Chapter 3: Selecting a Process

Chapter 3: Selecting a Process Handbook on Differentiated Instruction for Middle and High Schools - Northey

Topics chosen: • Flexible grouping • Small group differentiation • Individualizing instruction • Two frameworks for differentiating instruction

1. Flexible Grouping • avoids tracking students • get to know most of their peers • can be heterogeneous or homogeneous • constructed according to: • readiness levels • learning styles • interests

1. Flexible Grouping • “The Equalizer” – Carol Ann Tomlinson – How to Differentiate Instruction in the Mixed-Ability Classroom 1. pre-test on concept or skill 2. teach or review 3. assess student learning 4. give assignments based on students’ level of mastery

The “Equalizer”

“Equalizer” categories (pp 108 – 111) • 1. Information, Ideas, Materials, Applications Foundational  Transformational • 2. Representations, Ideas, Applications, Materials Concrete  Abstract • 3. Resources, Research, Issues, Problems, Skills, Goals Simple  Complex • 4. Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections SingleFacet  Multiple Facet

“Equalizer” categories (pp 108 – 111) • 5. Application, Insight, Transfer Small Leap  Great Leap • 6. Solutions, Decisions, Approaches More structured  More Open • 7. Planning, Designing, Monitoring Less Independence  Greater Independence • 8. Pace of study, pace of thought Slow  Quick

2. Small group differentiation • Literature circles • Study groups

Literature circles • overall goal – group students according to book choice • multi-step process • Step 1 – choose reading selection for class • Step 2 – chose roles to be used in group • Step 3 – assign roles to students

Literature circles • Step 4 – everyone reads selections and performed roles to class. Class discusses • Step 5 – Determine method for choosing books • Step 6 – Assign students to groups • Step 7 – Evaluate each student individually but also give group project. • www.literaturecircles.com • http://fac-staff.seattleu.edu/kschlnoe/LitCircles

Study Groups • set apart from whole class • can exist separately from class • Examples: • issues based • readers and writers group • book discussion • topic-centered

3. Individualizing instruction – Research project • Research Projects (pp 127 – 130) – student chooses own topic of interest. • choosing sources • taking notes and organizing • writing a thesis statement • writing outline • writing paper • constructing works cited

3. Individualizing instruction – Tic-Tac-Toe • Why? - assignments can address learning styles and multiple intelligences • Tic-Tac-Toe Menu (p 130 – 131) – 3 x 3 grid of activities provided, student chooses 3 (diagonally, vertically, horizontally – like the game)

3. Individualizing instruction - Curriculum Compacting • Why? – Work at own pace • How? • 1. assess what students already know • 2. make a plan to address gaps in unit of study • 3. enrichment activities to deepen understanding

3. Individualizing Instruction – Independent study • Why? – Self-directed exploration of interest • How? – Teacher works with student to determine interest, method of investigation, and final product • Who? – Good for students who are typically ahead of the rest of the class • Example of contract: p 131

3. Individualizing instruction – Learning contracts • Why? – Self- directed, student knows activities in advance. • How? – Student agrees with teachers on what grade they wish to get – list of activities provided • Students should contract for A • Examples pp 134 - 135

3. Individualizing Instruction – Apprenticeship / mentorship • Making use of community resources – adults, parents, etc. • Student can pursue a special interest • Contract should outline responsibilities of everyone involved (student, mentor, teacher, parent, principal) • see p 136

4. Two frameworks – p 142 • A. Parallel Curriculum (Carol Ann Thomlinson) • curriculum connections: link school to real world • curriculum of practice: students develop expertise • curriculum of identity: how concepts relate to students

4. Two frameworks – p 142 B. Complex Instruction (Elizabeth Cohen) • flexible groups – work interdependently • responsible for own learning • solving real world complex tasks

Activity • Pick a partner from your content area. • Get a slip of paper. • Use that “process” type to create a lesson or state how you would use it. • Do you think that “process” type would be valuable in your classroom? Be ready to discuss.

SUMMARY • Match instruction and assignments to students’ readiness and ability • Maybe differentiating products is the way to go also. • Teachers must know: • developmental issues of students • interests • how to make the “process” fit students first and “content” second

Chapter 3: Selecting a Process