Use Keys for Success to Differentiate Instruction GVSU Charter Schools

1. Use Keys for Success to Differentiate InstructionGVSU Charter Schools Jacque Melin Grand Valley State University melinj@gvsu.edu www.formativedifferentiated.com

2. Targets for this Workshop • I can establish or extend my understanding of differentiated instruction. • I can articulate a vision with fellow teachers as to what is means to differentiate instruction for students in our schools. • We must remember that excellent differentiated classrooms are excellentfirst and differentiatedsecond. – Anonymous

3. Targets for this Workshop • I can use a variety of instructional strategies in order to effectively differentiate instruction. • This seems simple enough, but surprisingly enough many educators are so determined to “get through” the curriculum that they neglect the more important challenge of “getting through” to the students. -Taylor Ranch School’s Journey Towards Excellence

4. Targets for this Workshop • I can proactively plan instruction that is responsive to student differences. • Differentiated instruction is more anticipatory than reactive in nature. So really teachers should ask, “Am I planning for student differences or am I simply reacting to student failures?” -Taylor Ranch School’s Journey Towards Excellence

5. Partners 1. Flexible Learning Groups 2. Choice 3. Respectful Tasks 4. Shared Responsibility for Learning

6. Introductions Knowing the Learner Take the Survey – No names. Once you are finished, find your Respectful Tasks Partnerand then form a group with another pair. Discuss strength areas – discuss “need more information and help” areas. Be ready to report 2 or 3 strengths – by number.

7. Key Underlying Principles Knowledge of Students required to differentiate instruction: Aspects of the teaching/learning process that can be differentiated • Readiness • Interests • Learning Profile (e.g., styles, intelligences, environmental • Content (learning materials) • Process (how we help students learn) • Product (how students demonstrate their learning) • Learning Environment (conditions for learning) 2. Responding by Differentiating 1. Knowing the Learner assessment for learning

8. Know the Student – A resource from Solution Treehttp://www.solution-tree.com/free-resources/RTIatWork

10. On-line Inventories • Visual Auditory Kinesthetic • http://teachertools.londongt.org/?page=VAK • Multiple Intelligences • http://www.edutopia.org/multiple-intelligences-assessment • http://www.literacynet.org/mi/assessment/findyourstrengths.html • Creative Analytical Practical • http://plp.eleducation.org/learning-styles/ http://www.beta.edugains.ca/newsite/di2/secondarydvdvideo.html

11. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to : content, process, and product According to students’ readiness levels, interests, and learning profiles

12. What is Differentiated Instruction? • “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” – Carol Ann Tomlinson

13. Differentiated Instruction Looks Like… • Learning centers • Wholegroup, small group, facilitating, workshops, acting, singing, moving, drawing, reading, writing, calculating, etc..…. • Student choices in the types of assignments they do. • Keeping data on skill mastery and re-teaching those who need it, while challenging those who don’t. • Different types of delivery, processing, student output, • Student’s are receiving feedback on a regular basis (systematic approaches).

14. Differentiated Instruction does NOT look like…. • Teaching the same way everyday. • Using the same tools everyday. • Moving forward and never re-teaching. • Only data kept is a grade book. • Only feedback students get is the grade on the paper. • All students are doing the same assignment.

15. The Theory Behind It…. Lev Vygotsky • individuals learn best in accordance with their readiness to do so (Allan & Tomlinson, 2008).

16. The Philosophy Behind It…. • The philosophical idea that interest based options seize on intrinsic motivation • According to Jerome Bruner (as cited by Allan & Tomlinson, 2000), when interest is tapped, learning is more likely to be rewarding and the student becomes a more autonomous learner. • Howard Gardner, developed the theory of multiple intelligences. His theory states that people have different intelligences and learn in many different ways. • Robert Sternberg also states that individuals are either more analytical, creative or practical in their thinking.

17. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles

18. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Accommodations: • actual teaching supports and services that special education students may require to successfully demonstrate learning • intended to reduce or eliminate the effects of a student's disability • do not decrease learning expectations • are noted on a student's Individualized Educational Plan (IEP). • Examples: taped books, math charts of the times tables, additional time, oral vs written quizzes and tests, preferred seating, and adapted keyboards.

19. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Accommodations: • actual teaching supports and services that special education students may require to successfully demonstrate learning • intended to reduce or eliminate the effects of a student's disability • do not decrease learning expectations • are noted on a student's Individualized Educational Plan (IEP). • Examples: taped books, math charts of the times tables, additional time, oral vs written quizzes and tests, preferred seating, and adapted keyboards. • Modifications: • changes made to curriculum expectations in order to meet the needs of the special needs student • made when the expectations are beyond the student’s level of ability • may be minimal or very complex depending on the student’s learning needs • must be clearly acknowledged in the IEP.

20. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles

21. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Enrichments • "learning activities providing depth and breadth to regular teaching according to the child's abilities and needs“ • are normally in addition to and different from the regular classroom activities by way of offering challenge.

22. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Enrichments • "learning activities providing depth and breadth to regular teaching according to the child's abilities and needs“ • are normally in addition to and different from the regular classroom activities by way of offering challenge. • Acceleration: • instruction that aligns gifted and talented students' abilities and learning needs more closely to the curriculum. • "In practice, acceleration occurs when children are exposed to new content at an earlier age than other children or when they cover the same content in less time (curriculum compacting).”

23. Scaffolding • Scaffolding: Using a variety of instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.  • Common Scaffolding Strategies: • students get a simplified version of a lesson, etc. and then complexity, difficulty, or sophistication is increased over time • teacher describes or illustrates a concept, problem, or process in multiple ways to ensure understanding • students are given a vocabulary lesson before they read a difficult text

24. Today’s Standards Demand That We… Do…. Do Not… Have students memorize and repeat information • encourage students to understand what they are learning • apply and transfer what they learn.

25. Challenge of Today’s Standards • demand “deep” learning from more than just the “smart” or “advanced” kids. • require virtually ALL learners to think in complex and creative ways • students must be able to use what they learn in contexts beyond those practiced in class. 2016

26. Not “Harder” Curriculum, but More “Rigorous” “Hard” curriculum is taxing, burdensome, and demotivating; “Rigorous” curriculum is energizing, enlivening, and motivating.

27. Key Features of a DI Classroom • Flexible grouping • Choice • Respectful tasks based on curriculum • Shared Responsibility for Learning

28. Looking for DI Before Viewing With your Choices Partner • Each select two key features to explore (so that you are observing for all 4 key features) Individually • Read about your key feature: • Pages : KEY FEATURES

29. Video Segment DuringViewing Record evidence of your key feature on the Looking for DI Handout After Viewing Explain your key feature to your partner and share your evidence SS/L-18ITEB 2010 Differentiated Instruction Summer Program

30. View Video http://www.beta.edugains.ca/newsite/di2/secondarydvdvideo.html

31. Learning Menus Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS Learning menus outline a variety of instructional options targeted toward important learning goals. Students are able to select the choices which most appeal to them (you decide how many choices). The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc. Kinds of Menus (to name a few): MENU:Main Dishes, Side Dishes, and Desserts AGENDA:Imperatives, Negotiables, and Options LEARNING PROFILE: People, Things, Data THINK TAC TOE or TIC TAC TOE: Complete a row, column or diagonal line of activities.

32. Management and Monitoring of Learning Menus (Things to consider) • Expectations: When do you expect students to work on this? • Due date: How much time do you want it to take? Will there be checkpoint due dates along the way? • Points and/or rubric: What is the activity worth as a grade? Do you want to grade them or just give credit? • Accountability: What’s collected? Where does finished work go? What is checked by the teacher? the students?

33. Additional Implementation Suggestions: • Go over the entire learning menu with the class. • If you are grading these, go over the scoring guide with everyone and make sure they all understand the expectations. • Give each student a copy of the (choice board; menu) and scoring guide to keep in their binders so they have easy access to this when they need it. • Point out where materials will be kept. • Be clear on expectations. • Let students know if any of the activities can be done as homework or if they are all meant to be done in class.

34. Long Term Anchor Tic Tac Toe • Identify nine activities related to learning targets. Make some of the activities more challenging than others. I like to set up the activities so that the more challenging are down the middle and across the middle. In this class we are never finished. Learning is a process that never ends.” - Carol Ann Tomlinson

36. Review Handout #6 With your CHOICES PARTNER, fill out the cells on the handout for Learning Menus.

37. Looking for DI Before Viewing With your Flexible Groups Partner • Each select two key features to explore (so that you are observing for all 4 key features) Individually • Read about your key feature: • Pages : KEY FEATURES

38. Video Segment DuringViewing Record evidence of your key feature on the Looking for DI Handout After Viewing Explain your key feature to your partner and share your evidence SS/L-18ITEB 2010 Differentiated Instruction Summer Program

39. View Video http://www.beta.edugains.ca/newsite/di2/secondarydvdvideo.html

40. R.A.F.T. • …is a creative strategy that encourages writing across the curriculum. • …a way to encourage students to… – …assume a role – …consider their audience, while – …examine a topic from their chosen perspective, and – …writing in a particular format • Can serve as a motivator by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels. • Can be used as introductory “hooks” into a unit of study or for assessment purposes (as seen in the science example on handout) • OPTIONS WHEN USING RAFTS: Keep one column consistent while varying the other columns in the RAFT grid; Can be created by the students or incorporate a blank row for that option

41. Review Handout #7 With your FLEXIBLE GROUPS PARTNER, fill out the cells on the handout for R.A.F.T.

42. View Video Sternberg

43. Triarchic or Trimind - CREATIVE • Needs: Support with setting deadlines and timelines, open-ended assignments with structure, assignments that allow for creative thinking and novel products, support working with other students, frequent outlets for creative thought, support with turning “ideas” into “reality.” • Creative Thinkers: Attracted to novelty, likes to produce knowledge or ideas instead of consuming them, sees the world from a unique perspective, often prefers working alone, does not like to be rushed toward completion of tasks, often works in “bursts,” with long periods of incubation (which can look like unproductiveness) followed by quick, highly productive working periods, often has unique sense of humor.

44. Triarchic or Trimind - ANALYTICAL • Needs: Assignments that require thought as opposed to rote memorization, extended assignments that allow for focused, long-term study, “problems” to figure out, time to discuss ideas with others, support with how to present ideas in a non-argumentative way, support with listening to and accepting other’ ideas, opportunities to struggle with open-ended questions that have no right/wrong answer. • Analytical Thinkers: Likes to break things into its parts, likes to know how things work, enjoys facts as well as ideas, likes to argue, attracted to logical thinking and logical ideas, likes to “think” as opposed to “doing,” typically does well at school tasks, enjoys solving problems, can focus for long periods of time on a single task, may balk at “creative” assignments, like to find one, right “answer,” may see things as black and white.

45. Triarchic or Trimind - PRACTICAL • Needs: Hands-on activities assignments that are connected to the real world, opportunities to share ideas with practitioners and experts, experiences with more creative, open-ended activities, support with being patient with activities for which they see no immediate application, opportunities to lead (even when they are not the highest achievers, these students can be highly effective at leading groups and delegating responsibilities). • Practical Thinkers: Likes to see the real-world application of things, excellent at implementing plans, a “doer,” highly effective in making things “happen,” organized, less interested in ideas than in action, likes to move and do when learning, can be an excellent leader, may struggle with creativity-for-creativity’s-sake assignments, may resist completing assignments for which they see no real-world purpose, can work very well in group situations, may not be traditionally “booksmart”

46. Review Handout #7 With your FLEXIBLE GROUPS PARTNER, fill out the cells on the handout for Triarchic/Trimind.

48. What is your preferred Learning Profile? • Write • Draw • Act • Sing • Build http://www.niehs.nih.gov/kids/music.htm#index