Differentiated Instruction in Project Based Learning sara.hallermann@pblschools

1. Differentiated Instruction in Project Based Learning sara.hallermann@pblschools.com

2. Opening • Welcome • Introductions

3. agenda • Overview of Agenda – “Big Ideas” addressed in the session...

4. Big Ideas addressed in the session • Schools across the nation are implementing RtI plans. • RtI provides struggling students with immediate support. • Students no longer have to “wait to fail” to receive interventions.

5. Big Ideas addressed in this session • The 21st Century Skill initiative is unfolding along a similar time-line. • Schools are implementing PBL and RtI at the same time. • To avoid competition among initiatives, teachers need to understand how the pieces of the puzzle (RtI, PBL, state adopted programs, differentiated instruction, etc..) fit together.

6. Big Ideas addressed in this session • PBL provides: • A common framework for curriculum development. • A student-centered environment that leads to differentiation • Opportunities for students to strengthen literacy skills across the curriculum.

7. Big Ideas Addressed in this session • PBL teachers should use strategies to differentiate instruction to ensure that all students have an equally engaging and successful experience.

8. Big Ideas Addressed in this session • 3 Important Components - • PBL is a curriculum design model. • The workshop model is a lesson design framework that is compatible with PBL and allows for differentiation. • W.O.N.D.E.R. is a PBL scaffolding process.

9. Agenda • RtI Overview • Elements of Differentiated Instruction • Review of Sample Learning Style Inventory • Hallmarks of a Differentiated Classroom • Differentiating Instruction in PBL using W.O.N.D.E.R. • Application – Incorporating Strategies into a Unit

10. What is RtI? • RtI was developed because of concerns about the large number of students receiving late or inaccurate identification of SLD. • At the time in which the RtI movement was initiated, students with SLD often did not receive support until after they had experienced multiple years of academic failure. (“Wait to fail” model)‏

11. What is RtI? • After an amendment was added to IDEA, schools across the nation began launching plans that allow for research-based interventions at the first sign of learning difficulty. • RTI is a system that involves identifying students in need of intervention, intervening accordingly, and monitoring student progress.

12. What is RtI? • Students may now be considered for special education based on their “response” to research-based interventions and progress monitoring.

13. What is RtI? • RTI plans commonly include the following features: • School-wide screening • Research-based interventions based on screening results (“Tiered” service delivery model)‏ • Progress monitoring during interventions

14. Think. Pair. Share. • Compare the following three items to a building's foundation, support beams, and interior design features: • Curriculum Design Model (PBL)‏ • Differentiated Instruction • RtI • Which item serves as the foundation? • Which item provides the support beams? • Which item is an interior design feature? • Why?

15. Architectural and interior design elements • PBL • Curriculum design model • Lays the “foundation” for inquiry-based instruction and 21st century skill acquisition

16. Architectural and interior design elements • RtI • Student support system • Serves as the “support beams”. • Provides students with the tools that they need to be successful in a 21st century inquiry-based environment.

17. Architectural and interior design elements • Differentiated Instruction • Focuses on whom we teach, what we teach, and how we teach. • Interior design element • Helps to prevent referrals to support and intervention courses. • Closes the achievement gap for students who are multiple grade levels below grade level when paired with intervention.

18. Architectural and interior design elements • Differentiated Instruction • Ensures success by respecting each student's readiness, learning modality, and interest.

19. Architectural and interior design elements • Other interior design elements include: • Research-based instructional strategies • Positive discipline model

20. Architectural and interior design elements PBL - Curriculum Design Model that Supports 21st Century Skills Cohesive Plan for Student Achievement Differentiated Instruction and Research-Based Instructional Strategies RtI – Comprehensive Student Support System Positive Discipline

21. Introduction to WONDER • Pair – Assessment activity • WONDER Overview

22. Visualize a highly differentiated classroom. What do you see? How is the room configured? What are the students doing? What is the teacher doing? Think. Pair. Share.

23. “Striving to do whatever it takes to ensure that struggling and advanced learners, students with varied cultural heritages, and children with different background experiences all grow as much as they possibly can...” - Tomlinson Differentiated Instruction

24. This part of the session will address... • Elements of differentiated instruction • Learning Style • Readiness • Interest • Aspects of projects that can be differentiated • Hallmarks of a differentiated classroom • Strategies for differentiating instruction in PBL

25. Elements of Learning Style Directions for Jigsaw 5-minute presentation per group after collaboration time Differentiating Instruction in Project Based Learning

26. Elements of Learning Style • Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information (Dunn & Dunn). • This interaction occurs differently in everyone.

27. Elements of Learning Style • In PBL, we need to try to figure out what is most likely to: • Captivate each student's interest. • Trigger and maintain their concentration. • Respond to their natural processing style to produce long-term memory.

28. Elements of Learning Style • One great thing about PBL is that it is student-centered in nature. • With PBL, you can create the conditions that allow you to differentiate and bring out the best in every student.

29. Elements of Learning Style • Everyone is unique. Some students... • Are “morning people”. • Easily absorb information presented orally. • Need soft lighting. • Like to work with others. • Need to talk to make sense of information. Everyone is different.

30. Elements of Learning Style • When students are taught according to their learning-style preferences, they: • Learn more • Have a better attitude about learning • Are more engaged (Dunn & Griggs)‏

31. Elements of Learning Style Groups • Physiological Elements • Global vs. Analytic • Sociological Preferences

32. DISTRIBUTION OF MATERIALS SILENT READING COLLABORATION Elements of Learning Style

33. Elements of Learning Style Presentations

34. Differentiating Instruction by “Readiness” in PBL • Skill and Background Knowledge Readiness • A student's entry point relative to a particular understanding or skill. • Linguistic Readiness • Matching students with reading materials that are moderately challenging.

35. Interest - Passion for a topic or skill Differentiating Instruction by Interest in PBL

36. Identification of Two Focus Students Elements of Learning Style

37. Setting up the Physical Space to Allow for Differentiation www.flipthisclassroom.com

38. An Informal Seating ArrangementAn Informal Seating Arrangement

39. Collaborative Work Spaces

40. Quiet Work Spaces

41. Soft Lighting

42. Small Group Meeting Space

43. Later in this session, we'll discuss the WONDER scaffolding steps to differentiate instruction in PBL. First, let's discuss aspects of curriculum that can be differentiated... How does this apply to PBL?

44. Content: What students should learn. Process: The approach used to facilitate the process of inquiry, develop literacy skills, and guide students to create high-quality, authentic products. Authentic Products: Vehicles through which students demonstrate and extend what they have learned. Aspects of projects that can be differentiated

45. Tomlinson's key descriptor.... “Student-Centered” You cannot effectively differentiate in a teacher-centered environment. Hallmarks of a Differentiated Classroom

46. If you are spending a large amount of time “on-stage”.... You need to get “off-stage”. Hallmarks of a Differentiated Classroom

47. Hallmarks of a Differentiated Classroom – Directions for Posters and Gallery Walk Differentiating Instruction in Project Based Learning

48. Hallmarks of a Differentiated Classroom - Groups #1 – DEVELOPING LEARNING TARGETS AND ASSESSING ENTRY POINTS INTO A PROJECT #2 - KNOWING THE STUDENTS #3 - FACILITATING ONGOING FORMATIVE ASSESSMENT #4 - PLANNING FOR TOMORROW'S INSTRUCTION #5 - CREATING A HEALTHY ENVIRONMENT

49. Hallmarks of Differentiated Instruction Gallery Walk Debriefing Differentiating Instruction in Project Based Learning

50. W.O.N.D.E.R. Scaffolding • Whet the appetite for knowledge - What's this all about? • Organize expert groups – What fascinates me the most? Who are my learning partners? • New question formation – What do I want to know? What will we create? Who's doing what? • Developing authentic products – Let's create something to “show what we know”. • Exhibiting our work - Show time! • Reflecting – Revisiting the driving question – What did we learn?