Object of Game: For Staff at BES to enjoy learning about Differentiation

Theory & Strategies.

Number of Players: Flexible Grouping (Alone, Small Groups, or Whole

Group)

How to Play: Best played using an Interactive White Board!

•After reviewing the five main categories, select a 10, 20, 30, 40, 50, or 100

point question. You will notice that the level of questions were created based

on Bloom’s Taxonomy.

•If you choose a hyperlink, you will need to exit out of the site in order to get

back to the game. The house icon will bring you back to the main game

board.

•You can keep track of which questions have been read. Point values will

turn green.

Ready? Click to go to game board.

Click here to go to Reference Page

Judy Ball

EDU 610

Differentiation and Theory Strategies

December 2009

Differentiated Instruction

Jeopardy

How Students Learn

Theory and Practice of

Differentiated Instruction

Teaching Strategies and Models of DI

Technology’s Role in DI

Assessing Students in

a DI Classroom

10 10 10 10 10

20 20 20 20 20

30 30 30 30 30

40 40 40 40 40

50 50 50 50 50

100 100 100 100 100

Back to Introduction

Name the psychologist who developed the theory of multiple

intelligences.

http://www.infed.org/thinkers/gardner.htm

Identify the seven original intelligences in Gardner’s Theory.

http://www.ldpride.net/learningstyles.MI.htm#Multiple%20Intelligences%20Explained

Use this quote by Carol Ann Tomlinson to help you complete a puzzle that illustrates how to meet the needs of advanced and struggling learners.

“The teacher thinks and plans in terms of „multiple

avenues to learning‟ for varied needs, rather than in

terms of „normal‟ and „different.‟ The goal for each

student is maximum growth from his current

„learning position.‟ The goal of the teacher is coming

to understand more and more about that learning

position so that learning matches learner need.”

http://www.jigsawplanet.com/?id=38ec941ba6f26378

What connections can you make from literacy assessment and instruction to this list of questions a teacher should consider

when observing student learners?

What is the individual’s knowledge base at the beginning of the unit of study?•What does the learner know?

•What is the student’s attitude toward the new learning?

•How can the student’s prior knowledge be assessed?

What does the student need to learn next?•Identify gaps in the student’s learning.

•Analyze and prioritize needs. What are the observable behaviors?•Is the behavior causing a problem with learning?

•How can the behavior be corrected?

•How will the behavior be modified?

How will I teach the information?

How will I check for understanding? What assessment tools do I need?

How will the new information be retained, or “crystallized”?

Create a short poem or song using some or all of the words below that describe learners in a mixed-ability classroom.

ready satisfied advanced struggling interested

respected powerful challenged accepted unafraid

musical spatial interpersonal logical-

mathematicallinguistic

joyful comfortable happy supported cooperative

loved encouraged motivated intrapersonal kinesthetic

thoughtful independent engaged understood connected

Make an informal assessment of how well you know your students.

Discuss with your team your observations. Are there any

recommendations or conclusions you can make about the learners in our school?

“In the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.”

Carol Ann Tomlinson

Select the name of the person who wrote the following in her book, How to

Differentiated Instruction in Mixed-Ability Classrooms.

“What we share in common makes us human. How we

differ makes us individuals. In a classroom with little or

no differentiated instruction, only student similarities

seem to take center stage.”

•Carolyn Chapman

•Rita King

•Carol Ann Tomlinson

Review the following examples of instruction and identify the two that tell what differentiated instruction

is not.

DI is a blend of

whole-class,

group, and

individual

instruction.

DI is student

centered.

DI is another

way to provide

homogeneous

grouping.

DI is rooted in assessment.

DI is more qualitative than quantitative.

DI is chaotic.X

X

Using the metaphors below, ask which role you see yourselves playing

in a differentiated classroom.

A Conductor of an orchestra pulls

together a group of people who

may not know each other but work

to achieve a common end. He

helps the musicians make music

but doesn’t make the music

himself.

A Jazz Musician can play a piece, add

new notes, change tempo, step back for

a soloist to be in the spotlight, or

become the soloist in the spotlight. She

can abandon the score for the sake of

the music, the group, and the audience.

A Coach has goals for

the team and for the

individuals on the team.

He is active during

practices and games

but does not play the

game.

Watch this video and think about how Carol Ann

Tomlinson uses the metaphor of being a COOK.

http://shop.ascd.org/productdisplay.cfm?categoryid=videos&productid=609012

Flexible grouping allows a teacher to match

students and tasks based on readiness, interests,

and learning styles. What connections can you

make to the DAILY CAFÉ?

•Independent Work?

•Small Group Work?

•Whole Group Work?

•Read to Self

•Word Study

•Writing

•Listen to Someone Read

•Strategy Groups

•Word Study

•Writing

•Read to Someone

•Read Aloud

•Word Study

•Writing

•Shared Reading

Create a plan on how DI can be accomplished using the FOSS Science Kits.

Use the diagram to help.

Whole Class Activities

SharingPlanningPre-assessment Introduction of Concepts Wrap-up of

Explorations

Small-Group Activities

Sense-Making Teaching SkillsDirected Reading Planning Investigation

Individual Activities

Student-Teacher Conferences

Compacting Sense-Making Practice &

Apply Skills

Assessment Teaching & Planning Guidance Evaluation

Homework Interest

CentersProducts Independent

Study

Testing

http://curry.edschool.virginia.edu/about-bpi-

institutes-164

http://www.ascd.org/professional_develop

ment/institutes/PD10GE041.aspx

Decide which of the upcoming professional development activities would benefit staff members at our

school. Make a recommendation to the administration.

Association for Supervision and

Curriculum Development

Association for Supervision

and Curriculum Development

University of Virginia

http://www.ascd.org/professional_

development/institutes/PD10GC010.aspx

Tell one strategy you think you already use that supports DI.

http://www.members.shaw.ca/priscillatheroux/differentiatingstrategies.html

“Begin differentiating at a pace that is comfortable for you. There’s a strong

parallel to students in a classroom here: Some leap like leopards through a

given task, others move at a more measured gait. What matters most is that

students-and teachers-make progress from their respective beginning points,

not that they all work alike.”

Carol Ann Tomlinson

I am trying my hand at

Language Arts because it’s

the subject I enjoy the

most.

Using the I Chart below, show which behaviors correlate with the “minimize noise” and “stray movement” strategies

suggested for a DI environment. Explain what kind of flexible group this is.

Read to Someone requires

voices. Teaching them to use

whisper voices minimizes

noise for those students

easily distracted by it.

Because students read their

own good fit books to each

other, ability and interest are

addressed.

Explain how the building of stamina in Read to Self supports student

success. Explain what kind of flexible group this is an example of.

When students pick

books that interest them

the ability for them to

attend for longer periods

of time is greater. The

goal to strive for in a DI

class, over time, is to

help students at all

reading levels sustain

independent tasks for

longer than what was

comfortable for them in

the beginning.

On-task behavior is important in a DI classroom. How is this

accomplished during the DAILY 5?

The urgency statements

on the I Charts help

students to understand

that their on task

behavior will help them

do better. The daily

“Thumbs Up” or

“Thumbs to the Side”

Check-in holds them

accountable.

Imagine what the Daily 5 time might look and sound like if there wasn’t a plan for

students to get help when you’re busy with another student or group.

The strategies we teach

for reading help students

focus on goals in their

reading. They learn to try

many strategies before

asking for help. When

drafting, students

underline words they

don’t know how to spell

and “move on”. Students

need to know when it’s

okay to ask for help and

when it’s not.

One of Tomlinson’s key strategies is to engage students in talking about classroom procedures and group processes. Think about DAILY 5 and

decide if this model of teaching literacy promotes differentiated instruction.

One of the most

important parts of

DAILY 5 is modeling.

As we model writing

and reading with our

students, students not

only understand

procedures but learn

how thinking aloud

about our thinking

promotes problem

solving.

List 6 or more kinds of technology teachers can use to

integrate and differentiate.

http://www.teachertube.com/viewVideo.php?video_id=448

The following video explains why teachers need to use

current and up to date technology tools to motivate our

students. Most children today are digital learners as

well as spatial, kinesthetic, linguistic, etc.

Review the following Wiki. The author provides a Top Ten List of ways for students and teachers to use technology effectively. Use the tool for recording sound to state

which tool you might like to use and give one reason how it would

benefit differentiation.

http://glovely09.wetpaint.com/page/TopTen+for+Young+Learners?t=anon

Use one of the more popular sites teachers use to integrate technology to make a list of links you might use to help

you differentiate.

http://school.discoveryeducation.com/schrockguide/index.html

Analyze these quotes about teaching, learning, and technology in this video.

Paying close attention to Madeline Hunter’s quote, respond to the

questionnaire.

http://www.teachertube.com/viewVideo.php?video_id=917&title=

Teaching__Learning__and_Technology_Quotations

•What new kind of technology do you find

interesting but perhaps a bit uncomfortable

attempting to use?

•How can teachertube.com be used to meet the

levels and interests of your students?

Imagine classrooms where our students know more about technology than the teachers

who lead them. What course of action could we take to meet the needs and interests of

our learners?

http://www.edutopia.org/node/2943

Keeping up with technology is a challenge. View the Glog about Differentiated Instruction and determine how Glogs can be used to meet

the needs and interests of our students.

http://avelte.glogster.com/Velte-Differentiated-Instruction/

Select when the monitoring of progress in a differentiated

classroom occurs.

Never, it doesn’t really guide instruction.

Sometimes, especially after the completion of a unit.

Before, during, and after learning

in order to guide instruction.

A.

B.

C.

Identify the purpose of assessment in a differentiated class before,

during, and after lessons.

before

after

during

assessment

to identify

strengths

and needs

during

instruction

to help develop a

positive learning

environment that

is tailored to

needs of

individual

learners.

to make

plans for

goals not

met

to see if

learner

has

reached

initial

goals

to help plan for

reteaching,

revamping,

enhancing, or

enriching

according to

diverse needs of

learners

to avoid

failures and

discouragement

What is the major goal of differentiated assessment?

Diagnose learners in

different ways.

Provide meaningful

instruction.

Contract Model

Curriculum

Compacting Model Project-Based Model

Problem-Based Model

CONTENT is the “input” of teaching and learning. It’s what we teach or what we want

the students to learn. Compare how assessments are used when planning for

CONTENT.

Curriculum Compacting Model

Assess what the student knows and does not know about a topic.

Select, adjust, and pace tasks to help student learn what still

needs to be mastered and also dig deeper into the topic.

Assess the material to be mastered. Allow opportunities to share

or present extended tasks.

During

After

Before

PROCESS is sense-making of the content or ideas and skills to which students have been introduced. What course of action could you

take in your class to assess PROCESS?

Project-Based Model

Questionnaire is given to student to analyze interests, abilities,

and needs related to the selected topic.

Does the project reflect learning over a period of time? Is the

student able to explain the information learned? Did the project

tasks address the content objectives and standards?

After

Before

PRODUCT assignments help students rethink, use, and extend what they have learned over a long period of time.

Determine the importance of assessment during the PRODUCT stage of learning. Discuss your ideas.

Contract Model

Student and teacher agree on contract. Timeline and student’s

plan is mapped out. Both teacher and student understand each

part of the contract.

Is the student meeting the objectives? Is the student using time

wisely? Is the student challenged? Are the student’s unique

strengths, talents, and interests being honored?

Did the student complete the project within the specific time

frame? Did the activities teach the student the concepts or skills

needed for his age and grade level?After

During

Before

Back to

Introduction

REFERENCESBOOKS

Boushey, G., Moser, J. (2009) The CAFÉ Book, Engaging All Students in Daily

Literacy Assessment & Instruction. Portland: Stenhouse Publishers

Chapman, C., & King, R. (2005) Differentiated Assessment Strategies, One Tool

Doesn’t Fit All. Thousand Oaks: Corwin Press

Tomlinson, C.A. (2001) How to Differentiate in Mixed-Ability Classrooms. Upper

Saddle River: Pearson Education, Inc.

INFORMATION FROM THE WORLD WIDE WEB

Association for Supervision and Curriculum Development, Retrieved Dec. 11, 2009 from http://www.ascd.org/

Bogod, L. (1998) LD Pride, Retrieved Dec. 11, 2009, from http://www.ldpride.net/

Dell, D. (2007) Teaching, Learning, and Technology Quotations, Retrieved Dec. 11, 2009 from

http://www.teachertube.com/

Ellis, K. (2001) Teachers Get Tech Tips from Students, Retrieved Dec. 11, 2009 from http://wwww.edutopia.org/

Lovely, G. (2009) Top Ten for Young Learners, Retrieved Dec. 11, 2009 from

http://glovely09.wetpaint.com/page/TopTen+for+Young+Learners?t=anon#update

Schrock, K. (1995) Kathy Schrock’s Guide for Educators, Retrieved Dec. 11, 2009 from

http://school.discoveryeducation.com/schrockguide/.

Smith, M.K. (2002,2008) “Howard Gardner and multiple intelligences, the encyclopedia of informal education,

http://www.infed.org

t4. jordandistrict.org (2007) Pay Attention, Retrieved Dec. 11, 2009, from http://www.teachertube.com/

Theroux P. (2004) Enhance Learning with Technology, Strategies for Differentiating, Retrieved Dec. 11, 2009, from

http://www.members.shaw.ca/priscillatheroux/index.htm

Tibo Software, Jigsaw Planet, Retrieved Dec. 11, 2009 from http://www.jigsawplanet.com/

University of Virginia, Curry School of Education, Institutes on Academic Diversity, Retrieved Dec. 11, 2009 from

http://curry.edschool.virginia.edu