Coaching for Differentiation By Lori Comallie-Caplan

2. The success of education depends on adapting teaching to individual differences among learners. Yuezheng, in fourth century B.C. Chinese treatise, Xue Ji

4. Reading Partners / Reading Buddies Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with Teacher Prompt Choral Reading/Antiphonal Reading Flip Books Split Journals (Double Entry – Triple Entry) Books on Tape Highlights on Tape Digests/ “Cliff Notes” Notetaking Organizers Varied Texts Varied Supplementary Materials Highlighted Texts Think-Pair-Share/Preview-Midview-Postview Tomlinson – ‘00

5. TO DIFFERENTIATE PROCESS Fun & Games RAFTs Cubing, Think Dots Choices (Intelligences) Centers Tiered lessons Contracts

6. Choices based on readiness, interest, and learning profile Clear expectations Timelines Agreements Product Guides Rubrics Evaluation

10. What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001) Show overhead 7-if timeShow overhead 7-if time

16. Differentiating Instruction:Rules of Thumb Be clear on the key concepts and generalizations or principles that give meaning and structure to the topic, chapter, unit, or lesson you are planning. Lessons for all students should emphasize critical thinking. Lessons for all students should be engaging. In a diffentiated classroom, there should be a balance between student-selected and teacher-assigned tasks and working arrangements.

17. It Begins with Good Instruction  Lynn Erickson: We know from brain research that students need to see patterns and connections, and any learner is looking at information and trying to pattern and sort it into what they already have in their brains as far as past experience, past learnings. And if they have no way to make sense of this massive amount of information that's coming at them, then they tend to get confused. We also know that they tend to forget a lot of what they have learned. It just becomes "traipsing over trivia" because it doesn't make much sense to them. So, moving to a conceptual level for the structure of that information is going to be beneficial to students.

18. Planning a Focused Curriculum Means Clarity About What Students Should … KNOW Facts Vocabulary Definitions

19. KNOW Facts, names, dates, places, information There are 50 states in the US Thomas Jefferson 1492 The Continental Divide The multiplication tables

20. UNDERSTAND Essential truths that give meaning to the topic Stated as a full sentence Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT) Multiplication is another way to do addition. People migrate to meet basic needs. All cultures contain the same elements. Entropy and enthalpy are competing forces in the natural world. Voice reflects the author.

21. Understanding Understanding is more a matter of what people can DO than something they HAVE. Understanding involves action more than possession.

22. BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) Verbs or phrases (not the whole activity) Analyze Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Contribute to the success of a group or team Use graphics to represent data appropriately

30. On-going Assessment:A Diagnostic Continuum

32. Preassessment Is...

33. Formative Assessment Is...

34. Summative Assessment Is...

36. Student Traits There are four student traits that teachers must often address to ensure effective and efficient learning. Those are readiness, interest, learning profile, and affect.

37. Student Traits Readiness refers to a student’s knowledge, understanding, and skill related to a particular sequence of learning. Only when a student works at a level of difficulty that is both challenging and attainable for that student does learning take place.

38. Student Traits Interest refers to those topics or pursuits that evoke curiosity and passion in a learner. Thus, highly effective teachers attend both to developing interests and as yet undiscovered interests in their students.

39. Student Traits Learning profile refers to how students learn best. Those include learning style, intelligence preference, culture and gender. If classrooms can offer and support different modes of learning, it is likely that more students will learn effectively and efficiently.

40. Student Traits Affect has to do with how students feel about themselves, their work, and the classroom as a whole. Student affect is the gateway to helping each student become more fully engaged and successful in learning.

41. Learner Profile Card

43. Sternberg’s Three Intelligences

46. RAPID ROBIN

47. “I’m Not Finished” Freddie

48. One premise in a differentiated classroom: “ In this class we are never finished---

50. The Purpose of an Anchor Activity is to:

51. Using Anchor Activities to Create Groups

52. ANCHOR ACTIVITIES

53. ANCHOR ACTIVITIES Work best: when expectations are clear and the tasks are taught and practiced prior to use. when students are held accountable for on task behavior and/or task completion.

55. Some Anchor Activities

58. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

59. Choice Menu’s

65. 65

68. 68

69. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

70. Cubing Activities

71. What is Cubing Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. The cubes are six-sided figures that have a different activity on each side of the cube. A student rolls the cube and does the activity that comes up.

72. Cubing Describe ItLook at the subject closely (perhaps with your senses in mind). Compare ItWhat is it similar to? What is it different from? Associate ItWhat does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. Analyze ItTell how it is made. If you can’t really know, use your imagination. Apply ItTell what you can do with it. How can it be used? Argue for It or Against ItTake a stand. Use any kind of reasoning you want—logical, silly, anywhere in between.

73. Example

74. Start by deciding which part of your unit lends itself to optional activities. Decide which concepts in this unit can you create a cube for. Is it possible for you to make 3 cubes for 3 different interests, levels, or topics? First Step: (use one of the cubes) Write 6 questions that ask for information on the selected unit. Use your 6 levels of Bloom, intelligence levels, or any of the cubing statements to design questions. Make questions that use these levels that probe the specifics of your unit. Keep one question opinion based-no right or wrong. Second Step: (use other cubes) Use the first cube as your “average” cube, create 2 more using one as a lower level and one as a higher level. Remember all cubes need to cover the same type of questions, just geared to the level, don’t water down or make too busy! Label your cubes so you know which level of readiness you are addressing. Hand your partner the cubes and ask if they can tell high, medium, or low. If they can’t tell, adjust slightly. Third Step: Always remember to have an easy problem on each cube and a hard one regardless the levels. Color code the cubes for easy identification and also if students change cubes for questions. Decide on the rules: Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the 3 cubes? Places to get questions: Old quizzes, worksheets, textbook-study problems, students generated.

75. Ideas for Kinesthetic Cube Arrange _________into a 3-D collage to show_________ Make a body sculpture to show__________________ Create a dance to show_______________________ Do a mime to help us understand_________________ Present an interior monologue with dramatic movement that________________________ Build/construct a representation of________________ Make a living mobile that shows and balances the elements of __________________ Create authentic sound effects to accompany a reading of ________________ Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

76. Ideas for Cubing in Math… Describe how you would solve_____________ Analyze how this problem helps us use mathematical thinking and problem solving. Compare this problem to one on p._____ Contrast it too. Demonstrate how a professional (or just a regular person) could apply this kind of problem to their work or life. Change one or more numbers (elements, signs) in the problem. Give a rule for what that change does. Create an interesting and challenging word problem from the number problem. (Show us how to solve it too) Diagram or Illustrate the solution to the problem. Interpret the visual so we understand.

77. Cubing Fractions

78. The Cube First graders have been studying weather. They visit the Review Center at various times throughout the week as a way to review what they have learned about weather. Draw it Associate it Divide your paper into 4 sections. Choose one type of weather. Label each section with a season and Create a web with this weather in the draw what the playground might look like. Center. Write words in the bubble connecting to the center that describe Compare it how you feel when you see it. Choose 2 seasons. Use a Venn diagram to compare them. Describe it Work with a partner. Draw a card from the jar. Explain it Describe the weather type on the card Talk with a partner about your favorite so your partner can guess. type of weather. Analyze it Work with a partner. Read a book about rain. Talk about why we need rain.

81. Cubing with Charlotte’s Web Basic Cube Draw Charlotte as you think she looks. Use a Venn diagram and compare Charlotte and Fern. Use a comic strip to tell what happened in this chapter. Shut your eyes and describe the barn. Jot down your ideas. Predict what will happen in the next chapter using symbols. In your opinion, why is Charlotte a good friend? Abstract Cube Use a graphics program on the computer and create a character web for Wilbur. Use symbols on a Venn diagram to compare Wilbur and Charlotte. Draw the farm and label the items, people, and buildings. Use a storyboard to show the progress of the plot to this point. What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas. When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

82. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

83.  ThinkDots   An Instructional Strategy for Differentiation by Readiness, Interest or Learning Style  Kay Brimijoin, 1999

84. ThinkDOTs   After a conceptual unit has been presented and students are familiar with the ideas and associated skills, “Think DOTS” is an excellent activity for students to construct meaning for themselves about the concept they are studying. The instructor first defines readiness levels, interests or learning styles in the class, using on-going assessment. Each student is given a set of activity cards on a ring, a die, and an activity sheet. Each student rolls the die and completes the activity on the card that corresponds to the dots thrown on the die. Each student then completes the activity on the activity sheet. Materials: 1.        8 ½ x 11 inch paper 2.        Hole punch 3.        Metal or plastic rings 4.        Dice 5. Scissors 6. Markers or dots 7. Laminating materials

85. ThinkDOTs pg. 2  Construction: 1.   For each readiness level, six activities should be created. 2.  On an 8 ½ x 11 inch page divided into six sections (this can be done easily on the computer by creating a 2 x 3 cell table and saving it as a template), the activities should be written or typed in each section. 3.  On the back of each page, dots corresponding to the dots on the faces of a die should be either drawn or affixed (you can use Avery adhesive dots) on each of the six sections of the page. 4. The pages should be laminated for durability. 5. Then each page should be cut into the six sections. 6.  Use a hole punch to make holes in one corner or in the top of each activity card. 7.  Use a metal or plastic ring to hold each set of six cards together (you can get 100 metal rings from Office Suppliers in Roanoke for $9.00) 8.   Create an Activity Sheet to correspond to the lesson for easy recording and management.

86. ThinkDOTs pg. 3 Suggestions: 1.  Use colored paper and/or colored dots to indicate different readiness levels, interests or learning styles. 2.  Have students work in pairs. 3.  Let students choose which activities – for example: roll the die and choose any three; create complex activities and have students choose just one to work on over a number of days. 4.  After students have worked on activity cards individually, have them come together in groups by levels, interest or learning style to synthesize 

87. ThinkDOTs pg. 4 Application: 1.  Use “ThinkDOTS” to lead students into deeper exploration of a concept. 2.  Use “ThinkDOTS” for review before assessment. 3.  Use “ThinkDOTS” as an assessment.

88. Think Dots:Grade 2 Math What students should know Count by fives Count up to sixty Tell time to the half hour 4 quarters is equal $1.00 3 fives makes fifteen There is quarter after and a quarter till Clock is divided into 4 parts and is similar to 4 quarters equaling $1.00 What students should understand Time helps people plan their lives better. Time helps people communicate. What students should be able to do Tell time to the quarter hour

89. Think Dots:Grade 2 Math Students will tell and write time to the quarter hour, using analog and digital clock. Think Dots Version 1: Time

90. Think Dots:Grade 2 Math Students will tell and write time to the quarter hour, using analog and digital clock. Think Dots Version 2: Time

91. “Generic” ThinkDOTS for High School Literature – Concept : Prejudice Prejudice Discuss how prejudice and discrimination are not only harmful to the victim, but also to those who practice them. Scapegoating Imagine a group of people that could be scapegoats. List and describe stereotypes of this group and the treatments they received because of them. Articles Read the article. What could be reasons for the persecution? How can you justify and minds of those responsible?  Photography Photographs tell stories. Write a caption for the photo and explain why you chose it. Genetics Certain characteristics are blamed on genetics. Do genetics impact the characteristics of your group? Explain the reasoning behind your answer. Use your science knowledge. Stereotypes Your group was persecuted. Identify a group who has been persecuted in more recent years. Compare the two and give reasons why.

92. “Generic” ThinkDOTS for High School Literature – Concept : Prejudice   Prejudice Is it possible to grow to adulthood without harboring some prejudice? Why or why not? Scapegoating What is scapegoating? Explore the word’s etymology and hypothesize about its present day meaning. How was your group scapegoated? Articles Read the article. What is genocide? Did the people in your article face genocide? Why? Photography Look at the clothing, hair, setting, body language, and objects to help determine social, economic, country of origin and so on. Can you see the emotions in the people? How? Do you think they are related? Genetics Do genetics cause brown hair? How? List one way genetics affects your group (in your opinion). If genetics don’t affect your group explain why. Stereotypes  Identify stereotypes your group faced. Pick a clique in the school and discuss the traits of that group. Are they stereotyped?

93. “Generic” ThinkDOTS for High School Literature – Concept : Prejudice Prejudice Discuss the following statement: “Genocide can never be eliminated because it is deeply rooted in human nature.” Do you agree or disagree? Provide evidence from your readings for your position. Scapegoating Identify and discuss the scapegoating that took place in your group. Compare the scapegoating of your group to that of a present day group. Articles  Read the article. If you were the person behind the persecution and were asked why you did what you did, what would you say? Photography  Compare two photographs taken of similar events. What are the similarities and differences? What might be the significance of these similarities and differences? Genetic  Did genetics have an impact on the Aryan race? Why? Does it in the group you are studying? Why? Stereotypes  Name a group you stereotype and discuss those traits that you stereotype. What were the stereotypes your group had? 

94. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

95. RAFT

96. The ROLE of writer, speaker, artist, historian, etc. An AUDIENCE of fellow writers, students, citizens, characters, etc. How to produce a written, spoken, drawn, acted, etc. FORMAT A deeper level of content within the TOPIC studied.  

97. RAFT RAFT is an acronym that stands for Role of the writer. What is the writer’s role: reporter, observer, eyewitness? Audience. Who will be reading this writing: 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. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?

98. RAFT Activities

99. RAFT Activities

100. Grade 6Social 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

101. Feudal System Raftcont’d

102. Self Portrait RAFTHigh School Art Students will Know: Characteristics of self portrait Appropriate use of artistic materials Principles of Design Definition of artistic expression Understand: Each artist has a personal style Personal style reflects the individual’s culture, time, and personal experiences. Use of materials and style are related Be Able to Do: Analyze an artist’s personal style and use of materials Create a facsimile of an artist’s personal style and use of materials

103. Self Portrait RAFT

109. Tom Sawyer’s R.A.F.T.

110. Primary RAFT Example

116. RAFT Planning Sheet Know Understand Do How to Differentiate: Tiered? (See Equalizer) Profile? (Differentiate Format) Interest? (Keep options equivalent in learning) Other?

117. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

119. Procedures for Thinking Hats Analysis Explain that the purpose of this activity is to practice analyzing a topic as a class using multiple Thinking Hats. Present the topic to analyze. One by one, go through each Thinking Hat and ask students to call out ideas or suggestions for analysis of the topic using the specific hat. Record student input on the presentation material. Provide feedback throughout. Lead the class in a discussion of the points made from all of the different Thinking Hats. Summarize the results of the activity.

120. Procedures for Thinking Hats Jigsaw Explain that the purpose of this activity is to practice analyzing a topic in groups using a specific Thinking Hat. Divide students into small groups. Provide each group with the handout of the topic to analyze. Assign each group a Thinking Hat with which to analyze the topic. Have students analyze the topic from the perspective of their assigned Thinking Hat. Have each group present the results of their analysis. Provide feedback. Summarize the results of the activity.

121. Procedures for Changing Hats Explain that the purpose of this activity is to practice analyzing a topic in groups using multiple Thinking Hats. Divide students into small groups. Provide each group with the handout of the topic to analyze. Assign each group a Thinking Hat with which to analyze the topic. Have students analyze the topic from the perspective of their assigned Thinking Hat within a specific time frame. When time is up, assign each group a new Thinking Hat to analyze the topic within a specific time frame. Continue this until all of the groups have analyzed the topic with all of the Thinking Hats. Have a few groups present their analysis. Provide feedback throughout. Summarize the results of the activity.

122. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

123. Structured Academic Controvery

124. SAC promotes Consensus-building Expansion of content knowledge Expansion of students' world views Motivation (Mead & Scharmann)

125. SAC promotes… Sense of learning community Respect for multiple perspectives Acceptance that an individual can use multiple ways of knowing the world

126. SAC Does NOT Present right or wrong Ask students personal beliefs Marginalize unique views Accept all types of knowledge as equivalent Allow Debate

127. 1. Assign each pair of students the following tasks: a.) Learning their position and its supporting arguments and information b.) Researching all information relevant to their position c.) Giving the opposing pair any information found supporting the opposing position d.) Preparing a persuasive presentation to be given to the other pair e.) Preparing a series of persuasive arguments to be used in the discussion with the opposing pair

128. 2. Have each pair PRESENT ITS POSITION to the other. Presentations should involve more than one medium and persuasively advocate the best case for the position. There is no arguing during this time. Students should listen carefully to the opposing position. Students are told: As a pair, present your position forcefully and persuasively. Listen carefully and learn the opposing position. Take notes, and clarify anything that you do not understand.

129. 3. Have students openly DISCUSS THE ISSUE by freely exchanging their information and ideas. For higher-level reasoning and critical thinking to occur, it is necessary to prove and push each other’s statements, clarify rationales, and show why their position is a rationale one. Students refute the claims being made by the opposing pair and rebut the attacks on their own position. Students are to follow the specific rules for constructive controversy. Students should also take careful notes on and carefully study the opposing position. Sometimes a “time out” period needs to be provided so that pairs can caucus and prepare new arguments. Teachers encourage more spirited arguing, take sides when a pair is in trouble, play devils’ advocate, ask one group to observe another group engaging in a spirited argument, and generally stir up the discussions.

130. 4. Have the pairs REVERSE PERSPECTIVES AND POSITIONS by presenting the opposing position as sincerely and forcefully as they can. It helps to have the pairs change chairs. They can use their own notes, but may not see the materials developed by the opposing pair.

131. 5. Have the group members drop their advocacy positions and REACH A DECISION BY CONSENSUS. This process will likely require looking at the nuances of both sides and seeking a moderate position between the two extreme positions. The group should prepare a consensus paper, project, or other statement that expresses the collective understanding and opinions of all group members.

132. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

133. The Profiler

134. What is “The Profiler”? A way to assess and provide activities geared toward the different intelligence types/learning styles represented in the classroom A means of providing students with connections to the working world, as well as with roles and/or audiences for their work A tool useful for introducing new material or synthesizing previously learned material

135. How to Create a “Profiler”Assignment The teacher selects the knowledge, skills, and essential understandings that s/he would like students to either 1) begin to explore, or 2) synthesize and demonstrate mastery of. through which students could demonstrate this learning. selects jobs/occupations that are associated with the different learning styles

136. How to Create a “Profiler” Assignment Examples of intelligence preferences and associated jobs/occupations Visual-Spatial – Artist, Cartoonist, Magazine layout editor Logical-Mathematical – Architect, Engineer, Mathematician Interpersonal – Counselor, Tour Guide, Teacher Musical/Rhythmic – Songwriter, Performing Artist Verbal-Linguistic – Writer, Commentator, Announcer Bodily-Kinesthetic – Actor, Builder Intrapersonal – Poet, Songwriter Naturalistic – Forest Ranger, Botanist

137. How to Create a “Profiler” Assignment Remember that… … many intelligence preferences overlap with one another, and …most children have more than one preference;… …therefore, it is not necessary to use them all! Simply select those that are most conducive to the demonstration of your learning goals.

140. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

142. Sternberg’s Three Intelligences

143. Three Minds are Better thanOne… TriMind is a planning tool to use in order to differentiate for different thinking styles. Robert Sternberg’s Triarchic Theory of Intelligence (see included slides) posits that people have strengths in one or more types of intelligences: creative, analytical, or practical. Successful intelligence is the ability to recognize which strengths we possess, and to steer toward careers/activities which require these strengths.

144. For ANALYTICAL Thinkers

145. For PRACTICAL Thinkers

146. For CREATIVE Thinkers

147. I Like… Designing new things Coming up with ideas Using my imagination Playing make-believe and pretend games Thinking of alternative solutions Noticing things people usually tend to ignore Thinking in pictures and images Inventing (new recipes, words, games) Supposing that things were different Thinking about what would have happened if certain aspects of the world were different Composing (new songs, melodies) Acting and role playing CREATIVE How many of these statements describe you? Read list and mark ones you like to doHow many of these statements describe you? Read list and mark ones you like to do

148. I Like… Taking things apart and fixing them Learning through hands on activities Making and maintaining friends Understanding and respecting others Putting into practice things I learned Resolving conflicts Advising my friends on their problems Convincing someone to do something Learning by interacting with others Applying my knowledge Working and being with others Adapting to new situations PRACTICAL Read list and mark ones you like to doRead list and mark ones you like to do

149. I Like… Analyzing characters when I’m reading or listening to a story Comparing & contrasting points of view Criticizing my own & others’ work Thinking clearly & analytically Evaluating my & others’ points of view Appealing to logic Judging my & others’ behavior Explaining difficult problems to others Solving logical problems Making inferences & deriving conclusions Sorting & classifying Thinking about things ANALYTICAL Read list and mark ones you like to doRead list and mark ones you like to do

150. Tips for Teaching Triarchically Some of the time, teach analytically, helping students learn to analyze, evaluate, compare and contrast, critique, and judge. Some of the time, teach creatively, helping students learn to create, invent, imagine, discover, explore, and suppose. Some of the time, teach practically, helping students learn to apply, use, utilize, contextualize, implement, and put into practice. Some of the time, enable all students to capitalize on their strengths. Most of the time, enable all students to correct or compensate for their weaknesses. Make sure your assessments match your teaching, calling upon analytical, creative, and practical as well as memory skills. Value the diverse patterns of abilities in all students.

153. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

154. Tiered Assignments In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas.

155. Tiered Assignments Rationale for Use Blends assessment and instruction Allows students to begin learning where they are Allows students to work with appropriately challenging tasks Allows for reinforcement or extension of concepts and principles based on student readiness Allows modification of working conditions based on learning style Avoids work that is anxiety-production (too hard) or boredom-producing (too easy) Promotes success and is therefore motivating

156. Tiered Assignments Guidelines for Use Be sure the task is focused on a key concept or generalization essential to the study Use a variety of resource materials at differing levels of complexity and associated with different learning modes Adjust the task by complexity, abstractness, number of steps, concreteness, and independence to ensure appropriate challenge Be certain there are clear criteria for quality and success

157. What Zone Am I In? Too Easy I get it right away… I already know how… This is a cinch… I’m sure to make an A… I’m coasting… I feel relaxed… I’m bored… No big effort necessary…

158. Tiering a Lesson

159. Tiered Assignments In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on their prior knowledge and prompts continued growth. While students work at varied degrees of difficulty on their tasks, they all explore the essential ideas and work at high levels of thought. Assessment-based tiering allows students to work in their “Zones of Proximal Development” or in a state of “moderate challenge.”

160. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

162. Learning Contracts Are: Written agreements between teachers & students that outline: what students will learn how they will learn it the time period for the learning experience how they will be evaluated

163. CONTRACTS---

164. Types of Contracts Structured Partially Structured Mutually Structured Unstructured

165. Contract Components OUTCOMES RESOURCES LEARNING ALTERNATIVES REPORTING ALTERNATIVES & ASSESSMENT

166. Components of Contracts:

167. Contract Do’s & Don’ts

168. Contract Do’s & Don’ts

171. Name_________________Poetry Contract

172. Name_________________Poetry Contract

173. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

177. Examples of Exit Cards Let’s take a look at some examples---

178. EXIT CARDS Today you began to learn about decimal fractions List three things you learned Write at least one question you have about this topic

182. EXIT CARDS

184. EXIT CARDS - Learning Profile

186. Directions: Complete the chart to show what you know about ________________  Write as much as you can.

188. Simulation

189. Do as I Do Modeling Differentiation through Professional Development

190. Agenda Introduction Top ten misunderstandings about differentiation Model differentiated staff development activity (by interest)

191. Steps in a Differentiated Lesson Identification of Common Learning Goals Pre-Assessment Differentiated Activity Whole-Group Discussion Post-Assessment Further Instruction

192. Differentiate Staff DevelopmentExperiences By… Readiness Interest/Choice Learning Profile

193. 10 Common Misunderstandingsabout Differentiation Differentiation is a set of strategies. DI is an entire teaching philosophy grounded in knowing students and responding to their needs. Differentiation is group work. Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups– depending upon demonstrated student need

194. 10 Common Misunderstandings “I already differentiate.” While many of us may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms– these classrooms develop and grow over time in response to student need. Differentiated lessons have to be creative, “cute,” and fun. While engaging students is an important part of differentiation, it is more important that the lesson be grounded rich curriculum.

195. 10 Common Misunderstandingsabout Differentiation Differentiation is just the next educational fad. Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear. Providing choice= differentiation. Different activities have to be held together by clear learning goals.

196. 10 Common Misunderstandingsabout Differentiation Differentiation isn’t fair. Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there. Differentiation means “dumbing down” the curriculum for less advanced learners. Differentiation means providing appropriate scaffolding to help all learners reach common learning goals.

197. 10 Common Misunderstandingsabout Differentiation Differentiation only works when kids are well-behaved. Creating a responsive classroom can be a great way to improve student behavior, as students’ needs are being met. Preparing a differentiated lesson takes a huge amount of time. Creating any high-quality lesson takes time. As we get our heads wrapped around the process, we become more efficient and develop storehouses of differentiated lessons to adapt.

198. Goals for the Lesson KNOW: Strategies for differentiation (TriMind, Cubing, etc.) Differentiation is NOT simply a set of strategies UNDERSTAND: Differentiation is a teacher’s proactive response to individual student needs. DO: Analyze teaching situations and consider a variety of appropriate teaching strategies for those situations

199. Strategies Jigsaw You will choose one of the following strategies on which to become an expert: Anchor Activities Choice Menus/Think Tac Toe Cubing/Think Dots Rafts Six Thinking Hats Structured Academic Controversy The Profiler The Tri-Minder

200. Today’s Strategies Jigsaw Anchor Activities: a storehouse of activities that you create that students work on when they’ve completed other work. A great strategy for dealing with “ragged time.” Can be completed independently, in pairs, or in groups Choice Menus: a type of learning contract that provides a “menu” of activities– some that all students must do, and some that allow students choices. Great for providing students with a sense of control over their own learning. Six Thinking Hats: an approach that encourages students to think about the various ways they think about ideas– through judgment, optimism, metacognition, objectivity, creativity, or emotions. Teaches students about various ways of thinking and encourages them to switch between modes. Encourages students to be aware of and flexible with various modes of thinking.

201. Today’s Strategies Jigsaw Structured Academic Controversy: A strategy, based on the principles of information gathering, synthesis, and debate, that encourages students to consider all sides of an issue before making a decision. GREAT for gifted students. Cubing/Think Dots: Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. Rafts: …is a creative, fun strategy that encourages writing across the curriculum. Great for all subjects, but ideal for English. a way to encourage students to assume a role, consider their audience, while examining a topic from their chosen perspective, and writing in a particular format The Profiler The Tri-Minder

202. Today’s Strategies Jigsaw The Profiler: A way to assess and provide activities geared toward the different intelligence types/learning styles represented in the classroom. A means of providing students with connections to the working world, as well as with roles and/or audiences for their work. The Tri-Minder: The idea behind TriMind is that you provide students with assignments, centered around the same learning goals, that are designed for their intelligence strengths. This way, students learn the material more efficiently and successfully.

203. Jigsaw A cooperative learning strategy in which all students become experts on a small piece of a topic and then teach each other.

204. Jigsaw Format Home Group

205. Strategies Jigsaw Procedures Read the materials about your strategy in the folder you were provided at your table Together with the people at your table, discuss what the strategy is, how it works, and what you think the pros & cons of the strategy are Create a sample activity using this strategy to take back and share with your home groups

206. Jigsaw Seven Choices Learning Centers Cubing RAFT Think DOTS Journal Prompts Exit Cards Learning Contracts At your table….. Decide who will be responsible for working with others and reviewing the information in your packet for a particular strategy at each station group Representatives becomes the expert about the strategy and returns to the table to share her/his expertise with the group.

207. Jigsaw Graphic Organizer

208. Where Do I Begin?Start small – but start!

209. Exit Card Name: Which strategy/strategies seemed most applicable to your classroom: What questions do you still have about these strategies? What do you think the purpose of an instructional strategy is? Define “differentiation.”

210. Discovery is a given Doing is a way of life All students learn to do better than what they perceive to be their best School is the place to be Learning is the thing to do! Adapted from: Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61 (2), 7-11.

211. Reference and Resources Differentiation: Simplified, Realistic, and Effective by Bertie Kingore ISBN 0-9716233-3-3 Differentiated Instruction: A Hotlist of Web Sites http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated_instruction.htm Differentiated Instruction http://tst1160-35.k12.fsu.edu/mainpage.html