and guided by general principles of differentiation ... · kinships that motivate learning Learning Profile How a student prefers or seems to learn best Teachers can differentiate

DifferentiationinHigh

School– Part2KRISTINAJ DOUBET, PH.D. [email protected]

JAMESMADISONUNIVERSITY

INTERNATIONALLEADERS INEDUCATIONPROGRAM

APRIL19, 2017

@KJDoubet

Youcandownloadmaterialsusedinthissessionat

www.KristinaDoubet.com

DevelopedwithJessicaHockett,Ph.D.

ReadinessWhereastudentisinhisorhergraspoflearninggoalsatacertainpoint

intime

InterestPassions,affinities,

kinshipsthatmotivatelearning

LearningProfileHowastudentprefersor

seemstolearnbest

Teacherscandifferentiatebyadjusting

Tomlinson,2014

accordingtopatternsinstudent

ContentThe“stuff”that

studentsgrapplewithtoreachthelearninggoals

ProcessHowstudentstakeinand

makesenseofthecontent

ProductHowstudentsshowtheirknowledge,

understanding,andskill

Differentiation

isateacher’sproactiveresponsetolearnerneeds

andguidedbygeneralprinciplesofdifferentiation

BuildingClassroomCommunity

High-QualityCurriculum

OngoingAssessment

FlexibleGrouping&Management

TeachingUpthruRespectfulTasks

shapedbymindset

usingavarietyofstrategies.

Source:Mindshift/ColumbiaUniversity

• Whataremyfeelingsandthoughtsabout_________?Wheredotheycomefrom?

• How wouldother peopleIknowfeelabout________?

• WhatproblemsorchallengesdoIseewithregardto___________?

• Why/whenmightIchooseNOTto ______________?

• Whatbenefitsaregainedby/from________? Forwhom?

• Howdoes________supportmycurrentpractices?

• Whatexactlyis ______?Whatarethepartsof_______?Theassumptions?

• What questionsdoIstillhaveabout______?

• WhereamInowwithregardtounderstanding ________?

• WhatspecificstepswouldIneedtotakeinordertobeabletobetter understand__________?

• Whatmightmake___________ morepowerful/effective?

• HowcouldIbest use_____?

• AVERSATILEINTERACTIVESTRATEGYFORENGAGINGSTUDENTSINSMALL-GROUPDISCUSSIONANDSENSE-MAKING.

• THEYCANALSOBEDIFFERENTIATED(DIFFERENTLEVELSOFQUESTIONS)

ThinkDots

Book:pp.137-140

©2016BYDOUBET&HOCKETT 97

FormativeAssessmentandReadiness

Readinessv.Ability

READINESS

“where”astudentisinhisor hergraspoflearninggoalsatacertainpointintime.variesfromlessontolessonandskilltoskillbestgaugedbyrecently-gathered evidencethatisrelevant tothelearninggoals

ABILITYaproclamationaboutastudent’soverallcapacityasalearnerorhumanbeingoftentreatedstaticorfixedacrosssubjects,skills,ortimeusuallyinferredfromstandardizedtestscoresInvolvesorimpliescomparisonstootherstudents

©2016BYDOUBET&HOCKETT 98 ©2016BYDOUBET&HOCKETT 99

“StatusoftheClass”ChecksTechniquestousetosurveytheentireclassforunderstanding.

NOTE:Whilethesetechniqueswon’tletusknow

whatevery studentisthinking,theycangiveusanoverallsenseofwheretheclassis…

and helpmaintainattention.

EndofLesson/AssessmentRoutine

https://www.teachingchannel.org/videos/daily-lesson-assessment

AnotherOption

Poseonequestionorpromptandaskstudentstoplacetheiranswersaccordingtohowcertaintheyareoftheirresponse.

TalkwithanElbowPartner

Whatideasdoyoulike?Whichmightyouuse?Howmightyouadaptthemtobettersuityourclassroom?

104

Classroom1:MyFavorite“No”

https://www.teachingchannel.org/videos/class-warm-

up-routine

NoWhatdoesthisteacherdotocheckforindividualunderstanding?

Doesherapproachyieldusableresults?

Whattechniqueswillyou“borrow”?Whattechniquesdoyouquestion?

©2016DOUBET&HOCKETT

MyFavorite“No!”NO! NO!

§ Teacher poses an opening question (OR an exit question from the previous day OR student responses posted to a discussion board the night before, etc. )

§ Teacher chooses a common and critical error in student work to highlight

§ Teacher rewrites the response/error (in her own handwriting) at the beginning of class and explains to students that it’s her “Favorite No” because 1) it highlights a key learning point that many students confuse, and 2) it features some “good math” along with the mistake

§ The teacher leads the class in discussion of what’s been done correctly in the problem, and then moves to an error analysis

§ All students complete a similar problem to show that they can avoid the mistake, or “favorite no,” in their future work.


TalkwithanElbowPartner

Whatideasdoyoulike?Whichmightyouuse?Howmightyouadaptthemtobettersuityourclassroom?

107

“Differentiation is the recognition, articulation, and commitment to planfor student differences.”

CarolTomlinson


ULTIMATEGoalofFormativeAssessment

©2016BYDOUBET&HOCKETT

Formative Assessment

EXIT CARDS

EasyStrategyforAssessingStudentUnderstanding…


ButsimplyusinganExitSlipdoesnot

guaranteesuccess….

Rather,it’saboutthequestionsweaskONtheexit

slips!


DEFENDORDESTROYSelect2claimsfromthelist:onethatyoucan“defend” andonethatyouwantto“destroy.”Useevidencefrom[e.g.,thetext,thedocuments/sources] andyourreasoningtoexplainandjustifyyourthinking.

SAMPLE “Customize-

able” PROMPTS

FormativeAssessmentExaminetheExitCardandFrayer Diagramexamplesonpages165-172 ofthebook.Usethestickynotesonyourtabletoidentify◦ 3-4examplesyoucoulduseasis◦ 2-3examplesyoucouldadapt anduseinyourschool

Bereadytoshareyourselectionswithacolleague


ShareandCompare• Meetwithyourline-uppartner• Eachpartnersharestheir”Top2”finds• Bereadytoshareoneofthosefindswiththefullgroup


Assess,ThenWhat?We’llwatchtwo videosofclassroomsthatshowteachersformativelyassessingandthen“doingsomething”withtheresults.Theexamplesdifferin“preptime”requiredfromtheteacher.


Whatiftheyareindifferentplaces…?


• ACONCEPTTHATCANBESUPERIMPOSEDON

OTHERSTRATEGIES(E.G., DIFFERENTLEVELSOF

PROMPTSWITHINSTRUCTURESORSTRATEGIES)

INRESPONSETOVARYINGSTUDENTNEEDS.

• PROTOCOL,TEMPLATE,ANDEXAMPLES

Tiering

Book:pp.194-201


TieredPromptsExaminationReview1or2setsofTieredPromptsonpage181HowarethetasksSIMILAR?What’sthe“glue”thatholdsthemtogether?Ø“Bothtasksaskstudentsto…”Ø“Botharefocusedon…”

HowarethetasksDIFFERENT?Ø“Thisoneismore_______,andthisoneismore___________.”

Ø “Thisonerequiresstudentsto ________,andthisonerequiresthemto_________.”


Classroom2:ErrorAnalysis

https://www.teachingchannel.org/videos/students-learn-from-

mistakes-ccssmdc

• Whatmightyouhavestudentsexamineinordertoanalyzeworkformisconceptions,errors,etc.

• Howcouldyouadaptthisstrategytorespondtodifferencesinstudentreadiness?


Students’TaskDirections


InsideaDifferentiatedClassroom(3)

Examinehowoneteacherusesstationstorespondstostudentdifferences.


First,listentowhateachroleentails.

Then,grabtheRoleCardsfromthecenterofthetable

anddividethemamongstyou.

Philosopher Detective Psychologist

Lawyer Director Architect

ASTRATEGYFORSTRUCTURINGAND

DIFFERENTIATING READING/VIEWING

LENSESANDDISCUSSION

AnalyticalRoleCards

Bookpp.126-129

vWarm-Up:CompleteandTurnIn.

v ReviewAgendav LearningStations

MathLearningStations:TrishDutchie &JenniferFinno


Like-RoleProcessing

Standupandfindalike-rolepartnerinyourvicinity.Comparenotes;talkaboutwhatyousawfromyourrole’sperspective.


Mixed-RoleDiscussion

Returntoyourtable.Flipyourrolecardovertofindyourdiscussionrole.

Yourtablewillengageinamixedrolediscussionofthevideo,pullinginwhatyousawthroughyourrespectiveviewinglenses.

Youwillalsoassumeyourassigneddiscussionroleasdescribedonyourcard.

Usethesoundbytes– they’refun!J


Whatdid

younotice?

ForDiscussionDirectors,raiseyourhands!Herearethediscussionquestions:• Whatisthisteacher’sapproachtodifferentiation?• Howeffectiveisit?Whydoyousayso?• Whatkindofpreparationwouldit“take”tomovetowardthiskindofclassroom?

©2016DOUBET &HOCKETT


GroupsfortheDay


JenniferTrish

Desksareinhomeseatingarrangementat

beginning.Studentsmovethemto

stationformation.

©2016BYDOUBET&HOCKETT©2016BYDOUBET&HOCKETT

LearningStations• A structureformanagingsimultaneousinstruction,learningactivities,and/ortasks.

• Stationscanbeusedtointroducetopicsorconcepts,provideexperiencewithorreviewmaterial,orpracticeorreinforceideasandskills.

Book:pp.280-281

FromtheclassroomofJackStephenson,EvanstonTownshipHighSchool(IL)

Eachstudentcreatesanameplateonaindexcard.

Theycomeineachdayandfindoutwheretheyaresitting.

SoHOWwouldyoulogisticallygroup

studentseachday?OneApproach:AmeliaWorthington– Louisville,KY

ColoredOrbshangovergroupsofdeskstoenabletheteachertogroupherHSstudentseasily.

Sheoftenhandsthemthecorrectcolorpopsiclestickwhentheyentertosendthemtotheirgroups.

Theyrecordanswersonthewhiteboardusingcorrespondingcoloredmarkers

Shecanalsocallongroupsrandomlyusingthecoloredpopsiclesticksl

IndexCardswithcolor-codednames–

TapedorinClearPhotoFrames

FlexibleGroupingmade

manageableatMamaroneckHighSchoolinNewYork

PhotoCred:JessicaHockett

HowdoIgetmyGroupsto

ProduceQualityWork?

qDetailedtaskcards/recordings/screens

qSomethingPRODUCEDingroup

qInterdependence/accountability

qSelf-Checkrubrics/gradingcriteria

qBetweengrouppeerchecking

qSomethingtomovetowhenwe’refinished(sothere’snotincentivetorush)

qSystemforaskingforandreceivinghelpDOUBET&HOCKETT- ASCD- 2015

GettingHelpDuringGroup

Work

QUESTION CHIPS

Rules for Using Question Chips

1. Each student or group gets a certain number of chips (e.g., 3)

2. 1 chip = 1 opportunity to ask the teacher a question; when you’re out, you’re out!

3. During group or independent work, students must decide if they need the teacher to answer their question. If they can figure it out together or ask another student/group for help, they should “reserve” their chip for a situation that seems more “urgent.”

JudyRex

From:Doubet&Hockett(March2015)StrategiesforDifferentiationinMiddleandHighSchool.ASCD.DOUBET&HOCKETT- ASCD- 2015

Green = We’re good to go!

Yellow = We need you over here, but we can continue working!

Red = S.O.S. We need you here right now, and we’ve stopped working!

Upside down during task

Right-side up when finished

COLORED CUPS FOR MANAGING GROUPSYou can post a sign like this in the room to teach students how to use the system.

Place cups on desks prior to the start of the period to “signal” students that they will be doing group work.

DOUBET&HOCKETT- ASCD- 2015

ManagementRoutines• PRESENTEDINTERMSOF“OVERCOMING

ROADBLOCKS”.

• INCLUDEPRACTICALGUIDANCEASWELLASEXAMPLES

OF“SIDEWORK”(ANCHORACTIVITIES), GROUP-WORK

PROTOCOL,OTHERFORMS,ANDSTATIONS.

©2016BYDOUBET&HOCKETT162

Book:pp.265-281

ForFurtherInvestigation

Inyourhandoutyouwillfindthewebsites/QRcodesforthreedifferentsitesfocusingon3differentareasofmanagementmostmiddleschoolteachersciteasproblematic.Atyourleisureyoucanstudyanyandallofthesethreesites.Ateachoneyouwillfindvideoclips,blogposts,additionalmaterials,etc.Feelfreetosharethesewithyourfacultieswhenyoureturntoyourhomeschools


GroupWorkGuru

http://padlet.com/doubetkj/groupwork


• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.

TIME!!!

http://padlet.com/doubetkj/TIME



PeerRelationships/GettingAlonginGroups

http://padlet.com/doubetkj/community



Readiness Interest LearningProfile

Teacherscandifferentiateaccordingtostudent

whenthegoal

is

AcademicGrowth Motivation Efficiency

whenthegoal

is

whenthegoal

is

BasedonTomlinson,2014169

Interestand

LearningProfile

PROVIDINGSTUDENTSWITHCHOICESTODEMONSTRATEGRASPOFLEARNINGGOALS(HOW-TO-S,TEMPLATES,ANDEXAMPLES).


Motivation Occurswhenwehaveakinshipwith...Interestin...

Passionforwhatweareattemptingtolearn.

Interest

Piaget,1978


TwoKindsofInterest

PERSONALINTERESToInterestsofpersonalvaluethatstudentsbringtotheclassroomoDevelopedovertimeoActivatedinternallyoBeyondtheteacher’scontroloArisesinpartfromsituationalinterestoImportantfor“holding”students

SITUATIONALINTERESToIntereststhatariseinorfromasituationoSpontaneousor“in-the-moment”oActivatedbytheenvironmentoWithintheteacher’scontroloPrecedespersonalinterestoImportantfor“hooking”students


SometimesChoicesareLowPrep


InterestInquiryGroups

InterestGroups◦Students choosefromthefollowingadoptions:

◦ SportsDrinks◦ HairProducts◦ GameSystems◦ Phones

◦ Inpairsorgroupsof3withotherswhochosesameoption,studentsanalyzetheadsfortechniquesused,strengthsandweaknesses,andrecommendationsforimprovement.


Interest ProblemText

TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthat

theyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8

• Whatisaverageofthesetnumbers?

• Whatisthemedianofthesetofnumbers?

• Createa“five-numbersummary”ofthedataanddisplayitinboxplotformat

• Whatpatternsdoyouseeinthedata?

VideoGames

Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhoursthey

spendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8

[samequestionsastraditionalproblem]

SocialMedia

AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdates

theyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8


Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenextfive

games,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow

representeachplayer’stotalamountoffoulsoverafive-gameperiod.

5,4,2,10,6,14,8,5,1,8


AdjustingAlgebraProblemstoAppealtoStudentInterest

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.175

SomeChoicestakeMoreTimeto

Prepare


Jigsaw

AcooperativelearningstrategyinwhichallstudentsbecomeexpertsonasmallpieceofatopicandthenteacheachotherINHOME/TABLEGROUPS:Yourtablematesandyouwill“divideandconquer,”sothateachofthefollowingFOURstrategies/stationsis“covered.”

©2016BYDOUBET&HOCKETT 177 ©2016BYDOUBET&HOCKETT 178

Pleasearrangeyourselvessothatyou

aresittingingroupsof4

Tri-Mind• ASTRATEGYFOR

DESIGNING

INSTRUCTIONALTASKS

ANDASSESSMENTSTHAT

CONTAINANALYTICAL,

PRACTICAL,AND

CREATIVEELEMENTS

• WE’LLEXPLORETHIS

STRATEGYINMORE

DETAILLATERONINTHE

YEAR


Book:pp. 216-222Tri-Mind:EvaluatingaScientificArgument/Claim

Dr.JessicaHockett ‘13

AnalyticalThinking Task CreativeThinkingTask PracticalThinkingTask

Useachart,diagram,ortabletodepictandanalyzethestrengthsandweaknessesof[thisauthor’s/scientist’s]scientificclaims,evidence,andreasoning.Includeanexplanationthatreflectsyouranalysisandsupportstheconclusionsyou’redrawing.

Imagineyouare goingtointerview[thisauthor/scientist] onyourradioorTVshowregardingthescientificclaimsandevidenceinthearticleyouread.Generatealistofquestionsthatprobehisclaims,evidence,andreasoning.Explainwhyyouareaskingeachquestion—thatis,whatinorabouttheargumentispromptingyoutoposeeachquestion.

Takeonthevoiceofsomeoneimpacted bythis [author’s/scientist’s]claimandcreatearesponsethateithersupportsorrefutestheclaim.Ineithercase,besuretosituatetheclaiminrealityandprobehisclaims,evidence,andreasoningaccordingly,explainingwhy youaresupportingorchallengingthem.

ThePROFILER• AFRAMEWORKFORDEVELOPINGASSIGNMENTCHOICES

GEAREDTOWARDVARIOUSMULTIPLE INTELLIGENCE

PREFERENCESREPRESENTED INTHECLASSROOM.

• AWAYOFCONNECTINGSTUDENTSTOTHEWORKING

WORLDASWELLASWITHROLESORAUDIENCESFOR

THEIRWORK.


Book:pp.223-231


Quickfire “Band”Task(SampleProfiler)

Createabandthatconformstothephilosophicaltenetsofthebeliefsystemassignedtoyourgroup(eitherConfucianismorLegalism).Therearefourtaskstocomplete.Dividetheseamongyourselves.Youmaycompletethemindividually,butyourworkshouldmakesenseasawhole.AlbumProducerChoosemusicgenreforband.Createfoursongtitlesforthealbum thatrepresentthebeliefsystemyouwereassigned.[Logical]

CoverArtistCreateaCDcover.Usewordsandimagestorepresentthebeliefsystemyou’vebeenassigned.[Visual-Spatial]

LyricistWrite(andperform?)ashortsong orrap.Thelyricsmustrepresentthebeliefsystemyou’vebeenassigned.[Musical-Rhythmic]

MusicCriticWriteareviewofthebandanditsalbum.Besuretoincludehow (andhowwell)thealbumrepresentsthebeliefsystemyou’vebeenassigned.[Verbal-Linguistic]

ChadPrather

RAFT• ASTRATEGYFORCREATINGDIFFERENTIATED

PERFORMANCETASKS,ORIGINALLYDEVELOPED

TOHELPTEACHERSTHINKABOUTANDPLANFOR

TEACHINGDIFFERENTKINDSOFWRITING

(SANTA,1988;BUEHL,2009).

• RAFTISMOTIVATINGBECAUSEITGIVES

STUDENTSCHOICE,APPEALSTOTHEIRINTERESTSANDLEARNINGPROFILES,ANDCANBEADAPTEDTOSTUDENTREADINESSLEVELS


Book:p.118-119

Tom Sawyer’s RAFTROLE AUDIENCE FORMAT TOPIC

Sid Aunt Polly Affidavit Why Tom should get a lickin’

Huck Self Poem or Song Who am I without my friend, Tom?

Aunt Polly Widow Douglas Dialogue Nobody knows the troubles I’ve seen (because of Tom)!

Becky Tom Letter How I really feel about you…

Injun Joe Self Drawing of Dream

Why I’m going to get even with Tom Sawyer… and HOW I’ll do it!

Muff Potter Townspeople Speech Why I thank goodness for Tom Sawyer….


•ThisRaftisalsodifferentiatedaccordingtoreadiness;top3formatsaremoredifficult.

•PostRAFTAssignment –•Meetin“MixedCharacter”GroupsandshareRAFTresponses•Composeanessayonthefollowingtopic:“Takingmultipleperspectivesintoaccount,isTomahero?Whyorwhynot?

Doubet/Capper– 2003

LEARNINGMENUSLEARNINGMENUSOUTLINEAVARIETYOF

INSTRUCTIONALOPTIONSTARGETEDTOWARD

IMPORTANTLEARNINGGOALS.STUDENTSSELECT

ANDCOMPLETETHEASSIGNMENTOPTIONSTHAT

MOSTAPPEALTOTHEM.


Book:pp.253-262


YourStrategyChoices

◦ TriMind: BasedontheworkofRobertSternberg,thisstrategyprovidesstudentswith3assignmentoptionsalignedtocreative,analytical,&practicalthinkingandasksthemtousethoseintelligencestowrestlewiththesamelearninggoals(p.216-222)

◦ TheProfiler: BasedontheworkofHowardGardner,thisstrategyprovidesstudentswithareasonablenumberofchoices(e.g.,4)alignedtothesamelearninggoalsandassociatedwithpotentialcareersthatwouldreflectGardner’sintelligences(p.223-231)

◦ RAFTs: StudentsassumeaRole,addressacertainAudiencewhilewritinginaspecificFormatonatargetedTopic(p.232-252)

◦ LearningMenus:StudentsareassignedMainDishes,andchoosefromaselectionofAppetizers,SideDishesandDesserts(p.253-262)


Jigsaw

INHOME/TABLEGROUPS:Yourtablematesandyouwill“divideandconquer,”sothateachofthefollowingstrategiesis“covered”:◦ TriMind (p.216-222)◦ TheProfiler(p.223-231)◦ RAFT (p.232-252)◦ LearningMenus(p.253-262)


InExpertGroups

Examineyourstrategy.Readtheexplanatorymaterialsandstudytheexamples.Togetherdiscussthefollowing:◦ Whatitis?◦ Howisitbestused?Whatareitsbenefits?◦ WhatmightIneedtobecautiousoforconsiderbeforeIusedthisstrategy?

◦ Whatexamplesfromthepacketseemmosthelpful/usable?◦ WhatideasdoIhaveforusingthisstrategyinmyclassroom?

RecordthisinformationonyourGraphicOrganizer

Aloneorwithotherpeopleinyourgroup,designandoriginalapplicationofthatstrategythatyouwoulduseinyourclassroom.


BackinHome/TableGroups

◦ Taketurnssharingwhatyoulearnedaboutyourstrategy(usepromptsonGraphicorganizer)

◦ Shareguidelinesandclarifyingexamples.◦ Groupmatestakenotesintheirgraphicorganizersasyoushare.

◦ Ifyoucameupwithanoriginalexample,sharethatandgetsomefeedbackonstrengthsandsuggestions

◦ Asagroup,decidewhichstrategyisbestusedindifferentways,withdifferentcontentareas,orindifferentpartsofyourcurriculum/year


Jigsaw


HomeGroupsTTaskLaunch/Introduction

ExpertGroup ExpertGroup ExpertGroup ExpertGroup

ExpertGroupUnderstandingCheck

HomeGroupSharing/SynthesisTask

Whole-ClassDiscussion

HomeGroupAccountability

IndividualUnderstandingCheckBasedonatemplateinDoubet&Hockett(2015)

JIGSAW

Book:pp.141-144

• Acooperativelearningstrategy(Aronson&Patnoe,1997)inwhicheachmemberofasmallgroupbecomesanexpertonadifferentaspectofthecontentandshareshis

orherexpertise withtheothergroupmembers.Thisstrategycanbeusedwithmanyotherstrategiesfeaturedinthebook.

Documents

and guided by general principles of differentiation ... · kinships that motivate learning Learning Profile How a student prefers or seems to learn best Teachers can differentiate