Top 10 Strategies to differentiate instruction (secondary)

1. Top 10 Strategies to differentiate instruction(secondary) Jacque Melin melinj@gvsu.edu www.formativedifferentiated.com

2. Thank you for being present today • You can expect: • conversations • learning

3. I’m counting on you to… • learn from one another • actively participate • commit to a partnership in this journey melinj@gvsu.edu 616-450-0998 (cell) 616-331-6209 (office) www.formativedifferentiated.com

4. Dr. Carol Ann Tomlinson • University of Virginia Distinguished Professor • ASCD and Solution Tree Author

5. Researcher Theodore Sizer says: “… while it may be inconvenient that students differ, it is an irrefutable fact of life in the classroom.” (Source of slide: Cornelius Watts, LF, GaDOE)

6. Target 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

7. Tiny events can disrupt a pattern.

9. What do you predict will be the top 10 differentiated instructional strategies? • 10 • 9 • 8 • 7 • 6 • 5 • 4 • 3 • 2 • 1

11. # Pre-assessment • Not the least important because it is number 10. • You cannot differentiate for readiness until you pre-assess. • Can be formal or informal. • Use data to plan lessons for diverse readiness levels.

12. Types of informal pre-assessments • Quick Write- might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write')Example: "How do electrical devices work?"Graphic Organizer - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assignment please). Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. • Cloze Writing - fill in the blank using a vocabulary bankLine Continuum - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement.Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Underground Railroad) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc.for you to listen to later.

13. Science Sequence/steps/cycles/processesScientific principlesContent-area vocabulary Math Steps in a process Social Studies Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary ELA Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes

14. Types of informal pre-assessments • Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write')Example: "How do electrical devices work?"Graphic Organizer- there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assessment please). Word Splash Activity- content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. • Cloze Writing - fill in the blank using a vocabulary bankLine Continuum - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement.Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Underground Railroad) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc.for you to listen to later.

15. conductor slavery Underground Railroad African-American freedom segregation Civil rights women

16. Types of informal pre-assessments • Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write')Example: "How do electrical devices work?"Graphic Organizer- there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assignment please). Word Splash Activity- content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. • Cloze Writing - fill in the blank using a vocabulary bankLine Continuum- usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement.Graffiti Wall- Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Underground Railroad) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc.for you to listen to later.

18. Other types of pre-assessments • Yes/No Cards - Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they might have the answer they hold the No card. Then do a quick Think/Pair/Share. This short assessment can give a quick look at what the group is ready for/understands/'gets'. Example: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.Entrance Cards- As students enter for the day give them a small index card and ask them to respond to a displayed sentence or short paragraph which shares a specific idea that will be taught during the unit displayed in the room. They might ask questions or add more information to the displayed statement.Square Off/or 4 Corners - Place a card in each corner of the room labeled as: No Path, Rocky Path, Smooth Path, and Paved Path. Teach them the meaning of the analogy of "path" in their learning. Make a statement or ask a question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct the students to go to the corner of the room that matches their comfort level with what they are thinking or where they are with the statement. As a group, those in each corner discuss what they know about the statement/question. Briefly visit each corner to listen to their conversations or they can record the conversations onto an audio tape

19. iPad Pre-assessment Apps • Traffic Light • Screen Chomp • Show Me

20. Other technology tools for Pre-assessments • Socrative • Room 7615 • Poll Anywhere

22. # Curriculum Compacting • A three-step process that: • a) assesses what a student knows about material to be studied, • b) plans for learning what is not known, • c) plans for freed-up time to be spent in enriched or accelerated study.

25. # Learning Contracts • Written agreements between students and teachers that grant the student certain freedoms/choices about completing tasks yet require the student to meet certain specifications. • They outline what the students will learn, how they will learn it, how long they will have to learn it, and how they will be graded or evaluated. • Often times contain “working conditions” or rules to be followed.

26. LearningContract #2 To demonstrate what I have learned about ____________________, I want to _Design a mural _ Write a song _ Make a movie (Podcast) _ 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 __/__/__

34. # Most Difficult First • Used for skill-based subjects (like math); • If student shows mastery, move on to independent work; • Give credit for the assignment

36. # Flexible Grouping • Based on: • Readiness • Interest • Learning Profile

37. Grouping Methods • TAPS • Teacher Assigned • Student Selected • Random

39. # Questioning • Rigor and Relevance • Plan ahead

43. # Open Ended Tasks • Require more than remembering a fact or reproducing a skill, • Students can learn from answering the questions; teachers can learn about the students, • May be several acceptable answers. • Science Inquiry is also very open ended.

44. Project Based Learning (PBL) • The Buck Institute for Education www.bie.org • West Virginia Department of Education http://wvde.state.wv.us/teach21/pbl.html

45. From “Google-able” to open-ended: What were the major developments in the Renaissance? Was the Renaissance a rebirth, or a whole new baby?

46. From too abstract to more relevant and engaging: What is a hero? Who are the heroes in my life?

47. From “sounds like a teacher” to student-friendly: How does the author use voice and perspective in The House on Mango Street to reflect on her childhood and community? How does our childhood shape who we are as teenagers?

48. Llewellyn Seven Segments of Scientific Inquiry • The Question • 1. Exploring a Phenomenon • 2. Focusing on a Question • The Procedure • 3. Planning the Investigation • 4. Conducting the Investigation • The Results • 5. Analyzing the Data and Evidence • 6. Construction New Knowledge • 7. Communicating the Knowledge

49. Llewellyn Approaches to Inquiry • Demonstrated Inquiry • Structured Inquiry • Guided Inquiry • Self-Directed Inquiry • Students formulate the question • Students plan and carry out the procedure • Students analyze the results • Students communicate what was learned (this could also be differentiated)

50. Levels of Inquiry (Llewellyn)