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Differentiated Instruction

Differentiated Instruction. Jacque Melin – GVSU www.formativedifferentiated.com. Differentiation. C. Tomlinson. Is a teacher’s response to learner’s needs. Guided by general principles of differentiation. Meaningful tasks. Flexible grouping. Continual assessment.

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Differentiated Instruction

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

  2. 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.

  3. HUGE – LIKE AN ELEPHANT

  4. Rigor/Relevance For All Students

  5. 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

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

  7. Application Model 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 S. Gendron, Kentwood presentation, March 2011

  8. 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

  9. Beginning with the end in mind… What are we asking our students to know, understand, and be able to do?

  10. When is a Task Rigorous? Students… • think deeply about a problem • analyze new situations • interpret and synthesize knowledge • bring ideas together in a new or creative way • develop and justify their own criteria for evaluation • are intellectually challenged

  11. Rigor is… Rigor is not… • More or harder worksheets • The higher level book in reading • Additional “work” • More homework • Scaffolding thinking • Planning for thinking • Assessing thinkingabout content • Recognizing the level of thinkingstudents demonstrate

  12. Rigor is about complexity-not difficulty!

  13. Academic rigor is helping kids learn to think for themselves…

  14. Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Knowledge In one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations

  15. When is a Task Relevant? Students… • see the value beyond the school setting • address an actual problem of contemporary significance • build on real-life experiences to solve • communicate knowledge beyond the classroom • recognize the connection between classroom knowledge and situations outside the classroom

  16. Relevant Lessons Ask Students To: EVALUATE REVISE JUSTIFY RECOMMEND INFER ARGUE PRIORITIZE PREDICT CONCLUDE FORMULATE

  17. Relevant lessons ask students to apply their knowledge to real-world problems that have more than one solution.

  18. Relevant tasks answer the question,“Why do we have to know this?!”

  19. “The challenge is great, but so is the opportunity.”

  20. Additional Resources • Common Core State Standards • http://www.cde.ca.gov/re/cc/ • Sample Released Items (SBAC) • http://www.smarterbalanced.org/sample-items-and-performance-tasks/

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

  22. Change the Content

  23. Change the Content • Complexity • Resources • Environment

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

  25. 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/

  26. DO – Manipulatives: Concrete • Language arts manipulatives • Science manipulatives • Social studies manipulatives

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

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

  29. Think Dots Rock Cycle

  30. Think Dots Rock Cycle

  31. Think Dots Rock Cycle What I like… • This as a formative assessment • It is tiered for students • Student choice of activity • Potential student collaboration

  32. S H A P E

  33. Tiering is… • A form of differentiation • Differentiation according to readiness • Based upon students’ readiness for a particular task • Driven by pre-assessment • NOT the only kind of differentiation, though it is foundational • NOT locking students into “ability boxes” -- groups are flexible and vary according to the task • NOT more work or “better” work for some levels – tasks are equitable

  34. Tiered assignments should be: -Different work, not simply more or less work -Equally active -Equally interesting and engaging -Fair in terms of work expectations and time needed -Require the use of key concepts, skills, or ideas -Are used as practice or daily work, NOT as an assessment task to be graded. -Learn from each other – share work!

  35. Basic Elements Defining the Core Curriculum

  36. Differentiating the Core:Modifying the Process Element – Thinking Skills

  37. Differentiating the Core:Modifying the Process Element – Research Skills

  38. Differentiating the Core:Modifying the Product Element

  39. Differentiating the Core:Modifying the Content Element

  40. Tiered Graphic Organizers Tier 1

  41. Tiered Graphic Organizers Tier 2

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