“ Shaking Up” Your Lessons: A Look at Differentiated Instruction

1. Presented by Martha Elliott, Brian Keller, Lisa Plichta, and Jennifer Setzke “Shaking Up” Your Lessons: A Look at Differentiated Instruction

2. Today we want to introduce you to the 2012-2013 Institute Day Topic: Differentiated Instruction Objectives: To know the three types of differentiation To understand differentiated instruction is a systematic way of planning and teaching that addresses the interests, learning profiles, and readiness of all students Participate in three types of differentiated activities

3. Directions: As each picture is displayed, please answer the following question on your white board: Is this an example of differentiation? YES NO

4. NO Differentiation is not streaming or leveling or tracking “Even in homogenous classes , there is considerable heterogeneity in terms of readiness, interest, and learning profile (Strickland, p. 2)” Is this an example of differentiation? Strickland, 2012.

5. YES “Differentiation is meeting kids where they are … not where we wish they would be (Strickland, p.1).” “Differentiation is responsive teaching rather than one-size-fits-all teaching (Strickland, p.1).” Is this an example of differentiation? Strickland, 2012.

6. YES Differentiation is intentional planning as opposed to on-the-spot adjustments Is this an example of differentiation? Strickland, 2012.

7. NO Differentiation is not simply group work nor is it constant group work Is this an example of differentiation? Strickland, 2012.

8. NO Differentiation is not an IEP (Individualized Education Plan) for every child Is this an example of differentiation? Strickland, 2012.

9. YES Differentiation is everywhere Is this an example of differentiation? Strickland, 2012.

10. YES IT IS NOT NEW

11. What is Differentiation? Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.

12. What is Differentiation? “A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).” It is not what we teach, it is HOW WE TEACH

13. “ That students differ may be inconvenient, but it is inescapable. Adapting to diversity is the inevitable price of productivity, high standards and fairness to the students.” – Theodore Sizer

14. 5 Principles for Differentiated Instruction • Respectful Community • Quality Tasks • Flexible Grouping • Continual Assessment • Building Community

15. 3 Ways to Differentiate “What a student enjoys learning about, thinking about, and doing” (Tomlinson & Strickland, p.6) “A student’s preferred mode of learning” (Tomlinson & Strickland, p.6). “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

16. Differentiating by INTEREST Why? • Because interest is a great motivator • Because interest relates to relevancy (for the students) When we differentiate by interest we should consider student: • Passions • Hobbies • Family Interest or pursuits • Clubs or sports • TV Shows (they watch) • Music (they listen to) • Friends • Electives they take Strickland, p. 3

17. Example of Differentiating byInterest in World Language ASSIGNMENT: In order to practice our reading fluency and comprehension in Spanish, pick one of the following articles listed on the right to read tonight. Be prepared to summarize the article in Spanish in your own words for your classmates tomorrow. • "Will 'The Hunger Games be the next "Twilight'?“ ("Seran 'los juegos de hambre' el proximo 'Crepusculo'?") • "Rihanna and Chris Brown Together Again?" ("Rihanna y Chris Brown juntos de nuevo?")  • Google's new glasses ("Google lanza unas gafas interactivas") • The unluckiest man in Spain ("El hombre mas desafortunado de Espana")

18. Example of Differentiating by Interest in Math Look for examples of vectors in your after school activities. Record what you find in one of the following three ways: • Explain these examples in writing • Illustrate these examples • Prepare 2 minute explanation to share orally with the class Differentiation by Interest Differentiation by Learning Profile Example adapted from Strickland, p. 3

19. Example of Differentiating by Interest inScience, Health, or Social Studies Select one of the following roles to assume as we discuss the tobacco industry in North Carolina: • Tobacco Farmer • Lobbyist for the tobacco industry • Person with emphysema • Teen who smokes • Oncologist Example from Strickland, p. 3

20. Ways to get the information you need to differentiate by INTEREST

21. Ways to differentiate by INTEREST Strickland, p. 3- 4

22. ACTIVITY #1 FIRST: SELECT ONE OF THE FOLLOWING TASKS THAT TEACHERS REGULARLY CREATE: : SECOND: CHOOSE AT LEAST ONE OF THE FOLLOWING STUDENT INTERESTS AND INCORPORATE IT INTO THE TASK YOU SELECTED: • An in-classactivity • A homework assignment • A long-term project • Rap Music • Cubs/ White Sox • March Madness • Homecoming • Friends • Student Clubs/Activities • Family Interest • Provide an example of an in-class activity that differentiates for student interest. • Provide an example of a homework assignment that differentiated for student interest. • Provide an example of a long-term project that could be differentiated for interest. SHARE YOUR EXAMPLE WITH AN ELBOW PARTNER

23. 3 Ways to Differentiate “What a student enjoys learning about, thinking about, and doing” (Tomlinson & Strickland, p.6) “A student’s preferred mode of learning” (Tomlinson & Strickland, p.6). “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

24. Differentiating by LEARNING PROFILE Why? • Because efficiency results when learners are taught in ways that are natural for them(Tomlinson & Strickland p.7) When we differentiate by Learning profile we should consider student: • Learning Styles • Sternberg’s Intelligences • Garner’s Multiple Intelligences • Environmental Preferences • Group Orientation Strickland, p. 5

25. Example of Differentiating by Learning Profile in Language Arts “ To get started with today’s work on alliteration in poetry, you may choose to: • listen to poems using alliteration • read poems using alliteration • write a poem using alliteration Example from Strickland, p. 5

26. Example of Differentiating by Learning Profile in Science Water Cycle Activity: Choose one of the following options to complete. Activity taken from Sample 9.3- Water Cycle Activity Options on pg. 343 of Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.

27. Example of Differentiating by Learning Profile in Science Who would benefit from selecting each of the choices? • Choice A, C, D • high levels of creative intelligence • Choice B • high levels of visual/spatial intelligence • Choice E • high levels of naturalistic intelligence Tomlinson & Strickland, p. 327

28. Ways to get the information you need to differentiate by Learning Profile

29. Ways to differentiate by Learning Profile Strickland, p. 5-6

30. Take two minutes to think about the discuss following with your other elbow partner: ACTIVITY # 2 SHARE YOUR EXAMPLE WITH YOUR OPPOSITE ELBOW PARTNER

31. 3 Ways to Differentiate “What a student enjoys learning about, thinking about, and doing” (Tomlinson & Strickland, p.6) “A student’s preferred mode of learning” (Tomlinson & Strickland, p.6). “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

32. Differentiating by READINESS Why? • To appropriately challenge all learners Goal: “make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge” When we differentiate by Readiness we should consider student: • “Attitude (toward school & topic) • Experience with the topic (outside of school or previous courses) • Knowledge, understanding, and skill with the topic • Misunderstandings about the topic • Overgeneralizations about the topic • General communication, thinking, & reasoning skills” Tomlinson & Strickland, p. 6 Strickland, p. 8-9

33. Example of Differentiating by Readiness in Social Science • Lesson Objective: To know the positions of Malcolm X and Martin Luther King on ways to achieve equality. • After the initial lesson, students complete an Exit Slip: Provide two examples of methods Martin Luther King used during the Civil Rights Movement and two that Malcolm X used. • Teacher analyzes exit slip information & divides the • students into three groups • Students that flip-flopped the examples between the two Civil Rights Leaders • Students that provided only one example for each Leader • Students that provided at least two appropriate examples for each leader

34. Continued Social Science Example • The next day in class the students were placed in either Group 1, 2, or 3 Students in Group 1 sat with the teacher • Teacher re-taught the objective • Students filled in a graphic organizer Students in Group 2 worked independently • Read & summarized an article concerning multiple ways of achieving equality Students in Group 3 worked independently • Read an article concerning current leaders • Compared current leaders & their positions to Malcolm X and Martin Luther King

35. Example of Differentiating by Readiness in Physical Welfare A Tiered Task: Strickland, p. 8

36. Ways to get the information you need to differentiate by Readiness

37. Ways to differentiate by Readiness Strickland, p. 8-9

38. ACTIVITY #3 FIRST : Examine your results from our initial white-board pre-assessment. Then, use the scale below, to determine the category you are in… SECOND: Complete the activity that corresponds with your readiness level of emerging, established, or expert. • Emerging: Fill-in the provided graphic organizer with examples of each type of differentiation • Established: Identify and describe a a truly differentiated lesson that you facilitated in your classroom • Experts- : Reflect upon this prof. dev. session and explain how differentiation was demonstrated.

39. Review & Reflection • Differentiation is a way of thinking about teaching. • systematic approach to planning instruction • provides learners (who are different) with equally appropriate options for learning • good teaching • Three Types of Differentiation • How did we differentiate throughout the presentation? • How can you apply today’s information to your classroom?

40. References • Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD. • Strickland, Cindy (February, 2012). Differentiation of Instruction at the High School Level. Alexandria, Virginia: ASCD.