Doing Differentiation !

1. Doing Differentiation! John E. Lester, 2008

2. What is Differentiated Instruction”? “Instruction that modifies the curriculum content, the teaching process or the student product according to individual student readiness, needs and/or interest.”

3. True “Differentiation” • To truly differentiate – the KEY part of the term is “different”. • Not more or less, but “different”! • Look for examples in “what you already do in the classroom”. • Call it what is! • The key to providing individualized instruction in the classroom. • ALL classes can be differentiated! • Everything you teach does not need to be differentiated.

4. Why Should Teachers Differentiate? • Academic Content Standards • Classrooms of diverse learners • NCLB – No Child Left Behind • Every child must show one year’s growth • Value-Added Assessment • Raise the bar for ALL students • Halt “Falling Through the Cracks” Syndrome • Provide EACH student with an OPPORTUNITY to learn and show growth!

5. How Important Is “Differentiation”? • Thousands of articles written. • Hundreds of books published. • Mainstream classroom. • FAQ in teacher interviews. • Part of teacher evaluation. • Need to know “how” in your classroom. • Need a “Differentiation Plan”.

6. Making Differentiation Work • Understand the standards • Diagnose / pre-assess for student readiness and/or need. • Utilize student interest or choice when possible. • Create an atmosphere of “intrinsic motivation” in your classroom • Clarify the concept of “fairness” in your classroom.

7. Types of Differentiation • Differentiation by Content Study different materials with the same topic area but do the same activities. • Differentiation by Process Study the same content but do different activities or use different processes of learning. • Differentiation by Product Study the same content but do different activities that lead to different products. Students can also use same activities but create different products. • Differentiation by Negotiation Study different materials with the same topic and do different activities. • Differentiation by Support Study same materials and do same activities but receive different support from the teacher or from materials.

8. Types of Differentiation • Differentiation by Extension Study the same materials and do same activities with extension work given to more able students upon completion of assigned work. • Differentiation by Response Students are given open-ended assignments that can be interpreted at different levels. Can be based on Bloom’s Taxonomy levels. • Differentiation by Group Work Students work together in mixed ability groups and help each other by working together to accomplish assigned tasks at different levels. • Differentiation by Gradation Students work through activities that become progressively more difficult. Students complete activities at their own rate and own speed. • Differentiation by Role Students are assigned different roles in a simulation for example based on their abilities, aptitudes and learning needs.

9. Doing Differentiation! • Stage 1 – Understanding Standards What do I want students to KNOW and/or be able TO DO? • Stage 2 – Diagnosis / Pre-Assessment Who already knows the information and/or can already do it? • Stage 3 – Differentiation Strategies What can I do in order to allow students to make continuous progress and also extend and/or enhance learning?

10. Stage 1Understanding Standards • What do I want students to KNOW and/or be able TO DO? • Defining academic content standards. • Recognizing “building blocks” in standards. • Locating “frequency” in the standards. • Identifying “rigor” in the standards.

11. Stage 1Understanding Standards • Defining academic content standards Standards are open and public statements that clearly define what students SHOULD KNOW and be able TO DO in order to achieve at the highest levels in all academic areas.

12. In the Age of Standards . . . Changes Have Impacted Learning in all K-12 Classrooms!

13. Stage 1Understanding Standards 2. Identifying “building blocks” in the standards. K-12 grade level SKILLS serve as the “building blocks” for what students “should know and be able to do” as they progress from grade to grade during their educational career. Horizontal VS Vertical View!

14. Identifying the “building blocks” in the standards • STANDARD - The State of Ohio • Social Studies – Citizenship Rights & Responsibilities • GRADE 6 • 1. Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government. • GRADE 7 • 1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy. • GRADE 9 • 2. Describe and compare opportunities for citizen participation under different systems of government including: • A. Absolute monarchies • B. Constitutional monarchies • C. Parliamentary democracies • D. Presidential democracies • E. Dictatorships • F. Theocracies

15. Stage 1Understanding Standards • Locating “frequency” in the standards. Frequency refers to the number of times an indicator or skill appears in the standards from grade to grade throughout a student’s “educational career”.

16. Follow the Frequency Key Questions? • Am I the first teacher to introduce this indicator/skill to students? • Is this indicator/skill being repeated from earlier grades? • Is this indicator/skill combined with another indicator/skill that was previously taught or mastered? • Am I the only teacher responsible for teaching this indicator/skill to this group of students?

17. Standards Frequency Map I Introduced. I am the teacher responsible for introducing this Indicator/SKILL to students. Repeated. This Indicator/SKILL is being repeated from earlier grades or earlier learning situations. Combined. This Indicator/SKILL is being combined with another Indicator/SKILL that was learned earlier or introduced earlier. Alone. This Indicator/SKILL is a solo Indicator/SKILL, which means I am the only teacher in the student’s educational career responsible for teaching this Indicator/SKILL. # R C A

18. Stage 1Understanding Standards 4. Identifying “rigor” in the standards. Rigor refers to the depth and breadth of learning indicated for each indicator or skill in the standards.

19. Identifying Rigor in the Standards The KEY to identifying “rigor” is found in Bloom’s Taxonomy. Using the KEY words in the Taxonomy serves as a guide to identifying “rigor” in the skills found in the standards. Evaluation Synthesis Analysis Application Comprehension Knowledge

20. Bloom’s Taxonomy with KEY Association Words Knowledge Level – Recalling previously learned material KEY WORDS: define, state,label,list,name,recall,recognize,remember, describeOthers: find, identify, match, memorize, recite, record, relate, repeat, tell Comprehension Level – Understanding the meaning of material KEY WORDS: conclude, describe, estimate, extend, extrapolate, generalize, infer, predict, reorder, rephrase, use, summarize, translate, explain, interpretOthers: convert, discuss, locate, paraphrase, outline, restate, retell in your own words, report Application Level – Using learned material in new situations KEY WORDS: apply, choose, experiment, predict, relate, support, transfer, demonstrate, use, solveOthers: calculate, compute, construct, determine, dramatize, examine, illustrate, implement, manipulate, operate, show Analysis Level – Breaking material into parts to understand organization and structure KEY WORDS: analyze, break down; clarify, connect, discriminate, relate, compare, contrast, classify,compare, contrast, distinguish, inferOthers: appraise, categorize, deduce, determine (the factors), diagnose, diagram, differentiate, dissect, examine, experiment, question, investigate Synthesis Level – Putting parts together to form new material KEY WORDS:arrange, communicate, combine, compose, discover, perform, generalize, arrange, create, design, hypothesize,plan,produce, propose, writeOthers: construct, develop, formulate, generate, invent, originate, predict, pretend, rearrange, reconstruct, reorganize, revise, visualize Evaluation Level – Judging the value of material for a given purpose KEY WORDS: appraise, assess, critique, judge, evaluate, locate errors, compare to highest standard Others: choose, compare, conclude, decide, defend, estimate, give your opinion, justify, predict, prioritize, rank, rate, select, support, value

21. Rigor refers to the TO DO in the standards. Standards are open and public statements that clearly define what students SHOULD KNOW and be able TO DO in order to achieve at the highest levels in all academic areas.

22. Identify the “rigor” in the grade level indicator/SKILL in the standards • STANDARD • Social Studies – Citizenship Rights & Responsibilities • GRADE 6 • 1. Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government. • GRADE 7 • 1. Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy. • GRADE 9 • 2. Describe and compare opportunities for citizen participation under different systems of government including: • A. Absolute monarchies • B. Constitutional monarchies • C. Parliamentary democracies • D. Presidential democracies • E. Dictatorships • F. Theocracies

23. Identify the “rigor” in the grade level indicator/SKILL for the lesson • Standard • Reading Applications – Informational, Technical & Persuasive Text • Grade Level Indicator • # 7 • Reading Applications – Informational, Technical & Persuasive Test • Grade 4 – Distinguish fact from opinion • Grade 5 – Analyze the difference between fact and opinion • Benchmark(by the end of the 4-7 program) • B. Recognize the difference between cause & effect and fact & opinion to analyze text.

24. Identify the “rigor” in the grade level indicator/SKILL for lesson • Standard • Reading Applications – Literary Text • Grade Level Indicator • # 4 - Grade K – Distinguish between fantasy and reality. • # 5 - Grade K – Recognizepredictable patterns in stories. • #3 - Grade 1 – Retell the beginning, middle and ending of a story, including its important events. • # 5 - Grade 1 – Recognizepredictable patterns in stories and poems.

25. Rigor Defined Identifying rigor and using it in developing lessons allows students to develop the capacity to understand content that is complex and challenging!

26. Stage 2Diagnosis / Pre-Assessment • Who already knows the information and/or can already do it? • Defining diagnosis? • Diagnosis made easy. • Using diagnosis, pre-assessment or knowledge inventory.

27. Essential Questions? • Do my students NEED this lesson? • Are my students READY for this lesson?

28. In the real world, diagnosis is an integral part of life….It should be the SAME in the classroom!

29. Diagnosis Made Easy! • Professional Pre-Assessment Instruments • Diagnostic Tools • Teacher Created Diagnostic Instruments • End of Chapter Test / Assessment • Class Discussion • Writing Exercises • Homework • Individual Student Assessment • Prior Knowledge of Student Work • Professional Judgment Chapter 4 (Generating Standards-Based Lessons, Lester 2007)

30. When to Diagnose? Introduce the material in the lesson or teach a partial lesson using the material BEFORE conducting the diagnosis. Why? Because often times, students do not really know what they do or do not know! This allows students to REFRESH, RECALL, and REMEMBER material they may have not used recently or may have not realized they actually understand.

31. Stage 3Differentiation Strategies • What can I do in order to allow students to make continuous progress and also extend and/or enhance learning? • Differentiation Characteristics • Differentiation Strategies • Doing Differentiation!

32. Differentiation Characteristics • All students have the opportunity to explore and apply key concepts of the subject/skill being studied. • Learning is focused on students who struggle, students working at grade level, and students who need advanced challenges. • Utilize student interest or choice when possible. • Varied learning options dominate the classroom. • On-going assessment and pre-assessment/diagnosis drives learning in the classroom. • Flexible grouping is consistently used in the classroom. • Students work alone, in pairs or in groups. • Sometimes lessons are readiness-based, sometimes interest-based, sometimes based on learning styles or student learning need. • Whole group instruction is used to introduce new ideas, planning activities and for sharing learning goals. • The teacher becomes the facilitator who guides active exploration during the learning process. • Students learn to set goals that lead to learning growth.

33. What does DIFFERENTIATION look like in the Classroom?

34. How does DIFFERENTIATION affect “teaching and learning”?

35. DIFFERENTIATING INSTRUCTION Through Instructional Strategies • Bloom’s Taxonomy • Layered Lessons™ • Anchoring Activities • Adjusting Questions • Learning Contracts • Curriculum Compacting • Independent Study • Lesson Acceleration • Lesson Deceleration • Buddy Study • Peer Teaching • Flexible Grouping • Learning Centers • Building Blocks • Technology Activities

36. Providing Learning OpportunitiesDifferentiation Strategies • Bloom’s Taxonomy • Layered Lessons™ • Anchoring Activities • Adjusting Questions • Learning Contracts • Curriculum Compacting • Independent Study • Lesson Acceleration • Lesson Deceleration • Buddy Study • Peer Teaching • Flexible Grouping • Learning Centers • Building Blocks • Technology Activities

37. 1. Bloom’s Taxonomy • Use the KEY words in the Taxonomy to guide lessons from the knowledge level to the evaluation level according to where the lesson should be taught in your state standards and/or according to student need following a careful diagnosis or pre-assessment. • Use the Taxonomy to design lessons that lead to acceleration or deceleration of lesson content. • Use the Taxonomy to design activities for students based on readiness, need and/or interest. • Use the Taxonomy as your guide to creative and challenging lessons. • Use the Taxonomy as your guide to designing assessments that match lessons and help students reach mastery of standards-based skills. • Involve your students in the Taxonomy and use it to explain learning, thinking, creativity, evaluating, and reaching goals.

38. Bloom’s Taxonomy with KEY Association Words Knowledge Level – Recalling previously learned material KEY WORDS: define, state,label,list,name,recall,recognize,remember, describeOthers: find, identify, match, memorize, recite, record, relate, repeat, tell Comprehension Level – Understanding the meaning of material KEY WORDS: conclude, describe, estimate, extend, extrapolate, generalize, infer, predict, reorder, rephrase, use, summarize, translate, explain, interpretOthers: convert, discuss, locate, paraphrase, outline, restate, retell in your own words, report Application Level – Using learned material in new situations KEY WORDS: apply, choose, experiment, predict, relate, support, transfer, demonstrate, use, solveOthers: calculate, compute, construct, determine, dramatize, examine, illustrate, implement, manipulate, operate, show Analysis Level – Breaking material into parts to understand organization and structure KEY WORDS: analyze, break down; clarify, connect, discriminate, relate, compare, contrast, classify,compare, contrast, distinguish, inferOthers: appraise, categorize, deduce, determine (the factors), diagnose, diagram, differentiate, dissect, examine, experiment, question, investigate Synthesis Level – Putting parts together to form new material KEY WORDS:arrange, communicate, combine, compose, discover, perform, generalize, arrange, create, design, hypothesize,plan,produce, propose, writeOthers: construct, develop, formulate, generate, invent, originate, predict, pretend, rearrange, reconstruct, reorganize, revise, visualize Evaluation Level – Judging the value of material for a given purpose KEY WORDS: appraise, assess, critique, judge, evaluate, locate errors, compare to highest standard Others: choose, compare, conclude, decide, defend, estimate, give your opinion, justify, predict, prioritize, rank, rate, select, support, value

39. 2. Layered Lessons™ • Use the Layered Lesson™ Process to create lessons for: • Struggling Students – Students Working BELOW Grade Level • Ready Students – Students Working AT Grade Level • Able Students – Students Working ABOVE Grade Level • Create the Layered Lesson™ from the SAME skill/concept in the standards after introducing the skill/concept to ALL students and then conducting a careful diagnosis or pre-assessment to determine student needs. • Create activities or learning modules to accommodate student need based on the diagnosis/pre-assessment using the levels of Bloom’s Taxonomy as your guide. • Students share activities or work, reflect on learning, and receive feedback. • All students receive the SAME assessment to determine mastery of the skill/concept.

40. 3. Anchoring Activities • Activities available to students upon completion of assigned lessons or activities in the classroom. • Can be a list from which students choose. • Can be activities that provide enrichment, extension, acceleration or remediation. • Can be ongoing long term activities that students work on over a set period of time. • Can include activities such as journals, notebooks, reading, organizing materials, etc. • NOT to be confused with “busy work”. • Activities should be DIRECTLY related to classroom goals and skills or concepts in lessons. • Can be “student choice” type activities if monitored carefully by the teacher.

41. 4. Adjusting Questions • Target questions asked of the whole class to learning needs of students. • Ask specific questions to students at their learning levels designed to target their abilities and challenge them to think. • Use Bloom’s Taxonomy to design questions at various levels of learning. Use the key words as “target” words to develop questions. • Use Bloom’s Taxonomy to allow students to design their own research questions, project questions, or questions for discussion or assessment. Direct students to the levels and the KEY words. • Use same technique when writing questions for assessments – same number of questions, but some students receive questions at an “adjusted” level.

42. 5. Learning Contracts A learning contract is a written agreement between teacher and student that results in students working independently or in groups. The contract helps students to set daily, weekly, and long range goals while developing management skills. Learning Contracts: • Allow flexibility to meet the needs of individual students. • Allow students to work a different levels. • Allow students to concentrate on skills or concepts based on need and/or readiness. • Allow students the freedom to integrate interest or choice into projects or activities. • Motivate students during the learning process. • Allow students to become involved in “self-directed” learning.

43. Learning Contracts can be designed for numerous needs, can have numerous styles, and be used in any subject area and at all grade levels. BEFORE • Conduct a diagnosis or pre-assessment of skill/concept. • Use a KWL Chart (What I KNOW, What I WANT to know, What I LEARNED). DURING • Monitor student work. • Hold conferences with students (individually or group). • Evaluate progress (use checklists and/or rubrics). • Renegotiate the contract if necessary. • Grade progress daily or over time to provide motivation (short cycle). AFTER • Grade for completion • Feedback to students (individually or group). • Student reflection or self-evaluation.

44. Learning Contracts - Implementation Ideas • Use the same contract for all students. • Design the contract so students will learn the basic skill(s) or concept(s). • Once students begin work allow them to negotiate changes to the contract based on need. (Renegotiation) • Allow students to work together based on negotiations. • Allow students to choose “options” in the contract and work in groups based on selected “options”. • Teach mini-lessons to ALL students that relate to the work in the contract . • Use easy to follow directions and instructions. • Use checklists and/or rubrics to help pace work and give students feedback. • Use grades or rewards to keep students motivated as they complete contracts. • Require some “individual” work in the contract if using groups to work on contracts. • Get parents involved as needed. • Allow students to design their own contracts in the future based on the current contract. • Allow students to sub-contract with “experts” for help or advice on completing their contracts. Good to use with those who complete their contracts early.

45. 6. Curriculum Compacting • Compacting the curriculum means assessing a student’s knowledge and skills and providing alternative activities for the student who has already mastered these skills or concepts. • Compacting can be done on an individual basis or on a group basis. • Use diagnostics or pre-assessments to determine mastery. • Can be done from lesson to lesson, a unit or chapter basis, for a grading period, or for the entire year. • Can be used to allow students who “know” the material to move on to other activities while those who need instruction work on achieving mastery. • Can be used to determine use of “differentiation” strategies. • Can be used to determine vertical mastery of skills/concepts in the standards. • Can be used in all subject areas and at all grade levels.

46. 7. Independent Study To allow students to develop skills for independent learning and/or to study topics of interest to the student. A differentiation strategy that allows students to follow “student interest” in learning about topics/concepts. Often “student interest” can be used to motivate students who are difficult to reach or to allow advanced students to study topics at greater depth. Can use a Student Interest Survey to determine interest or allow students to help develop study topics. Can be used as Anchoring Activities or designed as Learning Contracts. ALL students should have the opportunity to complete an Independent Study at least once during the school year and as often as possible. The IS can be simple, complex, multi-faceted, cross-curricular in nature, used for remediation, extension, acceleration or enrichment.

47. Lesson Acceleration 9. Lesson Deceleration • Accelerating (moving faster) or Decelerating (moving slower) the PACE that students move through lessons is a method of differentiation. Students needing a higher level of competence can work faster through the lesson while students experiencing difficulties with the lesson many need to work slower or have adjustments made to the lesson in order to experience success.

48. 10. Buddy Study • Assigning student buddies to work together on a lesson. • Successful with younger students specifically with reading assignments. • Can be used at all grade levels in all subject areas. • Buddies can be on the same level if needed or buddies can be on different levels. • Allows for students to work independently away from the teacher but not working individually. • Good to use when students have finished assigned work. • Ideal for cooperative learning situations in the classroom. • Can develop a “Buddy Study” reflection page or journal page for students to record WHAT they accomplished in the “Buddy Study”. • Can be used in conjunction with other differentiation strategies.

49. 11. Peer Teaching • When a student has knowledge beyond his/her peers, this student can become the “Student Expert” and can teach other students in a one-on-one basis or in a group situation. • This “Student Expert” can become the teacher of the skill/concept and gain valuable experience and self-confidence while teaching to others. • Students can apply for this position. They would then be required to demonstrate they have the knowledge necessary to be the teacher or students who are advanced in the subject area may take on this role. • This is valuable for “gifted students” who may need to build self-confidence or social skills working with other students.

50. 12. Flexible Grouping • Use grouping to accomplish the task of differentiation. • All types of grouping can be used in the classroom including: cluster grouping, instructional grouping, cooperative grouping, mixed-ability groups, ability groups, and the list goes on and on. • Use the type of grouping you are most comfortable with using to get the results you need as a teacher. • Pros and cons of grouping have been debated for many years. • You must use some type of grouping to accomplish differentiation unless you plan individually for each child. • Different combinations of grouping can be used in the classroom. • Always KEEP the door open for a child to move from one group to another if you are using “ability type” groups. • Do not use the SAME type of grouping on a continual basis. • Explain to students WHY they are in groups. • Be flexible with grouping in your classroom. • Group work can be recorded in journals, notebooks, etc. • Group members can have assigned TASKS within the group.