Differentiating Instruction Day 2

1. Differentiating Instruction Day 2 Evelyn Blalock Columbus State University Evelyn Blalock

2. Check your Group Assignment Evelyn Blalock

3. Agenda for Today • Differentiated Instruction Review • Math Learning Styles • Content, Process, Product • Differentiated Strategy • Menu • Tiered Instruction • Flexible Grouping • Plan of Implementation Activity • Create a Tiered Menu for a Math 3 lesson/objective • How can you use Flexible Grouping in Math 3 Evelyn Blalock

4. 4 Math Instructional Styles • 4 Instructional Styles: (6th grade) all studying area and perimeter • Mastery • Apply formulas, compute accurately, reinforce skills through practice • EX-apply formulas you already know • Understanding • Discover patterns, make generalizations, develop mathematical explanations • EX-explain the process you used to figure out your answer • Self-expression • Think creatively, develop new problems, try our a variety of problem solving approaches • EX-create your own area & perimeter problem using shapes • Interpersonal • Make personal connections and solve real world problems • EX-draw floor plan of your house, How much carpet? Evelyn Blalock

5. The Differentiated Instruction Umbrella www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math Evelyn Blalock

6. Learning & Math Instructional Style Activity Individual Activity Learning Objective: Students will investigate the relationships between lines and circles. • What Math Instructional Style do you use most often? • Find 1 Math Tool to teach Conics • Use the matrix to find a Math Tool • Pick a style that you use least often. • Find 1 Math Tool to teach Conics • Use the matrix to find a Math Tool Evelyn Blalock

7. Learning & Math Instructional Style Activity Group Activity – How to teach content • Share with your Group • Math Tool for preferred Math Instructional Style • Math Tool for least used Math Instructional Style • Expand it • Create a way to use a Math Tool to teach content for any Math Instructional Style not covered • Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class Evelyn Blalock

8. Teachers Can Differentiate Content Process Product According to Students’ Interest Learning Profile Readiness Evelyn Blalock Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

9. What to Differentiate: CONTENT WHAT students learn PROCESS PRODUCT HOW students learn How students SHOW what they’ve learned Evelyn Blalock

10. Content • Content: What is being taught. • differentiate the actual content being presented to students • remediate, accelerate, or enrich using basic or more complex resources • Examples: • Connecting learning to real life uses • Leveling or Tiering materials; Adjustable Assignments (Gregory & Chapman, p. 71-76) • Using a variety of instructional materials • Providing choice (Gregory & Chapman, p. 152-158) • Using selective abandonment • Acceleration, compacting, flexible pacing • (Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All) Evelyn Blalock

11. 1. Content Example • Designing Multi-level lessons • Identify underlying concepts (Essential Content, Skills, Questions) • ALL students will learn • Use a graphing calculator to solve quadratic equations • Graph a quadratic equation • MOST students will learn • Solve polynomial, exponential, and logarithmic equations analytically and graphically • SOME students will learn • High Achievement: An abstract understanding of the parameters of a given quadratic equation • Beginning skills: Evelyn Blalock

12. Process • Process:How the student learns what is being taught. • Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking • Examples: • Flexible Grouping • Jigsaw (Gregory & Chapman, p. 115-117) • Task Cards and Tiered groups (Differentiated Instruction in Action Video) • Research and Brain-Based Instructional strategies from Marzano like Graphic Organizers (Gregory & Chapman, p. 101-108) • Learning contracts (Gregory & Chapman, p. 162-165) • Choice boards & Menus (Gregory & Chapman, p. 153-158; 163) • Compacting (Gregory & Chapman, p. 77-81) • Interest groups; flexible grouping (Gregory & Chapman, p. 84-90) • Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p. 120-123) • (Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All) Evelyn Blalock

13. 2. Process Example • Teach to assure that ALL students can answer the essential question (s) • Has the skills & knowledge needed for products • Using a Variety of teaching methods • To meet the needs of diverse students • Varying ability levels and academic performance levels • Variety of student strengths, learning styles, and interests Evelyn Blalock

14. Product • Product:How the student shows what he or she has learned. • differentiated by addressing different learning styles • providing choice in variety • different levels of complexity of products • Performance tasks Examples (Gregory & Chapman, p. 119) • Oral presentation • Math Log or journal • Draw a picture • Record findings • Play Who Wants to be a Millionaire or Jeopardy • Design a brochure for the process • Color code a sequence • Write a song • Make a bar graph and interpret the data • Learning Contract (Gregory & Chapman, p. 162-165) (Gregory & Chapman, 2007 Differentiated Strategies: One Size Doesn’t Fit All) Evelyn Blalock

15. 3. Product Example • Choice Board Strategy • Multiple Intelligence Choice board (See Gregory & Chapman, 2007, p. 33-43, 158) • Leveled/ Tiered /Scaffolded • Choice • Varied learning styles • Includes assessment plan Evelyn Blalock

16. Acceleration Curriculum Compacting Flexible Grouping Literature Circles Mentoring Contracting Independent Study                      Telescoping Inquiry Based Learning Post-holing     Learning Centers Tiered Instruction  Tic-Tac-Toe Choices Differentiated Assessment   Brain Compatible Learning Collaborative Learning     Project Based Learning Creative Problem Solving Differentiated Learning Strategies Evelyn Blalock

17. The Differentiated Instruction Umbrella www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math Evelyn Blalock

18. Designing Multi-level lessons • Identify underlying concepts (Essential Content, Skills, Questions) • ALL students will learn • Use a graphing calculator to solve quadratic equations • Graph a quadratic equation • MOST students will learn • Solve polynomial, exponential, and logarithmic equations analytically and graphically • SOME students will learn • High Achievement: An abstract understanding of the parameters of a given quadratic equation • Beginning skills: Evelyn Blalock

19. All Students Same Content Objectives /Essential Questions ALL students working on grade level GPS Differentiation makes grade level content accessible Start with concrete, build to abstract Same amount of time Each student challenged to do her/his best Benjamin, A. (2008). Differentiated Instruction using technology Tiered Differences Level of Abstraction Level of Complexity (more steps, more connections to related subjects) Level of Learning (Bloom’s Taxonomy) Level of Support (scaffolding) Level of Depth (more or less details) Level of Readiness (2 or more) Tiered Tasks Evelyn Blalock

20. Bloom’s Taxonomy: a hierarchy of levels of learning (see handout) Knowledge & Comprehension Application & Analysis Synthesis & Evaluation Abstract Concrete Concrete: everyone has the same image Abstract: everyone does not have the same image Must teach concrete 1st then abstract, then how to transition between the two Transition is extremely difficult for many students. They can memorize, perform steps on multiple problems, but can’t apply to a word problem. Teach students to visualize math & how to move to the symbolic Tiers adjusted by: • Benjamin, A. (2008). Differentiated Instruction using technology Evelyn Blalock

21. Abstract The Simplex method for finding pivot columns pivot rows pivot reductions the feasibility region Concrete 3-D Model of a shed with a plane but sloping roof Real World Problem To build a shed that will remain intact in a rainstorm or hurricane. Adjusted by Abstraction Example • de Bruyn, Y. (2003). Where is the highest point on the roof of a shed. Evelyn Blalock

22. High Interest Activities • Applying the abstract • Real-world connections • Allow students to practice • Example • Building a shed (Simplex method for feasibility region) • Putting carpet in the den (Area) • NASA Satellite Activity (Quadratic Equations) Evelyn Blalock

23. Think-Pair-Share • Think of at least 3 ways you currently differentiate; Think of at least 1 way you Tier content • Content • Process • Product • Pair • Share with Group Evelyn Blalock

24. The Differentiated Instruction Umbrella www.k8accesscenter.org The Access Center for descriptions of different Differentiated Strategies http://www.k8accesscenter.org/training_resources/mathdifferentiation.asp What is Differentiated Instruction for Math Evelyn Blalock

25. Choice Board Strategy, p. 215 (Content + Process + Product) • Organizers for curriculum • Variety of activities (types of product) • Variety of interests & learning styles (ways to process) • Addressing different topics by interest (content) • Use for choices within a unit; choices within class routine • Choose activities & products to learn skill or content • Choose more than one project/product • Flexible Grouping: working alone, pair, small & whole group Evelyn Blalock

26. Guide to Creating a Menu • Appetizer (Everyone Shares) • Purpose: To increase understanding or practice an important skill at the “ALL students will learn” level. • Entrée (Select One) • Purpose: These tasks or projects are designed for students to apply, evaluation, analyze, and synthesize the content as a culminating activity • At least 2 big tasks or projects • Side Dishes (Select at Least Two) • Purpose: These tasks or projects are designed to explore some of the interesting side topics using the content or to practice skills, make connections, think creatively, solve real world problems • At least 3 medium-sized tasks or projects • Dessert (Optional) • Purpose: (1) student must use higher level thinking skillsto produce a product that uses the content at a high achievement level, (2) a task at the “ALL students will learn” level so every student has the opportunity to earn extra credit Evelyn Blalock

27. Diner Menu – What is the probability that you and your classmates will pass the SAT? • Appetizer (Everyone Shares) • Use a graphic organizer to show the differences in interpretation of probability histograms for discrete and continuous variables. • Entrée (Select One) • Pose a research question that can be answered at school, collect data, then analyze and interpret the data. You must collect at least 30 data points. • With a partner, research the effect zip code and ethnicity (discrete variables) has on SAT score (continuous variable) distributions and write a 5 paragraph essay; What could be the causes for this? • Side Dishes (Select at Least Two) • Estimate the SAT scores of students in all zip codes around the school. Justify your answer. • With a partner, create and perform a skit from the point of view of a student whose SAT score falls 2 points below the cut off. Describe what the cut off point is. • Make predictions by interpreting probability histograms. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of experimental studies. Evelyn Blalock

28. Activity: Create a Menu • Choose an Objective from Math III • Interest Groups (Unit 1,2,3,4,5,6) • Create a Choice Board Menu for students • Choice, some • Supports a variety of learning styles, strengths, and preferences of the Teachers in this group • Addresses the needs of learners at a variety of readiness levels, including students with disabilities Evelyn Blalock

29. Flexible Grouping • Purpose: • To increase learning (Piaget, Vygotsky, & Research-based Best Practice) • To facilitate students with disabilities belonging and being accepted as equal members of the class community • Flexible, Heterogeneous Grouping (TAPS) • Total group: Everyone should know • Working Alone: problem-solve in their own way • Partner (Pairs): generate more ideas, show each other the solutions • Cooperative/Small group: groups ideas & talents to accelerate learning Evelyn Blalock

30. Assigning Students to Groups Heterogeneously • Random • Playing cards • Pull a string • Mixed by ability or learning style • By academic performance • The Wheel: Above grade level, at grade level, below grade level (Gregory & Chapman, p. 88) • By Learning style or multiple intelligence • By Math Learning Style • Change groups periodically, i.e. within one class period, once a month Homogenously • Interests • Readiness • Knowledge about a topic Evelyn Blalock

31. WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW. • Vygotsky, 1965 Evelyn Blalock

32. Managing Groups using Task Cards • VIDEO- Flexible Grouping & Tiered Instruction • Flexible Grouping • Video: Quick Fire Challenge in History class • Heterogeneous by mixing learning styles • Use of roles • Flexible grouping • Readiness levels & interests (Mid: Respectful Tasks intro & Foreign Language class example) • Tiered by readiness Evelyn Blalock

33. Think-Pair-Share • Individually – Think • How do you currently use flexible grouping in your classroom? • What improvements or changes would you make as you continue to support flexible grouping in your classroom? • Pair to discuss and share uses and improvements of flexible grouping • Share strategies with group at your table • Write a list of uses for flexible grouping in Math III classrooms • Add Flexible Grouping to your Menu or Tiered unit • Add list to your Exit Ticket Evelyn Blalock

34. Exit Ticket • Examples of Differentiating • Content • Process • Product • Post Menus to Ning • Groups can post bursts of genius that may come in the middle of the night. Evelyn Blalock