tttcubingact.html • Chemistry Think-Tac-Toe - http://64.233.169.104/search?q=cache:yf7fJ9WYGkcJ:www.piecesoflearning.com/samplepages/dd3.pdf+think+tac+toe&hl=en&ct=clnk&cd=9&gl=us&client=firefox-a • Art Think-Tac-Toe -http://hiartteacher.blogspot.com/2008/04/leonardo-da-vinci-think-tac-toe.html • http://www.bedfordk12tn.com/education/components/scrapbook/default.php?sectiondetailid=1153&pagecat=166&PHPSESSID=d8c6a5e82cb5a14694dc64d934fc7244 • Math Think-Tac-Toe –http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tictactoe.pdf

35. Verbal Rehearsal • Connect with prior learning • Association method • Think-Pair-Share

36. Larry Bell’s 12 Powerful Words 1. Trace          List in steps 2. Analyze        Break apart 3. Infer             Read between the lines 4. Evaluate       Judge 5. Formulate     Create 6. Describe      Tell all about 7. Support       Back up with details 8. Explain         Tell how 9. Summarize   Give me the short version 10. Compare   All the ways they are alike 11. Contrast    All the ways they are different 12. Predict      What will happen next

37. Frayer Method Concept

38. Visual Clueing • Post key words • Color code or place with pictures, clip art

39. Bibliography Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and More. Stanwood, WA. 1996. Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way: Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers. Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003. Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 1995. Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom, Stenhouse Publishers, 2006.

40. Cont. • Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development. • Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. • Turville, Joni. (2007). Differntiating by Student Interest: Strategies and Lesson Plans. Larchmont, NY: Eye On Education. • Northwest Regional Educational Laboratory (2005). Seeing with new eyes: A guidebook on teaching & assessing beginning writiers(6th ed.). Portland, OR: Northwest Regional Educational Laboratory.

41. Resources (continued) • Assessment: • Curriculum-based measurement www.studentprogress.org • National Center on Accessing the General Curriculum (NCAC): www.cast.org/ncac/ • Access Center: www.k8accesscenter.org

42. Where Do I Go From Here?Resources • Online discussion forum: http://www.k8accesscenter.org/discuss • Effective classroom strategies • Differentiated instruction • Differentiation Listservs: • mstorm@air.org • Collaboration

43. Resources Diane Heacox Differentiating Instruction in the Regular Classroom Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html http://www.wilmette39.org/DI39/DIPA/DIPA2.html http://www.wilmette39.org/DI39/assess.html#2 http://www.flaguide.org/cat/minutepapers/minutepapers1.php http://www.montgomeryschoolsmd.org/curriculum/enriched/giftedprograms/docs/ppts/Assessment.ppt