Differentiated Instruction Secondary

1. Differentiated Instruction Secondary Special Education Robert Burrell & Cindi Williamson August 21, 2012

2. Agenda • Norms • Define and Identify Differentiated Instruction • Activity: Pre-Assessment • Unwrapping an Student Expectation • Activity: Unwrap a Student Expectation • Identifying Student Need • Activity: Mock Student Profile • Differentiated Strategies • Activity : Differentiating a Lesson

3. Norms! • Participate actively and respectfully • Have an open mind • Stay on time/ task • Help your neighbor • Turn off technology NORM!

4. Differentiated Instruction... A set of decisions that the educator makes to bring learning within the reach of each student.

5. Differentiated Instruction… What D.I. Is What D.I. Is Not • DI is used to reach the goal set for student learning • DI is not instruction based on isolated skill steps. • DI uses ever-changing (flexible) grouping for learning • DI is not tracking students into homogeneous groups or individualized instruction Source: Gartin, B.C., Murdick N.L., Imbeau, M., & Perner, D.E. (2002) How to use differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom. Arlington, VA: Council for Exceptional Children. Adapted from Tomlinson, 1995

6. Differentiated Instruction… What D.I. Is What D.I. Is Not • DI includes clarifying the depth and complexity of the content • DI is not reducing the number of questions or problems (Accommodations) • DI provides multiple approaches to content, process, and product • DI is not activity based, chaotic instruction in which students work only on what they are interested in. Source: Gartin, B.C., Murdick N.L., Imbeau, M., & Perner, D.E. (2002) How to use differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom. Arlington, VA: Council for Exceptional Children. Adapted from Tomlinson, 1995

7. Differentiation Is a teacher’s response to a learner’s needs Guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers can differentiate through Content Process Product Environment According to a students’ Readiness Interest Learning Profile Through a variety of instructional strategies

8. Steps to Differentiation… STEP 1 Pre-Assessment/ Ongoing Assessment: To determine the level of the student’s current academic performance in relation to the Objective, S.E. or Concept that is going to be taught. (What cognitive ability level is the student functioning on before, during and after the task/instruction).

9. STEP 1 Pre-Assessment Examples… STEP 1 Examples Tools for Pre-Assessments/Ongoing Assessments • Gallery Walk • K-W-L Chart • Pre-Assessment Checklist • Response Cards

10. STEP 1Pre-Assessment… STEP 1 Activity Pre-Assessment Handout #1 • On your own using, the Pre-Assessment handout write down as many ways as you can think of to pre assess a students level of prior knowledge. • For the next 2 minutes you will be asked to rotate to someone you have not talked to yet to trade pre-assessment ideas. • The goal is to see who can acquire the most pre-assessment techniques. (2 minutes starting now)

11. STEP 2 Student Expectation– (SE) Student Expectations are examples of what students are expected to do to demonstrate their acquisition of knowledge and skills. The following : Example: (A) describe some cycles, structures, and processes that are found in a simple system.

12. Step 2 Unwrapping Student Expectations The term unwrapping means to separate concepts from skills, the two remain interrelated. When educators’ “unwrap” standards, they reference a thinking skills hierarchy, such as Bloom’s Taxonomy, to identify the approximate thinking level of each individual skill. (Ainsworth, 2010)

13. Step 2 Unwrapping Student Expectation Example… Analyze the wording in the state standard to identify the embedded concepts and skills. • Concepts are the important nouns or noun phrases, and the skills are the verbs. • To unwrap, underline only those nouns or noun phrases that represent teachable concepts. Circle only those verbs that represent what students are to do. Together Lets Unwrap: Example – Math SE “The student uses lists, tables, and charts to express patterns and relationships,” the teachable concepts are underlined and the skills indicated for the students to do are circled. Answer: The verbs “uses and express” should be circled. Even though there are other verbs included in it –They are descriptors of the teachable concepts, not skills that the students themselves are expected to do. The phrase should be underlined.

14. STEP 2 Activity Student Expectation (SE) Handout (2 minutes) • From the SE’s on your table. • Choose an SE to unwrap. • Circle the verbs that represent what the students are to do. • Underline the nouns or noun phrases that represent teachable moments. • When you are finished please put to the side for later use.

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16. Higher Order Thinking Skills 6 Creating - Combining organizing elements to form a coherent or functional whole or into a new pattern, structure or idea. 5 Evaluating - Make judgments based on criteria and standards, using previously learned knowledge. 4 Analyzing - Break down knowledge into its components and determine the relationships of the components to one another and then how they relate to an overall structure or task. Lower Order Thinking Skills 3 Applying - Carry out or use a procedure in a given situation – using learned knowledge. 2 Understanding – Construct meaning from instructional material including oral, written and graphic communication. 1 Remembering - Retrieve Knowledge from Memory.

17. Working Memory Attention/ Acquisition Average person can manipulate four things at a time in their working memory Affected by emotion and motivation Long-Term Memory Processing Learning is stored in long term memory if it connects to an existing schema Affected by prior knowledge and brain health Higher Order Thinking Can only occur after the other steps because it involves taking existing schemata and re-formulating them

19. Differentiate by: Content, Process, and Product… • Content— what students learn • Process— how students go about making sense of ideas and information • Product— how students demonstrate what they have learned • Environment – how the environment effects a students learning and performance (study carrel, seat in front, eliminate visual distractions, checklists for organization, eliminate unnecessary materials from desk, room arrangement, lighting, temperature, seat facing the window)

20. According to a Learners’… • Readiness – refers to the student having the necessary skills for the upcoming assignment • Interest - refers to those activities and topics that the students finds interesting and motivating • Learning Profile - indicates the primary mode of learning in the student; a quick inventory is the usual way to gather this information.

21. Readiness… Readiness is the student’s entry point relative to a particular understanding or skill. Tomlinson, 1999, p. 11

22. Less-Developed Readiness Level… • Students with less-developed readiness may need • someone to help them identify and make up gaps in their learning so they can move ahead; • more opportunities for direct instruction or practice; • activities or products that are more structured or more concrete, with fewer steps , closer to their own experiences, and calling on simpler reading skills; or • a more deliberate pace of learning. Tomlinson, 1999, p. 11

23. Advanced Readiness Level… Advanced students may need… • to skip practice with previously mastered skills and understandings; • activities and products that are quite complex, open-ended, abstract, and multifaceted, drawing on advanced reading material; • a brisk pace of work, or perhaps a slower pace to allow for greater depth of exploration Tomlinson, 1999, p. 11

24. Readiness Activity… Activity Student Profile Handout – Readiness Read the excerpt on your mock student to determine the student’s readiness level.

25. Interest… • Ifsomething is interesting, we actively attend to it, and that inner focus is outwardly manifested in an… intent gaze, puckered brow, qualitative change in pitch we might sound excited or awed, and/or a body position shift towards the object of interest (Hidi 2006, Silvia 2008a, 2008b)

26. Interest cont.… • Experiments with adolescents showed that the combined influx of emotional and intellectual energy fuels the student to persist, even when the task becomes increasingly challenging. (Ainley, Corrigan, & Richardson, 2005; Ainley, Hidi, & Berndorff, 2002) • When in an interested state of mind, extra cognitive effort does not feel like extra work: “Although focusing attention and continuing cognitive engagement normally require increased effort, when interest is high these activities feel relatively effortless” (Hidi, 2001b, p. 7712)

27. Interest Activity… Activity Student Profile Handout – Interest Read the excerpt on your mock student to determine the student’s interests.

28. Learning Profiles… Learning Profile Differentiation: Learning Profile - indicates the primary mode of learning in the student; a quick inventory is the usual way to gather this information. • It is effective to think about using severalintelligence preferences/typesas ways for students to explore or express ideas. • Much can be accomplished by asking students to make their own choices. • As you begin to differentiate your instruction in response to a range of learning-profile needs, select a few categories to emphasize in your planning.

29. Learning Profile Activity… Activity Student Profile Handout – Learning Profile Read the excerpt on your mock student to determine the student’s learning profile.

30. Handout Examples… • Interest Questionnaire • Readiness Questionnaire • Learning Profile Questionnaire • Differentiating Content, Process, and Product • Addressing Interest, Learning Profile, and Readiness ** See handout from presentations @ https://fwisd-differentiated-instruction.wikispaces.com

31. Working Memory Attention/ Acquisition Average person can manipulate four things at a time in their working memory Affected by emotion and motivation Long-Term Memory Processing Learning is stored in long term memory if it connects to an existing schema Affected by prior knowledge and brain health Higher Order Thinking Can only occur after the other steps because it involves taking existing schemata and re-formulating them

32. Students with Disabilities May Have Difficulty: • Solving problems (Montague, 1997; Xin Yan & Jitendra, 1999) • Visually representing problems (Montague, 2005) • Processing problem information (Montague, 2005) • Memory (Kroesbergen & Van Luit, 2003) • Self-monitoring (Montague, 2005)

33. Students with Disabilities May Have Difficulty: • Meeting content standards and passing state assessments(Thurlow, Albus, Spicuzza, & Thompson, 1998; Thurlow, Moen, & Wiley, 2005) • Mastering basic skills(Algozzine, O’Shea, Crews, & Stoddard, 1987; Cawley, Baker-Kroczynski, & Urban, 1992) • Reasoning algebraically(Maccini, McNaughton, & Ruhl, 1999)

34. Learning Strategy… • Learning Strategies are techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings (Deshler, Ellis & Lenz, 1996) • Examples: Mnemonics, Graphic Organizers, Study Skills

35. Instructional and learning strategies should address: • Memory • Language and communication • Processing • Attention • Organizational skills • Academic anxiety

36. Best Practices… • Pretest • Describe • Model • Practice • Provide Feedback • Promote Generalization

37. SCAFFOLDING

38. Definition of Scaffolding… “Scaffolds are forms of support provided by the teacher (or another student) to help students bridge the gap between their current abilities and their intended goal. Scaffolds may be tools, such as cue cards, or techniques such as teacher modeling.” -Barak Rosenshine & Carla Meister, 1992 Educational Leadership, 49(7), p. 26

39. According to the literature… • Scaffolded instruction is "the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning" (Dickson, Chard, & Simmons, 1993). • Scaffolding is a process in which students are given support until they can apply new skills and strategies independently(Rosenshine & Meister, 1992). • Provision of an enabling context that provide advice, support and guidance to learners (McLoughlin & Marshall, 2000)

40. What should scaffolds provide? • Provide clear directions – we do not want students wondering about like prospectors in the desert. • Clarify purpose – Why are we doing this? Keeps purpose and motivation in the forefront. Lessons aspires to meaning and worth. Build around essential questions. Helps to keep the “big picture” central and in focus. Students are let in on the secret early. • Keep students focused on task; develop on-task student behaviours; focus their learning • Offer assessment to clarify purpose -

41. Guidelines for Effective Scaffolding for Learning Disabled Students • Identify what students know • Begin with what students can do • Help students achieve success quickly • Help students to “be” like everyone else • Know when it’s time to stop: Excessive drill or practice may result in students refusing to work or making numerous errors. Employing systematic review and purposeful practice with a limited number of math problems or comprehension questions was effective • Help students be independent when they have command of the activity: teachers need to listen and watch for clues from their students as to when teacher assistance is not needed.

42. Brain Based Strategies • Mnemonics • Graphic Organizers • Multiple Opportunities to Respond • Concept Teaching • Flexible Grouping • Tiered Learning • Assisted Note Taking

43. Attention /Acquisition • Anticipation guides • KWL Charts • List-Group- Label

44. Differentiated Lecture • Socratic Seminar • Outline Completion • Guided Lecture • Responsive Lecture • Demonstration Lecture • Pause Procedure Lecture • Think – Write – Discuss Lecture • Jigsaw

45. Tools for Assessing… Gallery Walk Response Cards KWLQ Chart Journals Four Corners Conferencing Conversation Circles Observing Checklists Reading Survey Pop Quiz Portfolio w/ Rubrics Graphic Organizer Assessment Menu Concept Map

46. Differentiation Is a teacher’s response to a learner’s needs Guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers can differentiate through Content Process Product Environment According to a students’ Readiness Interest Learning Profile Through a variety of instructional strategies

47. Differentiation Activity… Differentiated Lesson Activity Instructions: Your group will receive a differentiated strategy as well as SE to discuss briefly. You will use the strategy to develop a lesson for the mock student that you have already received. After each group has developed their lessons, everyone will share out. Be creative when developing and presenting lessons.

48. Non-Negotiables for Differentiation • Continuous Assessment – Ongoing and informal testing that is used to understand where students are in their learning to assess what is working and what is not , so teachers can adjust instruction. • High Quality – Certain knowledge to master and skills to learn. • Respectful Tasks – Assignments that honor the needs of each student • Flexible Grouping – Arranging student work groups in various ways, for example, whole group, small group, partners and other options. • Match the strategies to the task and student(s).

49. Thank you

50. Need more information… Learning Network Specialist Robert Burrell Elizabeth Gowan Jerry Sorrell Learning Network Curriculum Specialist Susan Moore Cindi Williamson Instructional Specialist Bolivia Mason Laurie Rubino Directors of Special Education Missy Heady Ed. D Mirta Sonnen Angie Underwood Executive Director Mariagrazia Sheffield, Ph. D. Special Education Office Number 817-814-2830 Thank you!