Apples or Oranges?

Apples or Oranges?

Differentiating Instruction in Social Studies

Patricia Shields-RamsayInPraxis Learning

pshieldsramsay@inpraxis.orgMay 4 2010

a. Great...I’m just here to share my ideas

b. I’m doing some things but can always use new ideas

c. I need all the help I can get

how would you rate your comfort level in differentiating your social studies classes?

take a few seconds

differentiation is a philosophy and teaching approach that…

• supports the learning of ALL students• provides students with multiple options for taking

in information, making sense of ideas and expressing what they learn (Tomlinson, 2001)

• integrates strategic assessment, thoughtful planning and targeted, flexible instruction

what are the critical attributes of differentiated instruction?

Is… Is not….

take a minute

concept attainment...

Is... Is not...

concept attainment…• applies critical thinking skills• starts with “yes” examples and “no”

examples• examples can be presented to students in

data sets • students can generate their own examples

concept attainment…• share hypotheses about what the concept

means• develop conclusions about the relevance

and importance of the concept to what they are learning

• then apply understanding of the concept

what are the critical attributes of differentiated instruction?

take a minute

differentiation is…• different styles of content, process,

product• a blend of whole class, small group, and

individual instruction• focused on students• about teaching to patterns

differentiation is not…• just another way to group kids• expecting less of struggling learners• a substitute for specialized support• new• just one more thing• one size fits all

non-negotiable factors for a differentiated classroom…

• a supportive learning environment• curriculum that is relevant and meaningful• continuous assessment• flexible grouping• respectful learning tasks• choice and ownership

resulting in classrooms in which…• students differ in their learning profiles• “covering information” takes a backseat to

making meaning out of important ideas

resulting in classrooms in which…• students are active learners, decision-

makers and problem solvers • students are not served with a “one-size-

fits-all” curriculum and treated as passive recipients of information

differentiation is to social studies curriculum like…

• identities are to citizenship• multiple perspectives are to diversity

take a couple of minutes

picture booksbirthday analogies

Weblink: Pow! Zap! Wham! Creating Comic Books from Picture Books in Social Studies Classrooms http://www.quasar.ualberta.ca/css/Css_37_1/FTcomics_in_social_studies.htm A Case for Children’s Literature as a Powerful Teaching Tool http://www.cla.ca/casl/slic/262socialresponsibilityschoollibraries.html

building differentiated instruction in social studies involves…

• knowing your students as learners• knowing your stuff – what has to be learned• knowing what you expect of students• knowing the tools and strategies that can help

you differentiate• starting with one small step at a time

building differentiated instruction in social studies involves…

• knowing your students as learners• knowing your stuff – what has to be learned• knowing what you expect of students• knowing the tools and strategies that can help

you differentiate• starting with one small step at a time

A DIFFERENTIATED CLASSROOM IS A ‘STUDENT CENTRED CLASSROOM.’ THE EMPHASIS SHIFTS FROM TEACHER-DIRECTED INSTRUCTION TO A FOCUS ON STUDENT-CENTRED LEARNING. THEREFORE, THE ROLE OF THE TEACHER IS REDEFINED.

key characteristics of a differentiated classroom…

check-in

individual portfoliosgroup folderslearning logsTILT logs (Things I Learned Today)interactive notebooks

building differentiated instruction in social studies involves…

• knowing your students as learners• knowing your stuff – what has to be

learned• knowing what you expect of students• knowing the tools and strategies that can help

you differentiate• starting with one small step at a time

18676024365911

18676024365911

you’ve got 10 seconds

record the number from memory!

try again but think of 3 concepts. . .

Confederation

Minutes…. Hours….Days….

Emergency

try again but think of 3 concepts. . .

Confederation

Minutes…. Hours….Days….

Emergency

1867

60… 24… 365

911

“Currently, students are requiredto adapt . . . to the prevalentteaching practices, instructionalmaterials and assessmentinstruments. Those who can’tadapt are viewed as beingdeficient in their ability to learn.”

Marie Carbo, Educating Everybody’s Childrencheck-in

THE “BIG IDEAS” OF THE CURRICULUM HELP STUDENTS CONNECT FACTS AND SKILLS TO CONCEPTUAL FRAMEWORKS AND PRIOR EXPERIENCES.

THEY ENCOURAGE STUDENTS TO RECOGNIZE AND APPLY FAMILIAR IDEAS AND HELP THEM BUILD DEEP UNDERSTANDINGS THROUGH TRANSFERRING WHAT THEY LEARN TO NEW AND DIFFERENT CONTEXTS.

what is really essential for students to know, understand and do?

take the ‘big idea’ challenge…Share one ‘big idea’ that is essential to understanding at the grade level you teach.

take a minute

why use big ideas to differentiate social studies curriculum?

• clear expectations for all students• visibility• context that encourages students to make

connections and see relevance• starting point for differentiating instruction• creates patterns

building differentiated instruction in social studies involves…

• knowing your students as learners• knowing your stuff – what has to be learned• knowing what you expect of students• knowing the tools and strategies that can help

you differentiate• starting with one small step at a time

why differentiate assessment• differentiated instruction leads to

differentiated assessment• assessment tools and supports are

differentiated to support a diversity of student responses, while maintaining a focus on learning outcomes

why differentiate assessment

• differentiated assessment informs differentiated instruction

• formative assessment provides information to make instructional decisions that optimizes the learning of all students

http://www.pd360.com/index.cfm?ContentId=163

brainstorm the assessment strategies you would typically use with students in a learning unit…

take a couple of minutes

sample process to use graphic organizers to facilitate understanding and critical thinking…

• create a placemat organizer with a group• brainstorm ideas in an individual section of the placemat• ghostwalk – visit other groups to get 2 additional ideas• categorize ideas based on “like attributes”• create a fishbone chart to organize ideas around the

categories• use another ghostwalk if students need more help

WHOLE CLASS – INDIVIDUAL

TEACHER CHOICE – STUDENT CHOICE

LEARNING OUTCOMES FROM PROGRAM OF STUDIES – INDIVIDUAL GOALS

to start to differentiate assessment, consider to what degree your assessment practices will involve

building differentiated instruction in social studies involves…

• knowing your students as learners• knowing your stuff – what has to be learned• knowing what you expect of students• knowing the tools and strategies that can

help you differentiate• starting with one small step at a time

a. Noisy b. Flexible and responsivec. Chaoticd. Structured and mechanical

how would you characterize the grouping strategies you use in your social studies classes?

take a few seconds

a. Noisy b. Flexible and responsivec. Chaoticd. Structured and mechanical

how would you characterize the grouping strategies you use in your social studies classes? A “Popcorn”

strategy involves students being provided with the opportunity to brainstorm by randomly sharing ideas with no preordained order. And you thought this was called the “Chaos” strategy.

USING THINK-PAIR-SHARE IS SHOWN TO INCREASE LEARNING BY 50 TO 70 PERCENT.

USING THIS TYPE OF STRATEGY INSTEAD OF TRADITIONAL LECTURE AND QUESTION AND ANSWER STRUCTURE CAN BOOST STUDENT CONFIDENCE IN THEIR ABILITY TO LEARN AND INCREASE CONTENT MASTERY.

Meets individual learning needs of students within a group setting.

Can be anchored by tasks.Facilitates movement between different grouping

options.Includes whole class groupings that engage students

in critical thinking and provides them with motivation to move to the next task.

Not all groups need to be the same size.Not all groups have to be working on the same task.

Not all students have to stay in the same group throughout a lesson or task.

Not all groups need an equal amount of teacher time.

flexible grouping...

anchors can also be a powerful differentiation strategy that can teach independent learning and decision-

making and facilitates flexible grouping…

An example of ways that

tasks and anchors can

be tiered or structured....

http://www.primarysourcelearning.org/teach/best_practices/diff_instruct_bulletin_elem.pdf

and

http://www.primarysourcelearning.org/teach/best_practices/diff_instruct_bulletin_sec.pdf

instructional approaches...• provide options and choices for students• encourage students to transfer understandings• facilitate cooperative and collaborative learning• allow for scaffolding and learning support

instructional approaches...

take a couple of minutes

What is the human activity depicted by the art on this ancient cup?

a variety of ways to approach planning for differentiation...

• using strategies that you know work for you and your students

• not necessarily always “something new”• looking at how you structure instruction

differently

check-in

building differentiated instruction in social studies involves…

• knowing your students as learners• knowing your stuff – what has to be learned• knowing what you expect of students• knowing the tools and strategies that can help

you differentiate• starting with one small step at a time