Differentiating Instruction in the Classroom and Curriculum

1. Differentiating Instruction in the Classroom and Curriculum Presented by: Christopher Tienken, EdD www.christienken.com

2. What is Differentiation? What do we already know?

4. “Differentiation is making sure that the right students get the right learning tasks at the right time.” Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl Corwin Press, Inc. – 2003 – pp. 86-87

5. Differentiate It • There are about six ways to differentiate an activity: • Process • Product • Content • Readiness • Interest • Learning Modality

6. What Do You Remember? • What do you remember from your other workshops on the topic about any of the six ways to differentiate. Post your thoughts or ideas about the ways to differentiate (They do not have to be absolutely correct. We will review the ways)

7. Differentiate It • Process: How you teach the content and/or how students experience it. Read a story vs listen to a story on tape • Product: What you expect students to produce. Paragraph, Speech, Graphic Organizer • Content: Different skills or CPI’s

8. Differentiate It • Readiness: Everyone works on same skill but the complexity and level of support differs • Interest: Students choose from various options • Learning Modality: Auditory, Visual, Hands-on

10. Instructional Strategies that Support Differentiated Instruction

12. High preparation strategies we will focus on today: Tiered Assignments RAFT’s (Role, Audience, Format, Topic)

13. DI Strategy: RAFTS • Strategy designed to help students focus on writing and reasoning while coming to understand essential concepts • High interest strategy that encourages differentiated writing across the curriculum • Gives students choice, appealing to their interests and learning preference, and adapting to their readiness levels • Can be used as “hooks” into new units, application within a unit, or extension activities

14. RAFT RAFT stands for Role of the writer. What is the writer’s role: reporter, observer, eyewitness? Audience Who is the ROLE writing too? the teacher, other students, a parent, people in the community, an editor? Format What is the best way to present this writing: in a letter, an article, a report, a poem? Topic This is where you put your content. What you want students to demonstrate understanding of in terms of specific content

15. Feudal System Raft Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. -Kathryn Seaman

16. Feudal System Raft Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. -Kathryn Seaman

17. Feudal System Raft Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. -Kathryn Seaman

18. Social Studies RAFT Students will Know: Names and roles of groups in the feudal class system. Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events. Be Able to Do: Research See events through varied perspectives Share research & perspectives with peers

19. Sample RAFT Strips LanguageArts Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

20. Sample RAFT Strips Language Arts Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

21. Sample RAFT Strips Language Arts Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

22. Sample RAFT Strips Language Arts Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

23. Now, examples… • Yours might look like these…

24. My Community Raft SWBAT explain the various roles / jobs of members of their community You can customize as you see fit. You can have only two RAFT strips or even one until the students get used to it. You can set the formats to match the readiness of your students. If you have three main levels in your class, make three different formats.

25. Alphabet Raft SWBT identify sound / letter relationships This tries to address the three main readiness levels often found in K classrooms and even some Grade 1 rooms at the first MP of the year.

26. K students WBAT: explain major events in a story [Newark]

27. Punctuation Raft SWBAT use punctuation correctly. It is up to you what you do. Make the RAFT to suit your students at each specific time of the year.

28. Math Raft

29. Plant Cycle SWBAT explain the life cycle of a plant [Somers Point]

30. Math Raft SWBAT explain relationships between mathematical operations

31. Parts of Speech SWBAT explain the roles /uses of nouns, verbs, or adjectives [Newark]

32. Math Review SWBAT to explain / solve various mathematics concepts and problems [Somers Point]

33. MUSIC RAFT

34. Science RAFT

36. Fractions

37. Physics Teacher would have stats/details/ etc for each topic: i.e. mass and volume of the friend’s brain…

38. Novel RAFT: Tuck Everlasting SWBAT demonstrate literal comprehension. [ Somers Point]

39. Generic Book Plot

40. Generic RAFT for Making Reading Connections

41. Generic RAFT for Comprehension: Summarizing

42. SLOPE INTERCEPT Slope: SWBAT explain various aspects of the slope formula

43. Expressions SWBAT: explain how to simplify expression involving exponents by using properties of exponents.

44. Algebra Passaic County Technical School

45. Objective- swbat compare/contrast the life of the Native Americans (Lenni Lenape) to the life of people in the 21st century. Camden

46. SWBAT: Explain that the motion of an object is due to the individual forces acting upon it and identify those forces.Conceptual Physics/10th grade Gloucester

47. 11th Grade, US History II ClassTopic: The US’s Decision to Drop the Atomic BombObjective: Students will be able to list and explain the pros and/or cons behind the US’s decision to drop the atomic bomb in 1945. Camden County

48. Objective: Students will be able to explain the different roles of participants associated with HIB. Camden

49. RAFT Possibilities

50. Designing a RAFT: Keep Your GOALS in Mind: Set the Objective KNOW: What do you want students to know? UNDERSTAND: What do they need to understand DO: What will they do?