Continuing the Journey in Differentiated Instruction Sandra Page, ASCD Faculty Member bookpage@nc.rr June 25, 2007

1. Continuing the Journey in Differentiated Instruction Sandra Page, ASCD Faculty Member bookpage@nc.rr.com June 25, 2007

2. Purposes of the day • Brief review of principles and strategies already introduced • Introduce two additional strategies • Teachers will be prepared to practice differentiation in their own classrooms. • Teachers will begin to prepare support for school plans to encourage other teachers to learn about and use differentiation next school year.

3. Principles for Fostering Equity and Excellencein Academically Diverse Learners • Good curriculum comes first. • The teacher's first job is always to ensure a coherent, important, inviting, and thoughtful curriculum. • All tasks should respect each learner. • Every student deserves work that is focused on the essential knowledge, understanding, and skills targeted for the lesson. Every student should be required to think at a high level and should find his or her work interesting and powerful. • When in doubt, teach up! • Good instruction stretches learners. The best tasks are those that students find a little too difficult to complete comfortably. Be sure there's a support system in place to facilitate the student's success at a level that he or she doubted was attainable. Adapted from Tomlinson, C.A.,& Edison, C.C. (2003).Differentiation in practice: A resource guide for differentiating curriculum, Grades 5-9. Alexandria, VA: ASCD.

4. Principles for Fostering Equity and Excellencein Academically Diverse Learners • Use flexible grouping. • Find ways and time for the class to work as a whole, for students to demonstrate competence alone, and for students to work with varied groups of peers. Using only one or two types of groups causes students to see themselves and one another in more limited ways, keeps the teacher from" auditioning " students in varied contexts, and limits potentially rich exchanges in the classroom. • Become an assessment junkie. • Everything that a student says and does is a potential source of assessment data. Assessment should be an ongoing process, conducted in flexible but distinct stages, and it should maximize opportunities for each student to open the widest possible window on his or her learning. • Grade to reflect growth. • The most we can ask of any person-and the least we ought to ask-is to be and become their best. The teacher's job is to guide and support the learner in this endeavor. Grading should, in part, reflect a learner's growth. Adapted from Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9,

5. Assessment-Centered Classrooms Use ongoing, formative assessments – both formal and informal. Goals: • Uncover students’ misconceptions • Give students the chance to revise and improve their thinking, as well as to see their own progress • Help teachers target areas that need to be remediated. How People Learn -- National Research Council -- 2000

6. Graffiti • Chart paper posted on different walls • Students move in small groups to respond to different questions with new material. • Great way to begin and end activities • Another Option – “Roundtable” • One pencil and piece of paper per small group • Group members write one idea and pass; no talking, but may pantomime

7. Graphic Organizers TOPIC or CONCEPT DEFINE IT GIVE IMPORTANCE LIST EXAMPLES LIST NON-EXAMPLES BACK

8. Unit “Hook” Example POWER Where Do you have it? Where do you lack it? “Shrew” Characters who had it: “Shrew” Characters who lacked it: BACK

9. Preassessment : Fractions Fractions R Us – A Part of Whole Company Job description: If you are hired at Fractions R Us, you will be expected to explain thoroughly concepts related to fractions. We are looking for someone who will fit nicely into our improper fraction/mixed number department. All explanations should be understandable to people with no prior knowledge of the subject. Name _____________ Easiest part of fractions for you _________________________ Most difficult part of fractions for you _____________________ Last time and place when you used a fraction ______________ Other concepts related to fractions ___________________ How do you convert mixed numbers to improper fractions OR improper fractions to mixed numbers?_________ Give 2 examples of your best work (i.e. convert an improper fraction to a mixed number _______________ Why are you the best person to do this job? Victoria Lunetta, Chapel Hill, NC

10. On-going Assessment during Unit on Fractions Fraction Advice Please respond to this letter from a struggling 5th grade math student. You may write on this paper or write/type your response on another sheet. Dear Super-Intelligent Sixth Grader, I am in the fifth grade and need your advice. I do not know what improper fractions and mixed numbers are. I do not know how to convert from one to the other. I know this part of math is really important. My class has been working on it for a few days now. Everybody seems to understand it but me. Can you help me? Perhaps you can draw me a map, give me examples, send me step-by-step directions, or help me learn in any other way that is clear and accurate. Thanks! Lost in 5th grade math Victoria Lunetta, Chapel Hill, NC

11. Begin Slowly – Just Begin!

12. Use of Instructional Strategies The following findings related to instructional strategies are supported by the existing research: • Teaching and instructional strategies have nearly as much influence on student learning as student aptitude. • Lecturing, a common teaching strategy, is an effort to quickly cover the material: however, it often overloads and overwhelms students with data, making it likely that they will confuse the facts presented. • Hands-on learning, especially in science, has a positive effect on student achievement. • Teachers who use hands-on learning strategies have students who out-perform their peers on the National Assessment of Educational Progress (NAEP) in the areas of science and mathematics. • Despite the research supporting hands-on activity, it is a fairly uncommon instructional approach. • Students have higher achievement rates when the focus of instruction is on meaningful conceptualization, especially when it emphasizes their own knowledge of the world. Qualities of Effective Teachers by James H. Stronge, pp 43-44 Association for Supervision and Curriculum Development, 2002

13. Learning Style Options • Sternberg Triarchic Intelligence preferences • Learning modalities preferences • RAFTs, where the formats allow for learning style options • Learning contracts where learning style options are given • Anchoring activities that allow for choices by interests and/or learning style choices

14. Differentiation Using MI • Skills Standards: • Identify how the theme of a work represents a view or comment on life. • Express understanding of theme through a variety of products • Concept: • Heroism • Generalizations: • Individual values and community values are often in conflict • Heroes often reflect the values of a community • Heroes are born in conflict Hertberg ‘03

15. Lesson Sequence: MI • All students read “The Lottery” and “A&P” • All students engage in Socratic Seminar: Students investigate the lesson generalizations through the stories:Do these generalizations hold up? • Differentiated Activities according to intelligence preference (learning profile) Hertberg ‘03

16. Differentiation With MI • Verbal:Think about your definition of heroism. Create a short story in which the main character is forced into a heroic role for which he or she is not naturally suited. • Intrapersonal:Create a grid with your characteristics of a hero in one column. Then write your qualities in the corresponding rows. Are you, by your own definition, a hero? Explore your heroic qualities. In what facets of life might you be a hero? Create a verbal means of expressing your heroism, creating a plan for how you might apply your heroic qualities to help others. Hertberg ‘03

17. Differentiated Activities: MI • Visual:Create a visual representation of your concept of a hero. Make sure to consider all of the generalizations we have discussed. In a page, discuss what you created and how it reflects your definition of heroism. • Musical:Relate the concept of heroism to the principles of harmony in music theory. Express the relationship in either the lyrics of a song, the music of a song, or both. In a page, discuss what you created and how it reflects your definition of heroism. Hertberg ’03

18. STERNBERG’S INTELLIGENCES ANALYTICAL Linear – Schoolhouse Smart - Sequential PRACTICAL Streetsmart – Contextual – Focus on Use CREATIVE Innovator – Outside the Box – What If An idea for assessing students according to Sternberg’s intelligences would be to five the following scenario: Imagine you are driving with your parents and they are listening to the radio. An interesting piece comes on about something you do not know. As you listen, you get more and more interested. What do you want to know? Do you want to know all the little details that go into it? Do you want to know how it is being used? Do you want to know only enough information to think of other things to do? Students who choose the first question fall into the analytic intelligence, the second corresponds to practical and those who choose the final question are the creative learners.

19. Differentiating Physical Education Taskusing Sternberg Triarchic Intelligences Learning Goals: K: Behaviors that foster cooperation & safety U: A safe & healthy environment improves opportunities for success. D: Participate with respectful listening, sharing of ideas, & leadership Improve through practice, communication, and teamwork. Have fun and healthy benefits with physical activity Teambuilding Task Everyone in a learning-style alike group on a mat must get across a “toxic river” (gym floor) to another mat without touching the floor. A few items of equipment (rope, pole, hoop) may be given to group. p.1 of 4

20. PE:PRACTICAL Perform this task in a way which takes the • least physical effort • moderate physical effort • highest level of physical effort • relies on each member equally • uses least/most equipment Discuss: What might cause you to use each approach? What are the pluses and minuses of each approach? How can this exercise help you in real life? What safety concerns do you think your teacher had to think about? How did the teacher minimize the risks involved? p. 2 of 4

21. PE:ANALYTICAL • Consider the task. What will you need to do to succeed? What are obstacles you’ll likely encounter? • What individual strengths can you exploit? How will you ensure that everyone participates? • Complete the task. • Critique the performance, focusing on team improvement rather than individual. • Compare this activity to other Team endeavors. Was this task a good way to learn about teamwork? Why or why not? • How safe was this activity? How could you (or your teacher) increase or decrease the risks involved? p.3 of 4

22. PE:CREATIVE • Complete the group’s task to the best of your ability. • Try an alternative approach and repeat the task. • Design another such task that encourages cooperation and communication in a a different way – perhaps nonverbal communication? • What if you did not have the equipment you were given? How could you accomplish the task? What equipment is necessary? Unnecessary? • How could you ensure everyone’s safety and cooperation, yet complete the task in less time, less space, with more people/less people? page 4 of 4

23. AP Statistics RAFT Characteristics of Discrete and Continuous Random Variables Know: Definitions of discrete and continuous random variables What graphs of discrete and continuous random variables look like Understand: Discrete and continuous random variables have distinct, identifiable attributes. Be Able to Do: Look at a graph and identify whether it represents discrete or continuous random variables Interpret a word problem to determine whether it involves discrete or continuous random variables Draw a probability histogram of discrete and continuous randomvariables

24. Directions for the RAFT ACTIVITY Students will pick one of four RAFT groups located in the four corners of the room, with the understanding that the groups must have equal numbers of participants. Students will work with their groups for 30 minutes to develop their RAFT assignment. During the last 15 minutes of class, students will meet in groups of 4 that contain a representative of each of the RAFT strips to present their work and see the other formats (2-3 minutes each). The teacher will move around the class and may select one example of each strip for presentation at the beginning of the next day’s class.

25. The RAFT Activity Kathie Emerson, Timberline High School, Boise, ID

26. Southern Cop by Sterling A. Brown Let us forgive Ty Kendriks The place was Darktown. He was young. His nerves were jittery. The day was hot. The Negro ran out of the alley. An so he shot. Let us understand Ty Kendricks. The Negro must have been dangerous, Because he ran; And here was a rookie with a chance To prove himself a man. Let us condone Ty Kendricks If we cannot decorate. When he found what the Negro was running for, It was too late; And al we can say for the Negro is It was unfortunate. Let us pity Ty Kendricks, He has been through enough, Standing there alone, Having to hear the wenches wail And the dying Negro to moan.

27. RAFT Assignment: “Southern Cop” by Sterling A. BrownHigh School English: Stylistic Elements & Meaning Know • Simile, metaphor, repetition, syntax, diction Understand • Authors use stylistic elements to create tone. • Authors use stylistic elements to create point of view. • Tone and point of view are related. • Parallelism affects tone and meaning. Do • Analyze the importance of stylistic elements. • Show how style affects tone and point of view in this poem. • Discuss relationship of style to meaning. • Analyze the style of another poem and explain how it contributes to the meaning. To determine the RAFT task, the students will choose RAFT formats based on interests and learning styles. Students are required to use specific stylistic elements for each format. Upon completion, the students will be put into groups comprised of the six roles. Discussion will center on how each point of view affects the meaning and how the particular stylistic element they used contributes to the meaning. Candy Krueger Timberline High School Boise, ID

28. RAFT Assignment Candy Krueger Timberline High School Boise, ID

29. RAFT ACTIVITIES Role Audience Format Topic

30. Weather Topics RAFT choicesThese RAFTs focus on weather related vocabulary and instruments. No student would receive all these choices. Some of these choices may be made by teacher to “tier” because the vocabulary is beyond the grade level essentials.

31. Weather Terms raft, continuedAs the teachers developed more items for this RAFT, they moved away from putting weather terms in the first two columns. They continued to try to offer format choices to appeal to students’ interests or learning preferences. Are they still causing every task to focus on the learning goal of reviewing weather terms? What might be added?

34. Science Agenda on Chemical Problems in the Environment • IMPERATIVES (You must do these…) 1) Select a chemical problem in the environment and • Define and describe the difficulties is presents • Be sure to discuss why, where, and to whom/what • Your choices are: • Global Warming/Greenhouse Effect • Ozone Depletion • Acid Rain • Air Pollution • Water Pollution (including thermal pollution and land/ground pollution) 2) Complete a map showing where the problem exists, what/who is affected by it, and the degree of impact 3) Develop a talking paper that describes present and future solutions, as well as your recommendations.

35. NEGOTIABLES (You must do at least one of these…) 1) Determine the approximate costs of the problem of one badly affected region and develop a graphic that shows total costs and what makes the costs (for example: Health costs, clean-up costs, lost revenues from land, etc.) 2) Develop a timeline of the evolution of the problem over the last 100 years, including significant dates, and factors that contributed to the change. Take the timeline into the future based on your current understanding of trends associated with the problem. • OPTIONS (You may do one or more of these…) 1) Create a Gary Larson-type cartoon or an editorial cartoon that makes a commentary on the problem. 2) Prepare a fictionalized account, but based on scientific fact, of a person who lives in a badly affected area. Your goal is to put a human face on the problem. 3) Develop a 60-second public service announcement (taped) to raise audience awareness of the problem and introduce positive actions citizens might take to improve the prognosis for the future.

36. Appetizers • Something I can always be working on. • These are assignments that will reinforce concepts. • Vocabulary Words/Definitions • Word Searches • Idea Maps • Matching Worksheets • Label the Microorganism/Cell • Main Course • Required • These labs must be completed and turned in for credit. • Enormous E • Focus on Scopes • Pond Water Culture • Your Choice • Chapter 8 Test MicroorganismMenu Name:Class: Appetizers:Can always work on Soups/Salads:Homework Main Course:Required Desserts:Challenges • Soups/Salads • Homework Assignments • All homework must be completed and turned in for a grade. • Transparency #13 • Transparency #16 • Study Guide 8.1 • Study Guide 8.2 • Study Guide 8.3 • Desserts • Things I can do to challenge myself. • These are not required unless you have been given specific instructions. • Movie Notes • Make a Slide • Guess the Disease • Write a Letter • Microbe Mysteries • http://www.microbeworld.org Created by Meri-Lyn StarkElementary Science Coordinator Park City School District

37. Graphing Bingo: A “Go-To” Learning Contract

38. CHARACTERISTICS OF CLASSES THAT ENGAGE STUDENTS • Each student has learning experiences at intermediate difficulty for that student. • Expectations for the student are high but achievable for that student. • Students make decisions about their own learning that lead them to be autonomous learners. • Students believe their teachers care about them. • Students’ perspectives are valued. • There is both a sense of community and individuality. • Instruction is tied to student interests (and is culturally relevant). • The environment is safe. Engaged students are motivated to learn. They make a psychological investment in learning. They learn because learning is satisfying rather than for “approval.” They persist even when learning is difficult. ASCD Infobrief • Feb. 2002

39. Novels, plays, epic poems, music, history & other subjects all present a story that unfolds as a sequence of scenes or events. Fortune lines probe learners’ understanding of the story by requiring them to graph a pattern of events. For example, the story of little Red Riding Hood can be separated into ten scenes: Little Red Riding Hood sets off from home Little Red Riding Hood enters woods Little Red Riding Hood meets wolf Little Red Riding Hood escapes from wolf, continues through wood Little Red Riding Hood comes to grandma’s cottage ‘What big eyes you have’ ‘What big ears you have’ ‘What big teeth you have’ wolf unmasks, pursues Hunter enters, kills wolf Grandma found unhurt in cupboard Fortune Lines

41. Using a Strength to Support a Weakness One Example 100% Me poems I’m 9% math 10% soccer 4% science 2% clean locker I’m 21% wilderness 6% blue I’m 6% braces And 2% shoe I’m 33% smiles 3% brown hair 4% pineapple I’m very rare! Kelsey—Grade 6 In Practical Poetry: A Non-Standard Approach to Meeting Content-Area Standards By Sara Holbrook (2005), Portsmouth, NH: Heinemann, p. 79

42. Spending A Million Dollars on My Dream: Tapping Interest in Math Category Fraction Percent 1%1% 2% 0.240000 3% Building Materials 4% 45% 5% 10% 24% I found out a million dollars is a lot of money. I was able to buy 8 horses instead of 4. This project taught me a lot about horse farms and about math. 5th grade math project by Clara Hockman in Teaching Reading in Social Studies, Science, & Math by Laura Robb, New York: Scholastic, 2003, p. 174.

43. Task Cards gives the child and teacher opportunities for choice. A teacher may choose a task card, or set of cards for a particular student in order to meet their current needs for challenge. • In this current project the learning objective was: • Gaining familiarity with newspapers and reading for information • What can we do to alter this idea to fit our students’ needs?

44. Task Cards can also be an excellent way to provide variety in student products. These can be varied according to your student’s product preferences.

45. Readiness Differentiation • Leveled reading materials • Tiered lessons • Scaffolded lessons or scaffolded graphic organizers, journal prompts, questions, etc. • Cubing (can be used for readiness, but can also be used for learning profile options) • Think Dots (ditto) • Other strategies (RAFTs, contracts) can be adjusted to meet readiness needs

46. To Help Struggling Readers Advance: • Use small group and individual instruction. • Make instruction intensive enough to close the gap between these readers • and more fluent readers as quickly as possible. • Ensure that the student has/develops awareness of sounds. • Teach the skills of effective reading that the students missed in earlier grades • (setting a purpose for reading, scanning material, recalling background • knowledge, predicting, summarizing, monitoring understanding, etc.) • Use materials that match the student’s level of reading. • Build vocabulary. • Allot more time for reading and writing than for other students. • Build on student interests and strengths. Adapted from:What we Know About Helping Struggling Learners in the Elementary and Middle Grades Educational Research Service, Arlington, VA., 2004

47. Piggy Bank Justin and Sarah’s mom looked at the group of coins. She told Justin and Sarah that if they could make each group total the same amount, she would match that amount for their piggy bank. Show Justin and Sarah how to arrange their coins in 2 equal groups. Explain your thinking. Taking a lesson, or task you already have and differentiating according to need is a easy wayto begin the process. Ask yourself: what is concept/principle that is guiding this lesson? www.exemplars.com

48. Alternate Versions of the Task: More Accessible Version Each task will stillresult in the studentexplaining the strategy used tosolve this problem More Challenging Version www.exemplars.com

49. Whatever the level, the reasoning behind the solutioncan determine understanding and application: Expert Understanding Novice Understanding www.exemplars.com

50. Double Dice or Double Draw Double Dice: Play alone or in pairs. Roll two dice. Using the value of each die, complete the traction/decimal table below. Before beginning, decide if decimals will be rounded to the hundredths place or will be expressed as a mixed decimal. Complexity of numbers on a die can vary with student readiness. Double Draw: Same directions as Double Dice except that two cards will be drawn randomly from a deck of 20 cards that have been numbered. Numbers on cards can vary in complexity to match student readiness. Fraction/Decimal Table Number of players - Circle one: Round to hundredths or use a mixed decimal Roll or Proper 3 Equivalent Decimal Improper Mixed Decimal Draw Fraction Fractions Fraction Number 1 1/4 16 21 16/21 Milton School District (NY) • Margaret Bower, Lisa Daves, Lisa Floreano, Rosemarie Giachetta