Differentiated Instruction What is it? Why do it? How to do it ? September 4 th 2013

1. Differentiated InstructionWhat is it?Why do it?How to do it ?September 4th 2013 Fairview International School Kuala Lumpur

2. FACT: Our International schools today are educating the largest, most diverse student population ever, to higher standards than ever before. This is the reason why the need for Differentiated Instruction is so necessary

3. Differentiation is responsive teaching rather than one-size-fits-all teaching.

4. “It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

5. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

6. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences..Orbitals..Complex Instruction…ETC.

7. Assessment in a Differentiated Classroom • Assessment is part of “teaching for success.” • Assessment information helps students chart and contribute to their own growth. • Assessment is more focused on personal growth than on peer competition. • Assessment information is more useful to the teacher than grades.

8. CONTENT Pre - Post - Ongoing ASSESSMENT for Interest – Readiness – Learning Profile by Self – Peers - Teachers PRODUCT PROCESS

9. On-going Assessment:A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

10. Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Preassessment (Finding Out) On-going Assessment:A Diagnostic Continuum Feedback and Goal Setting Pre-test KWL Checklist Observation/Evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk around Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

11. Pre-assessment Is... • Any method, strategy or process used to determine a • student’s current level of readiness or interest in order to • plan for appropriate instruction. • provides data to determine options for students • helps determine differences before planning • helps teacher design activities that are meaningful and challenging • allows teachers to meet students where they are • identifies starting point for instruction • identifies learning gaps • makes efficient use of instructional time

12. Examples of Pre-Assessments:What Do You Want to Learn About Rome? Name: _______________________ These are some of the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1 to 8. Make sure that 1 is your favorite and 8 is your least favorite. ____ geography ____ government (laws) ____ agriculture (foods they grew) ____ architecture (buildings) ____ music and art ____ religion and sports ____ roles of men, women, and children What Can You Tell Us About Rome? 1. What country is Rome in? ________________________________________________ 2. What does the word civilization mean?_______________________________________ _________________________________________________________________. 3. Can you give us some examples of different civilizations? ________________________ __________________________________________________________________. 4. Can you name any famous Roman people? ___________________________________ __________________________________________________________________. 5. Many things in our country and culture came from the Romans. Can you think of any? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________.

13. Examples of Pre-Assessments: How Do You Like to Learn? 1. I study best when it is quiet. Yes No 2. I am able to ignore the noise of other people talking while I am working.Yes No 3. I like to work at a table or desk. Yes No 4. I like to work on the floor. Yes No 5. I work hard by myself. Yes No 6. I work hard for my parents or teacher. Yes No 7. I will work on an assignment until it is completed, no matter what. Yes No 8. Sometimes I get frustrated with my work and do not finish it. Yes No 9. When my teacher gives an assignment, I like to have exact steps on how to complete it. Yes No 10. When my teacher gives an assignment, I like to create my own steps on how to complete it. Yes No 11. I like to work by myself. Yes No 12. I like to work in pairs or in groups. Yes No 13. I like to have unlimited amount of time to work on an assignment. Yes No 14. I like to have a certain amount of time to work on an assignment. Yes No 15. I like to learn by moving and doing. Yes No 16. I like to learn while sitting at my desk. Yes No

14. . “Teaching facts in isolation is like trying to pump water uphill.”(Carol Tomlinson)

15. Differentiation Strategies

16. Flexible Grouping Students are part of many different groups (and also work alone) based on the match of the task to student readiness, interest, or learning style. Teachers may create skills based or interest based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

17. Diner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

18. TIC-TAC-TOE Choice Board For a Book Report

19. Learning Contract #1 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: I will finish by this date:

20. LearningContract #2 To demonstrate what I have learned about ____________________, I want to _Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

21. Squaring Off Whole Group Assessment 1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge. Rarely ever Sometimes Often I have it! Dirt road Paved road Highway Yellow brick road • Tell the students to go to the corner of the room that matches their place in the learning journey. • Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

22. Yes/No Cards YES NO • Using a 4x6 index card the student writes YES on one side and NO on the other. • When a question is asked the students hold up YES or NO. • Ask the students if they know the following vocabulary words and what they mean. • Call out a word. If a student is holding a YES they may be called on to give the correct answer. • Remind them that if they don’t know the words it is OK because they will be learning them. • You can do the same thing with conceptual ideas, etc. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

23. Thumb It! • Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. • Where I am now in my understanding of ______? Up Sideways Down I know a lot I know some I know very little Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

24. Fist of Five Show the number of fingers on a scale, with 1 being lowest and 5 the highest. Ask, How well do you feel you know this information? • I know it so well I could explain it to anyone. • I can do it alone. • I need some help. • I could use more practice. 1. I am only beginning. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

25. Let's Take Look at Some Examples Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understanding Drawing related to topic or content Standardized test information Anticipation journals

26. 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… What Zone Am I In? • On Target • I know some things… • I have to think… • I have to work… • I have to persist… • I hit some walls… • I’m on my toes… • I have to re-group… • I feel challenged… • Effort leads to success… • Too Hard • I don’t know where to start… • I can’t figure it out… • I’m spinning my wheels… • I’m missing key skills… • I feel frustrated… • I feel angry • This makes no sense… • Effort doesn’t pay off… THIS is the place to be… THIS is the achievement zone…

27. Cubing Connect It Illustrate It • 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. Change It Evaluate It Solve It Rearrange It Question It Satirize It Cartoon It

28. 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.

29. ThinkAbout… HOW?

30. Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Possible Products Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

31. Begin Slowly – Just Begin!

32. Reform must come from within, not from without. WE, are the Agents of Change… nothing can change unless we change ourselves and our ways of teaching JamesGibbons

33. Where do I Go From Here?Some Tips for Implementing Differentiation in your Classroom • Start slowly • Organize classroom space • Find out student interests

34. Where do I Go From Here?Some Tips for Implementing Differentiation in your Classroom • Use technology • Start class with familiar tasks (Do Now) • Start student port(data)folios

35. STUDENT DATA Open response test Oral response Portfolio entry Exhibition Culminating product Question writing Problem solving Journal Entry Short Answer Test TEACHER DATA Anecdotal records Observation by checklist Skills checklist Class discussion Small group interaction Teacher – student conference Assessment stations Exit cards Performance tasks and rubrics THINK ABOUT ON-GOING ASSESSMENT

36. DIFFERENTIATED INSTRUCTION JUST DO IT!!!

37. References • Differentiating Instruction in the Regular Classroom by Diane Heacox • Managing A Differentiated Classroom by Carol Ann Tomlinson