Differentiated Instruction: Adapting the Process

1. Differentiated Instruction:Adapting the Process Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Workshop 2

2. Workshop Outcomes • Increased understanding of how to differentiate the “process” • Add to our instructional strategies toolbox

3. The Business of Schools is: The Business of Schools Is to produce work that engages students, that is so compelling that students persist when they experience difficulties, and that is so challenging that students have a sense of accomplishment, of satisfaction—indeed, of delight—when they successfully accomplish the tasks assigned. Inventing Better Schools * Schlechty

4. Let’s Share! • Divide into 4 groups & ALL discuss these 4 questions • What Differentiated Instruction strategy did you try in your own classroom? • How did it work? • Is there anything you want to do differently in the future? • Is there a strategy you want to use in the future? • Each group choose “Best of the Best” • Share the best with the whole group

5. Key #1 – Adapt Process • Students use key skills • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities – not the target • Vary complexity • Teacher uses a variety of methods

6. More Than One Way to Get There

7. Examples of Process DI • Adding “movement” • Adjusting “time” • Use good reading strategies in ALL content areas & grade levels • Choices of tasks • Jig Saw Assignments • Cubing, ThinkDots, Think-Tac-Toe • RAFTS • Graphic Organizers • Learning Centers & Learning Logs

8. Begin With the Brain

9. The Body, Movement, and the Brain • Essential Question – How can movement help the brain reach its potential? • The Brain-Compatible Classroom • Chapter 3 (pg 41) • What can you take from this resource back to your own classroom?

10. Time, Time, and More Time • Essential Question – What role does TIME play in the classroom? • The Brain-Compatible Classroom • Chapter 5 (pg 75) • What can you take from this resource back to your own classroom?

11. Characteristics of Memory • Sensory • The more of the 5 senses stimulated, the easier it will be to recall • Intensity • Stands out in our memories • Emotional • Both positive & negative • Survival • Emotional & psychological as well as physical

12. More Characteristics of Memory • Personal Importance • Easier to remember things that have a personal impact • Repetition • More often we recall info, the better we get at recalling on demand • First & Last • The brain most easily remembers things from beginning & end of sessions

13. TEACHER: Donald, what is the chemical formula for water? DONALD: H I J K L M N O. TEACHER: What are you talking about? DONALD: Yesterday you said it's H to O.

14. Graphic Organizers – Show ‘n Tell • Teacher use • Help learners visualize information • Critical for visual learners!! • Student use • Great way for students to process understanding • Add another aspect • Large size for group work • Manipulate the pieces

15. Use Good Reading Strategies • Vary strategies to aid a variety of learning styles/intelligences • Good reading strategies work in any content area & grade level STRATEGIES: Before, During, & After Reading

16. Reading Strategies

17. As You Read, Note: Key phrases Important words Main ideas Puzzling passages Summaries Powerful passages Key parts Important graphics Etc. After You Read, Explain: How to use ideas Why an idea is important Questions Meaning of key words, passages Predictions Reactions Comments on style Interpretation of graphics Etc. DOUBLE ENTRY JOURNAL(Basic)

18. As You Read Key passages Key vocabulary Organizing concepts Key principles Key patterns Links between text & graphics After You Read Teacher Author Expert in field Character Satirist Political cartoonist Etc. DOUBLE ENTRY JOURNAL(Advanced) • As/After You Read • Why ideas are important • Author’s development of elements • How parts and whole relate • Assumptions of author • Key questions

19. Front load vocabulary instruction Encourage descriptions vs. definitions Use both linguistic and non-linguistic tools Teach key word parts Use individual word lists Have students interact about words they are learning Use words that are important in academic subjects Pre-assess and use formative assessment to match words and instruction to learner needs Teaching Vocabulary for Success Tomlinson ‘04 - Modified from Marzano ‘04

20. What Words Should Be Front Loaded? • Ones that are essential to understanding • Ones that you know students will struggle with • Ones that lack support in context How Many? • 3-4 for younger students • 5-6 for older students

21. When You Front Load Vocabulary, Be Sure: • Students have a context for the word • If not - YOU MUST establish a context • To show students how to use root words to make meaning • You maintain a focus on the words throughout the chapter • That you “hold up” the words in subsequent chapters as prior knowledge

22. Time For Lunch Come back at 1:00

23. High Quality Teaching… Who we teach How we teach Where we teach What we teach It’s About Having All the Parts in Place… Tomlinson ‘01

24. The 4 Roles of a Teacher • Diagnostician • Who am I teaching? • Program Design Engineer • What are students expected to learn? • Project Manager • How are students demonstrating their knowledge? • Assessor • Does the student product reflect/demonstrate understandings but also challenge them to stretch?

25. Diagnostician • Who am I teaching? • readiness • interests • Pre-Assess • Provides a baseline of prior knowledge • Helps set a high ceiling • Capitalizes on interests, abilities, strengths, learning styles

26. Review the Pre-assessment Ladder • What do none of my students know? • What do only a few of my students know? • What do some of my students know? • What do all of my students know?

27. Approaches to Pre-Assessment • Formal • Pre-tests/quizzes • Performance on prior end-of-unit assessments • Informal • Journal entries • Surveys & KWL activities • Webbing activities • Systematic Observation

28. Program Design Engineer • What are my students expected to • Know • Understand • Be able to do • Unpack your Content Standard(s) • What does this Content Standard mean in terms of student work? • The Content Standard is the BARE MINIMUM!

29. Teaching the Standard is Not the Same as Teaching to the Test

30. Concept "Know" = Facts “Understand” = Principles "Be able to Do" = Skills

31. KNOW . . . • Facts, names, dates, places, information • There are 50 states in the US • Thomas Jefferson • 1492 • The Continental Divide • The multiplication tables

32. UNDERSTAND . . . • Essential truths that give meaning to the topic • “Big Picture” concepts • Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT) • Multiplication is another way to do addition. • People migrate to meet basic needs. • All cultures contain the same elements. • Entropy and enthalpy are competing forces in the natural world. • Voice reflects the author.

33. BE ABLE TO DO . . . • Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) • Verbs or phrases (not the whole activity) • Analyze • Solve a problem to find perimeter • Write a well supported argument • Evaluate work according to specific criteria • Contribute to the success of a group or team • Use graphics to represent data appropriately

34. Project Manager Hat • How are my students demonstrating their knowledge? • What evidence will I collect? • Do I record a grade for it? • Do I have a balance between summative and formative assessments?

35. Assessor Hat • Does the student product reflect/demonstrate understandings but also challenge them to stretch? • Is there rigor? • Is there relevance?

36. Assessing for Differentiation • Formative Assessment SHOULD • Happen frequently • Drive instruction • Who needs differentiation • The struggling student? • The gifted student? • What needs to be differentiated • Summative Assessment CAN • Be used formatively!

37. Cubing Think Dots Think Tac Toe RAFTS Student Contracts Tiered Assignments Providing Task Choices

38. Cubing / Think Dots / Think Tac Toe • Provide for levels of thinking • Bloom’s levels • Learning Styles • Multiple Intelligences • Variety of uses • Choice of task • Below, At, or Above Grade Level options • Individual or group tasks

39. Connect It Illustrate It Change It Evaluate It Solve It Rearrange It Question It Satirize It Cartoon It Cubing • Describe ItLook at the subject closely (perhaps with your senses in mind). • Compare ItWhat is it similar to? What is it different from? • Associate ItWhat does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. • Analyze ItTell how it is made. If you can’t really know, use your imagination. • Apply ItTell what you can do with it. How can it be used? • Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

40. Ideas for Kinesthetic Cube • Arrange _________into a 3-D collage to show_________ • Make a body sculpture to show__________________ • Create a dance to show_______________________ • Do a mime to help us understand_________________ • Present an interior monologue with dramatic movement that________________________ • Build/construct a representation of________________ • Make a living mobile that shows and balances the elements of __________________ • Create authentic sound effects to accompany a reading of ________________ • Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

41. Ideas for Cubing in Math… • Describe how you would solve_____________ • Analyze how this problem helps us use mathematical thinking and problem solving. • Compare this problem to one on p._____ • Contrast it too. • Demonstrate how a professional (or just a regular person) could apply this kind of problem to their work or life. • Change one or more numbers (elements, signs) in the problem. Give a rule for what that change does. • Create an interesting and challenging word problem from the number problem. (Show us how to solve it too) • Diagram or Illustrate the solution to the problem. Interpret the visual so we understand.

42. Think Dots • Typically a small group activity • Vary the purpose • Pre-assessment • Anchor activity • Bell-ringer • Review • Post-assessment

43. Think Dots Title: Algebra level 2

44. R.A.F.T.S. • Role • Audience • Format • Topic • Strong Verbs

45. RAFT Activities

46. Four Steps to MUCH better Curriculum

47. Step One: Hook How am I going to make the task appealing, inviting, and intriguing to my students?

48. Step Two: Focus Does the task absolutely and with no ambiguity call on students to grapple with one or more of the key understandings and skills of the unit?

49. Step Three: Ratchet Is the task crafted at very high levels of thought and production for the students who perform it? Are you confident it will stretch them in use of information, critical and creative thinking, reflection on their thinking, skill and accuracy,research, insight, or other areas valuable in this effort?

50. Step Four: Tighten Are the directions written in such a way that the students cannot take the “low road” or the easy way out with their work? Are they written to direct students to the “high road” of the quest for quality in work and thought?