Differentiation of Instruction

1. Differentiation of Instruction “Equal treatment of unequals is the greatest injustice of all.”Edmund Burke Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

2. Name Tag Glyph Activity

3. What does this cartoon tell us about school?

4. The Road to Student Success Although the destination remains constant, the routes we take to reach that destination and the time it takes us to get there may vary.

5. Essential Question: How does differentiation meet the needs of all learners?

6. Activating Strategy: Animal School

7. Equality vs. EquityWhat is the difference? Differentiation is based on which of these?

8. What is differentiation? • “…To make unlike; to develop specialized differences.” Webster’s Dictionary • “…A philosophy which enables teachers to plan strategically in order to reach abilities and needs of diverse learners in today’s classrooms.” Gayle Gregory • “…Student’s differences may be an inconvenience, but adapting to diversity is the inevitable price for productivity, high standards, and fairness to the students.” Theodore Sizer • “…Shaking up what goes on in the classroom so that the curriculum is a better fit for all.” Carol Ann Tomlinson

9. What is Differentiation Handout(LFS Differentiation book)

10. Comparing Classrooms Activity

11. Traditional Single option assignments are the norm Time is relatively inflexible Whole-class instruction dominates A single definition of excellence exists Coverage of texts and curriculum guides drives instruction Assessment is most common at the end of learning to see “who got it” Differentiated Multi-option assignments are frequently used Time is used flexibly based on students and levels Many instructional groups are used Excellence is defined both by growth and quality Student levels, readiness, and interests drive instruction Assessment is on-going & diagnostic with multiple uses Comparing Classrooms (Carol Ann Tomlinson)

12. Traditional or Differentiated? Seinfeld History

13. Differentiation of Instruction: Part I Honor & Inspire LearnersWhile Building Community Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

14. How to Honor & Inspire Learners • Gather data • Create an environment that honors students Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

15. Gather data through… • Academic scores • Learning preferences • Learning styles • Interest inventories Resources for gathering data can be found at:http://troup612resources.troup.k12.ga.us/Instructional%20Strategies%20&%20Resources/Differentiation/Differentiation.htm Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

16. Use data to… • Help students know themselves, their strengths, their weaknesses, and their processes of learningBaseball Clip • Make decisions about classes and individual needsGerman Coast Guard (We need to know their language in order to keep them from sinking) Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

17. Distributed Summarizing:Use the Distributed Summarizing handout to answer the questions below. What data do you use?How do you use the data?How could you use more data in your classroom?

18. Create an environment that honors students through… • Physical settings • Routines • Emotional tone Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

19. Physical Setting • Adjust lighting to suit learners • Provide music • Offer options in the use of classroom space • Teach from different locations in the classroom Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

20. Routines • Teach students how to enter and exit the classroom • Teach students where and when to turn in papers • Teach students how and when to ask for help • Teach students where to go for supplies/materials • Teach students what to do when they are finished with their work Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

21. Emotional Tone • Affirmation Posters – For example • “Fair is not everyone getting the same thing, fair is everyone getting what they need to be successful” • “This is a risk-taking, mistake-making classroom” • Model Honor and Inspiration Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

22. Setting Emotional Tone • Michael Jordan Clip • Life = Risk • Concert/Encouragement • 212 degrees

23. Distributed Summarizing:On your distributed summarizing handout sheet answer the following question. Which factor of the classroom environment (physical setting, routines, or emotional tone) has the greatest impact? Why?

24. Building Community The same factors that honor and inspire students can also build classroom community. Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

25. Building Community Use data to strategically group students by • Interest • Choice • Readiness • Learning Styles Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

26. Using Grouping to Build Community Handout Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

27. Building Community Create an environment that nurtures community through physical setting • Create places for groups to work • Provide access to materials conducive to group work • Chart paper • Markers • Box of project materials Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

28. Building Community Create an environment that nurtures community by establishing group routines • Practice transitioning into and out of groups • Establish core groups that are responsible for helping each other • Appoint jobs for group members • Have “anchor” activities that students automatically work on without teacher direction after completing regular class work Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

29. Building Community Create an environment that nurtures community by setting a positive emotional tone • Students determine and set classroom expectations • Celebrate all learners by posting student work • Students create bulletin boards • Facilitate team building activities Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

30. Resources for Building Community • Promote “Random Acts of Kindness” in your classroom. Visit www.actsofkindness.org for activities and lessons for educators. • Sharing literature, articles, etc. that speak to the message of accepting others. www.teachtolerance.org • Build a “peace corner” in the room where students can go to work things out Each student has a role to play in the community! (play clip)

31. Distributed Summarizing:On your distributed summarizing sheet answer the following question. Why is building community important for a differentiated classroom?

32. Differentiation of Instruction: Part II Engaging & Meaningful LessonsThrough Differentiation

33. Ferris Bueller Clip

34. Students are more engaged and learning is more meaningful when students’ needs are met.Differentiation puts the focus on students’ individual needs. Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

35. 5 Elements of differentiation to meet students’ needs • Chunk – How students take in information • Chew – How students process information • Check – How students show what they know • Environment – Tone & routines • Information – What students learn Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

36. Differentiation techniques can occur whole group, small group, or individually Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

37. There are many variations to differentiate using these elements Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

38. Discussion/Journaling Offering Student Choices Graphic Organizers Vocabulary Instruction Varying Text Levels Memory Techniques Learning Profile/Interest-BasedProjects “Lite-n-Lean” Activities for differentiation Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

39. X Discussions and Journaling Start with questions everyone can answer, then move to more challenging questions for students that need to think more deeply. X Is this the only way to differentiate discussions/journaling? Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

40. On your own, come up with three journal questions in your content area that are at three different readiness levels. When everyone is finished, share with your table. Freelology Journal Topics – http://www.freeology.com/journal/index.php Teachers.net 180 Journal Topics – http://teachers.net/lessons/posts/1860.html

41. Offering Student Choices on: • Homework (select ___ out of ___) • Tests (selection of essay or short answer questions) • Vocabulary (select ___ out of ___) X X X Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

42. Graphic Organizers • Allow students to create their own organizers • Provide categories for some while allowing others to create their own categories • Allow students to create graphic organizers on the computer X X X Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

43. Differentiated Graphic Organizers A lesson was conducted on the art of origami. The sample below has three versions of a graphic organizer on the topic. Sample Origami Differentiated Graphic Organizers

44. Vocabulary Instruction Address different learning styles through activities such as bingo, picture words, charades, matching cards, ball toss, learning stations, etc. X X Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

45. Varying Text Levels It is essential that various text levels are used such as textbooks, short essays, magazines, and informational articles related to lessons. X X Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

46. Memory Techniques Brains learn and recall information in a variety of ways. Some memorization techniques include: Copy Change (copy pattern but change content), Total Physical Response (movement), Interactive Note Taking X X Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

47. Learning Profile/Interest-Based Projects Assess student interests prior to a unit and then group students accordingly X X X Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

48. Distributed Summarizing:On your distributed summarizing sheet answer the following questions. Which “lite-n-lean” strategies have you used?Which “lite-n-lean” strategies could you incorporate?

49. “Deep & Dynamic” Lessons for Differentiation • Choice Menus • RAFT Plus • Tiered Lessons • Contracts • Learning Stations Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.

50. In small groups, complete the Bloom’s Ball handouts for the assigned strategy. When finished, glue or tape the sheets to make a ball.