Differentiation is not a set of strategies, but teaching

Copyright Carol Tomlinson 2014 1

Differentiation and theCurriculum/Assessment/Instruction Connection

Piedmont Triad Education ConsortiumWinston Salem, NCJanuary 24, 2014

Carol Ann TomlinsonWilliam Clay Parrish, Jr. Professor

Curry School of EducationUniversity of Virginia<[email protected]>

Introduce yourselves briefly if you don’t already know one another.

Talk about how you think about or make sense of differentiation.

How do you think most of your colleagues understand differentiation?

What are your key questions about differentiation?

Differentiation is not a set of strategies, but

rather a way of thinking about

teaching & learning.


Environment Curriculum

AssessmentInstruction

Lead

ersh

ip &

Man

agem

ent Leadership &

Managem

entTHE HALLMARK OF EFFECTIVE TEACHING

Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together

“It means teachers proactively plan varied approaches to what

students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood

that each student will learn as much as he or she can, as

efficiently as possible.”


Differentiation is

a sequence of common sense decisions

made by teachers

with a student-first orientation

Adam Hoppe, 2010

Ensuring an environment that actively supports studentsin the work of learning (mindset, connections, community),

Absolute clarity about a powerful learning destination(KUDs, engagement, understanding),

Persistently knowing where students are in relation to thedestination all along the way (formative assessment

for and as instruction),

Adjusting teaching to make sure each student arrives at the destination and, when possible, moves beyond it (addressing readiness, interest, learning profile),

Effective leadership & management of flexible classroom routines.

Effective differentiation is part of effective teaching:

Creating an environment that invites learning,

Knowing with clarity the learning destination,

Checking regularly to see where students are in regard to the destination,

Adapting instruction to ensure steady progress for each learner,

Establishing routines that balance structure and flexibility to allow attentionto varied learner needs.


How are these ideas

about differentiation

similar to the definitions

in your mind? To the

ones used in your school?

How are they different? Would it make any difference in practice in

your school if the majority of teachers operated from this perspective

on differentiation? Please talk with a fence partner or two.

1 Quality DI

Begins with a growth mindset, moves

to student-teacher connections, &

evolves to community.

Enviro

nm

ent

The Game Plan For

1. Growth Mindset• Teacher• Student

2. Teacher-StudentConnections

3. Community


Take a look at thissegment from 60 Minutes.

Look for the philosophy and principles that undergird Habrowski’swork.

Think also about how the principles would impact learning for the range of students in your school and classroom.

Key Principle/Practice Why it Matters Translation into the Classroom

Thinking about the Video

Goose bumps curriculumMeaning-rich curriculum, connection with

broader worldHigh standards/high supportHard workWe believe in you and intend you to succeed

Teacher acceptance of responsibility forstudent success

A plan to ensure bonding with peersCohort effect

72 teachers around me—I can’t get lostTeachers as models of learning and quality workLearn to believe in both self and peersEncouragement everywhereContagious enthusiasmFocus, focus, focus

Some Hrabowski Principles & Practices

to Foster Student Success


2 Quality DIIs rooted in meaningful curriculum

(goal clarity, engagement, understanding, teaching up).

Cu

rriculu

mThe Game Plan For

1. Plan for Engagement

2. Clear KUDs

3. Focus on Understanding

4. Teaching Up

It’s essential to be clear aboutwhat a curriculum is—and isn’t

(A curriculum includes, but should not be limited to a set of standards in otherwords, a curriculum should not be seen as a “fixed” or “immutable” entity.)


Important Distinction

Standards are not a curriculum.

A textbook is not a curriculum.

A pacing guide is not a curriculum.

Those things are part of ingredients

for creating a curriculum.

This is NOT a meal…

It’s ingredients for a meal!You would not take people you care about into the kitchen,

point to the ingredients on the counter, and say, “Here’s dinner. Eat it.”

To make dinner, you mix the Ingredients in an

appetizing and healthful way…

…ensuring the right balance of ingredients


In fact - with the same ingredients, you can make a base

that you can then use to make many different dishes

Depending on the tastes and diet needs of your diners.

In other words…

Standards are mandated ingredients…

Important…

But not a meal.

Planning, preparing and serving the meal requires

teachers who are thoughtful and creative.

Curriculum based on standards also makes room

for the students who must learn it!

Movie Time….

In this Classroom, Look For:

1) The nature of the learning environment--mindset--connections--community

2) Quality of curriculum--engagement--understanding

3) Examples of how the teacher addresses student variance

4) Your own questionsPCM--RW


QUALITY CURRICULUM:

THE SHORT VERSION

Engagement + Understanding(sense & meaning) = Success

Does this connect to

my life?(Engagement)

Do I get how thisworks?

(Understanding)

Movie Time….

What’s Important in this Clip?

1) In the way the teacher thinks aboutdesigning curriculum?

2) About the teacher herself?

3) About what’s going on for the students?

18:26-20:01


Planet MI Task

V/L

Write a story about your planet

L/M

Make a chart that compares your planet to Earth

M/R

Make up a song about your planet

B/K

Make up or adapt a game about your planet (Saturn ring-toss, etc.)

Beware of Twinky DI

However we conceive it, every lesson plan should be, at its plan at its heart, motivational plan. Young learners are motivated and engaged by a variety of conditions. Among those are:

novelty

cultural significance

personal relevance or passion

emotional connection

product focus

choice

the potential to make a contribution or

link with something greater than self

Tomlinson • 2003 • Fulfilling The Promise...


Teachers Must Distinguish

Between:

Enduring

Understandings

Important to Know and Do

Worth Being Familiar With


Planning a Focused Curriculum Means –At the Very Least—Clarity About What

Students Should …

KNOW– Facts

– Vocabulary

– Definitions• UNDERSTAND– Principles/

generalizations

– Big ideas of the discipline

• BE ABLE TO DO–Processes

–Skills

KNOW

Facts, names, dates, places, information

• There are eight continents

• Winston Churchill

• 1066

• The Nile River

• The multiplication tables

• Procedural information (how to…)

BE ABLE TO DO

Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production)

Verbs or phrases (not the whole activity)

– Analyze– Solve a problem to find perimeter– Write a well supported argument– Evaluate work according to specific criteria– Contribute to the success of a group or team

– Use graphics to represent data appropriately


UNDERSTAND

Essential truths that give meaning to the topic. Stated as a full sentence.Begins with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT)

– Multiplication is another way to do addition.– Geography is destiny.– People migrate to meet basic needs.– All cultures contain the same elements.– Entropy and enthalpy are competing

forces in the natural world.– Voice reflects the author.– Angles are measures of turning.– Rhythm organizes time and energy of sound &

silence.--Art is deception.

Humans are born asking

a question,

And die asking the same question.

The disciplines were created to answer that question:

“What is life and who am I in it?”Realms of MeaningPhil Phenix

It is the teacher’s job to make explicit

that which we hoped was implicit.


Likely KUDs for the Science Lesson

KNOWecosystem, perspective, personallens, stakeholder lens, systemculture, persuasive writing….

UNDERSTANDPeople’s contexts shape their perspectives on events and information.Science is part of a social system and is dependent on that system for its impact.

DOUse scientific data to make decisionsConstruct a logical argument using persuasive writingWork collaboratively to solve problems

TAKE

A

LOOK…

At Some Examples of KUDs

(Jot down thoughts and questions as you look with a colleague.)

A Street Through Time:An Elementary Social Studies Lesson

As a result of this lesson, students should:KNOW:

Definition of cultureElements of culture (explain, illustrate)

UNDERSTAND:All cultures share common elements.Each cultural element is shaped by time, place, and each other cultural element.People shape their culture and are shaped by it.

BE ABLE TO:Gather informationOrganize informationUse information to draw informed conclusionsEvaluate conclusions based on evidence

Tomlinson ‘03


KUDs for an Elementary Math Unit• Concepts: structure, function• Understandings:There is structure in everything around us.Using geometric terms provides a language to describe many things around us.There is often a relationship between the structure of an object and its use or function.• Essential Skills:Describe, draw, compare, and classify geometric objects,Communicate effectively using geometric terms,Gather, analyze, and apply geometric information in problem solving,Relate geometric structure and function to a real-world context,Establish and follow a project plan and timeline, assessing progress throughout• Essential Knowledge:Attributes of points, lines, line segments, planes, rays, parallel lines, and

perpendicular linesTypes of angles (right, acute, obtuse)The distinguishing characteristics of polyhedrons (cone, cure, pyramid, rectangular

prism)cylinder prism, triangular prism

Symmetry, congruence, structure, functionRules for grouping polygons and polyhedrons (faces, angles, edges, vertices)

Adapted from Elizabeth Hargrave

Music KUDsGrade 5 Orchestra

KnowParts of an instrumentCare of an instrumentBasic procedures/processes of a rehearsalNote on the scale at a beginner’s rangeNote values (rhythm) at a beginner’s rangeWays posture and playing position affect tone productionWays parts can interact rhythmically and harmonically at a basic level)

(imitation, unison, contrast, harmony, melody, accompaniment)

UnderstandMaking music is a way of joining the human quest for mastery, meaning, &

connection.Writing music down lets people share their ideas over time.Technical skills make musical expression possible.Musicians break down complex music by isolating different elements (e.g., rhythm,

notes, tone).Notes and clefs are a way of organizing the sound world.Rhythm organizes the time and energy of sound and silence.

DoIdentify, decode, and perform notes on the clef relevant to their instrument

at a beginner’s rangeIdentify, decode, and perform rhythms using whole, half, quarter notes,

and pairs of eighth notesFollow basic procedures of a rehearsalProduce a solid, characteristic tone on an instrumentPlay a part in an ensemble of different partsGenerate contrast in dynamics and articulation

ASL Music Teacher 2012


Unit OverviewGrade 3: Biography/Autobiography

Know• Biography (definitions/characteristics)• Autobiography (definitions/characteristics)• Descriptive adjectives (definition/list)• Traits

• Theme (definition/examples)Understand• Our decisions affect our lives.• Today’s decisions affect now and later.• It’s important to know traits you admire and to try to practice those things.• Successful people try to be true to what they believe.• Sometimes life doesn’t work like we want it to.• We can learn from both good times and difficult times.• People’s lives affect one another.Be Able to Do• Define personal goals/traits• Describe/illustrate personal goals/traits• Use description effectively• Write complete sentences• Share writing with others• Evaluate own writing according to set criteria• Interpret biographical writing• Write autobiographically

Fifth-Grade Science• Concept: Cause and effect

• Lesson Topic: States of Matter

• STUDENTS WILL UNDERSTAND THAT…

– …science is governed by cause and effect relationships (Course)

– …temperature affects/determines the state of matter (lesson)

• STUDENTS WILL KNOW

– Definitions of atoms and molecules

– The states of matter

– The arrangement and movement of molecules in each state of matter

• STUDENTS WILL BE ABLE TO

– Illustrate the arrangement of molecules in each state of matter

– Describe how temperature affects the state of matter

– Evaluate how temperature affect the state of matter of a given object

Madison County, VA Teachers, ‘07

Know:Equivalent Scale Compare Proportion Relative Ratios represent relative sizes or quantities Ratios, fractions and percentages are different ways

to represent parts of a whole We can write ratios as fractions or percentages by considering the total

number of parts in the ratio

Understand:Ratio is the relative relationship between numbers.The ratio between numbers is how the numbers compare to each other. A whole can be divided into various parts.

Be able to (do) Record the comparison between two quantities in a standard way Recognize and solve problems involving simple ratios Convert between fractions, percentages and ratios Represent the relationship between a whole and the parts within the whole in a variety of ways

Grade 7 Math--Ratios

Rosalie Miller/Jane Jarvis 2012


History Example• Concept: Perspective• Lesson Topic: World Leaders• Understand:

We can figure out what leaders are like by perceiving their words and actions.

Different people may perceive the same leader in different ways.

• Know: Important national and world leaders; different biographical facts and contributions of different leaders

• Do: – Describe a national or world leader.– Distinguish how that leader would appear from 2 different

groups’ perspectives – Analyze the effects of perspective on description

If we don’t know with good precision where we’re trying to go with our students and howwe’ll get them all there,

The odds are, we’ll miss the target!!

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Grade 7 Reading Standards for Literature

Unpack this Standard: What Might its KUDs Be?


Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Grade 7 Reading Standards for Literature

KnowElements of fiction (plot, setting, character, theme)Analysis, evidence, interaction, supporting a position

UnderstandElements in our lives affect us and affect one another.

The people we associate with help shape us—and we help shape them.Time of day, weather, where we are, the music we hear all impact our

mood, thoughts, and actions.The “themes” of our lives that most strongly represent who we are and

what we stand for shape our thoughts, lives, and actions.Authors use the elements of fiction in purposeful ways to guide readers’ thinking.Stories are representations of life and in that way, act like our lives do.Each element in a story shapes every other element in the story.

DoRecognize the elements in a story.Explain how the elements interact—and why.Provide evidence from the story to support

their explanation.

TASKS:Clear KUDsRequire careful thoughtFocus on understandingProblems to solve/Issues to addressUse key knowledge & skills to explore,

or extend understandingsAuthenticRequire support, explanation, application,

evaluation, transferCriteria at or above “meets expectations”Require metacognition, reflection, planning,

evaluation

New World Explorers

KNOW• Names of two New World Explorers and key events in exploration• Key contributions of the explorers

UNDERSTAND

• Exploration involves– risk– costs and benefits– success and failure

Do• Use resource materials to illustrate

& support ideas


New World Explorers

Using a teacher-provided list of resources and list of product options, show how 2 key explorers took chances, experienced success and failure, and brought about both positive and negative change. Provide proof/evidence.

Using reliable and defensible research, develop a way to show how New World Explorers were paradoxes. Include and go beyond the unit principles

If Version 1 of the task is too demanding for students with more complex learning challenges, consider:

Providing resource boxes with appropriate materials,Having students meet in start-up groups with the teacher to plan,Using brainstorming or think-tank groups prior to beginning work,Providing graphic organizers with prompts to guide gathering and

synthesizing information,Giving directions one step at a time,Having students check in with the teacher after each step, Having students who need planning assistance create a timeline/checklist

for completing their work,Writing the directions with more basic vocabulary, Writing the directions in bulleted form, Providing a model of straightforward, competent student work,Providing a summary of ideas in the student’s first language to

support comprehension,Providing a list of key vocabulary with clear explanations,Using “experts of the day” to answer questions,Etc.

1. How do you feel aboutthe idea of using KUDs as the pivot point for instructionalplanning and for formative assessment?

2. How clear are your studentson the essential understandingsfor lessons, units, and contentareas?

3. What do you do to keep theimportant understandings in theforefront of student thinkingthroughout a unit?

Let’s use fence partners this time around…


3 Quality DI

Is guided by on-going assessment (for

planning and feedback—not grades).

The Game Plan For Assessm

en

t1. Tight alignment with KUDs

2. Focus on Understanding

3. Pre-assessment (including

pre-requisite KUDs)

4. Formative Assessment

5. Feedback vs. Grading

6. Assessment for & as

learning


Preassessment

Formativeassessments

Summative assessment

Learning objective

High School Biology Interest SurveyDirections: I’ll be a better teacher for you if I understand some of your interests. In each box below, place an interest of yours. Write briefly about how you are involved with that interest. Note also any ways you can think of that the interest might connect with science.

Interest:Experience w/ it?:

Connection w/ Science?

Interest:Experience w/ it?


Interest:Experience w/ it?


Interest: Experience w/ it?

Connection w/ science?

Example of a brief secondary interest pre-assessment.


Learning Profile Pre-Assessment

Learning Profile Pre-Assessment1. Favorite subjects in school=head color and body color• Math-purple• Science-red• Reading-blue• Writing-orange

2. Least favorite subjects in school=hair color (you can design fun hair)

3. If you are a boy, use shorts.If you are a girl use the pants.

Make the color pants with your favorite color.

From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA

Learning Profile Pre-Assessment4. Strongest multiple intelligence area=shirt color• intrapersonal-white• Interpersonal-red• Musical-blue• Kinesthetic-black• Logical mathematical-yellow• Verbal/linguistic-purple• Visual/spatial-orange• Naturalist-green

5. Learning preference=shoe color• Visual-white• Auditory-black• Kinesthetic-brown

From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA


Learning Profile Pre-Assessment6.If you prefer to work alone on project , put on stripes. If you

prefer to work in groups, draw polka dots on your shirts.7. If you like to be challenged and learn new and difficult

things, design a hat for your self.

From Mr. Wasserman’s 5th grade classroom Henrico County Schools, VA

Directions: Complete the chart to show what you know about fractions.

Write as much as you can.

Definition Information

Examples Non-Examples

Fraction

Useful for pre-assessment & formative assessment of readiness in many grades & subjects

An Example of Pre-assessing Student Readiness in a Primary Classroom






Movie Time….

In this Example:

1) In what ways are the two approaches thisteacher uses here for formative/ on-going assessment alike?

2) In what ways are the two approaches different?

3) What might the teacher lose if she used only one of the two approaches?

39:54-42:40

A Formative Assessment in Art

What is perspective?

One of a variety of methods artistsuse to create depth and dimension

What techniques do artists use tocreate perspective in drawing?

Show an example of perspective?

Explain technique(s) you used tocreate perspective in your portfoliodrawing and why you chose it/them.

EXIT CARDSOn your exit card---

Explain the differencebetween a folk taleand a fairy tale. Give some examples of each as part of your explanation.


Mesopotamia

Geography Economy

Lifestyle Select 2 and explainhow they are connected

What’s theunderstanding

reflected in this example?

“Differentiation is making sure that the right students get the right

learning tasks at the right time. Once you have a sense of what each

student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”

Assessment as Learning: Using Classroom Assessment to Maximize Student LearningLorna M. Earl

Corwin Press, Inc. – 2003 – pp. 86-87

Think of at least three ways

it would change how we think

about teaching and learning

if we use pre- and formative

assessment regularly in all of our

classrooms.

Please talk with an elbow partner

to consider this question


4 Quality DIUses responsive instruction

(readiness, interest, learning profile, flexible grouping, respectful tasks).

Instru

ction

The Game Plan For1. Tightly aligned with KUDs

2. Based on FormativeAssessment

3. Responsive to Readiness,Interest, Learning Profile

4. Effective use of Instructional Sequences

5. Thoughtful Selection ofInstructional Strategies

6. Respectful Tasks

7. Flexible Grouping

8. Maximum Growth for Each Learner

Readiness, Interest, Learning Profile, Flexible Grouping, Teaching Up


A

Common

Question

“What do I do with the assessments once I’ve given them??”

Interpreting Formative Assessment Information is a Pattern-Seeking Exercise

Thinking about Patterns in Formative Assessment (Pre- & On-Going)

What are you looking for in terms of KUDs in the assessment?All 3? Just Ks? Just Ds? Just Us?Acquisition? Understanding? Transfer?

What patterns do you see in student responses?These students can provide definitions but cannot explainThese students can explain but are lacking in academic vocabularyThese students have both academic vocabulary and explanationThese students are missing key prerequisite knowledge, understanding,

and/or skill

These students can provide a cause and defend their reasoningThese students can provide a cause but are weak in defending reasoningThese students can neither provide a cause nor defend their reasoning

These students can give correct answers but cannot transferThese students can give correct answers and transfer

These students show acquisition, understanding, & transfer.These students show acquisition & early understanding, but can’t transfer.


Beasley, 2012

Building a Persuasive Paragraph

KNOW: Purpose of a persuasive paragraph

Parts that come together to create a persuasive paragraph

Topic sentence, elaboration, concluding statement, persuasive paragraph

UNDERSTAND: How we construct what we write affects how readers understand it.

DO: Students will…

1. Analyze a paragraph to identify key components of a persuasive paragraph

2. Organize an individual paragraph with topic sentence, relevant elaboration, and a

concluding sentence

3rd Grade

Pre-Assessment

• Administered during previous week

• Writing prompt

• What do you think?

– Read the following prompt and let us know what you think about this issue. Write a paragraph that would help someone know what your point of view is about the decision.

– The school board met and decided that recess would no longer be needed in

school. They felt that it would help students spend more time learning without being interrupted each day for recess. What do YOU think?

• The teacher used a question about something that interests students in order to elicit their best responses

• Results from the pre-assessment:

– Group A– Writing indicated that they were comfortable with the

organization of their argument

– Group B – Writing indicated that they struggled with organizing their

argument

Steps in Lesson

• Reintroduce the pre-assessment topic and have the students Think-Pair-Share about their own opinion of the topic. Ask pairs to read the two sample paragraphs (both with the same opinion, but one is organized well, and another is not) and talk about which one they felt was more persuasive.

• Introduce to the whole group the vocabulary of organizing a paragraph (topic sentence, supporting details, elaboration, concluding sentence). As a class, go through each definition while all students highlight the example in the example paragraph with markers (Green – topic sentence, Blue- supporting details, Orange- elaborations, Red- concluding sentence).

Beasley, 2012


Sample Paragraph

• There are many reasons why we shouldn’t have recess during the school day. First of all, if we didn’t have recess, we would have more time to work on projects in school without being interrupted. Sometimes I am in the middle of something really, really important and then all of a sudden, we have to stop and I have to leave it behind. By not having recess, fewer students would get hurt. It seems that every time we are out on the playground, someone trips or falls and needs to go to the nurse. Finally, by not having recess, we might do better on tests. Everyone would have longer to study and we could all get A’s. So you see, if we didn’t have recess, it would be good for our school.

Beasley, 2012

Groups based on Assessment Info.

• Quarter Pounder Group – Grab your boxes and meet at the left side table

• Big Mac Group – Grab your boxes and meet at the right side table

Beasley, 2012

Quarter Pounder Group• Pick up the Quarter Pounder boxes. With a partner, work on the jumbled

paragraph inside your box. When you feel that it is organized, retrieve the answer key and check your work. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment

Using the graphic organizer, choose one of the following topics and tell us what you think about…

– Whether chewing gum should be allowed in class, whether students should be allowed to bring toys to school, whether dogs make better pets than cats.

Your task will be reviewed to see to how well you demonstrate an understanding of the organization of a persuasive paragraph.

Beasley, 2012


Graphic organizer for

Quarter Pounder

Group

Topic:_____________________ By_____________________

______

1. Elaboration: 2. Elaboration: 1. Elaboration: 2. Elaboration: 1. Elaboration: 2. Elaboration:

Topic Sentence:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Concluding Statement:

Beasley, 2012

Big Mac Group

• Pick up the Big Mac boxes. With a partner, work on the jumbled paragraph inside

your box. When you feel that it is organized, raise your hands to have your teacher

check your answer. Glue your corrected paragraph to your paper and turn in.

• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.

• Complete the following assignment:

Using the graphic organizer, choose one of the following topics and tell us what you think about…

– Whether chewing gum should be allowed in class, whether students should be allowed to bring toys to school, whether dogs make better pets than cats.

– If you need a hint, go to retrieve an “extra topping” from our jars!

Your task will be reviewed to see how well you demonstrate an understanding of the organization of a persuasive paragraph.

Beasley, 2012

Graphic organizer for

Big Mac Group

Topic:_____________________ By_____________________

______

1. Elaboration: What is an example of how I know the supporting detail

is true?

2. Elaboration: What is another example of how I know the supporting

detail is true?


is true?


detail is true?


is true?


detail is true?

Topic Sentence: What do I believe about this?

What is my overall opinion about this?

Supporting Detail: What is one reason that I believe what I said in my

topic sentence?

Concluding Statement: How can I let the reader know that

I’m finished with giving supporting details? (Hint: Start

with, “So…” or “Therefore…” or “In summary…”)

Supporting Detail: What is another reason that I believe what I said in

my topic sentence?

Supporting Detail: What is another reason that I believe what I said

in my topic sentence?

Beasley, 2012


“Extra Toppings” Example

Should chewing gumbe allowed in class

Which would make a student happier?

How would this affect talking in class?

How would gum affect gym class?

Beasley, 2012

Future Steps in Lesson (cont’d)

• Students present their writing; teacher assesses products for student understanding of the organization of persuasive paragraphs.

• Re-teach & practice as necessary.

• Formative assessment of and instruction on making a link between supportive details and opinion.

• Eventual summative assessment: Writing a persuasive paragraph– Students will choose a side of an argument and build a logical case for their

opinion.– The paragraph will need to be:

• Clear, and logical,• Have a strong, clear topic sentence stating the writer’s opinion,• Have supporting details with elaborations,• Include a concluding sentence that restates the author’s point of view.

Whole Class Differentiated

Administer pre-assessment

Review prompt, introduce elements of persuasive writing, analyze a persuasive paragraph

Tiered lesson on writing a persuasive paragraph (Big Mac & Quarter Pounder lesson)

Re-teaching for students who need additional support, small group instruction for students whose paragraphs are solid and need to stretch

Instruction on using supporting details to make an argument

Practice based on interest (topic choice), & readiness—skills of persuasive writing

Peer review of writing based on whole-class and individual criteria—purposeful grouping

ETC.

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AVOID

Mismatch!!

The goal of differentiation is to

DESIGNING CHALLENGE

SCAFFOLDING CHALLENGE EXTENDING CHALLENGE

DESIGNING CHALLENGE

A focus on meaning (why the content matters),A focus on understanding (how the content makes sense),A focus on relevance (why a student will care),Designed for deep (vs. surface) learning,Requires application and transfer,Clear KUDs—with understanding in the foreground of student

work,Necessity for critical and/or creative thinking (solving problems,

grappling with issues),Targeted feedback,Real-world applications,A product focus,Opportunity for dialogue, discussion, examination of perspectives,

confronting confusion, Task assignment based on persistent formative assessment,Requires student reflection (on goals, progress, formative

assessment results, responsibility for own growth, etc.).


SCAFFOLDING CHALLENGE

INITIAL CHALLENGE TRAITS AND KUDS REMAIN THE TARGETEMPHASIS ON ESSENTIAL KUDs—WHAT’S REALLY NON-NEGOTIABLETEXT (INCLUDING DIRECTIONS) AT APPROPRIATE LEVEL OF DIFFICULTYQUALITY FEEDBACKPEER-PAIRSTEXT (INCLUDING DIRECTIONS) IN STUDENT’S FIRST LANGUAGEFRONT-LOADING VOCABULARYSMALL GROUP INSTRUCTION AND DISCUSSION (ADDITIONAL OPPORTUNITY FOR

MEANING MAKINGMORE FREQUENT CHECK-INSPLANNED OPPORTUNITY FOR SKILLS PRACTICEEQUALIZER ADJUSTMENTSMODELING/MODELS AT STUDENT’S CHALLENGE LEVELTARGETED HOMEWORK, CENTER-BASED PRACTICE, ETC.ASSIGNMENTS IN PARTS (A STEP AT A TIME)TEMPLATESGRAPHIC ORGANIZERSMULTIPLE MODES OF INPUTMULTIPLE MODES OF SENSE MAKINGSTUDENT GOAL-SETTING AND GOAL-REVIEW

EXTENDING CHALLENGE

Advanced resourcesSmall group instructionEqualizer adjustmentsTasks requiring depth and breadthAdvanced criteria for successModels at high level of excellenceMaking connections that require a mental stretchUse multiple concepts, multiple skills, unknown skillsRapid movement from information to meaningsProbe multiple meaningsEstablishing and supporting multiple (and contradictory) perspectivesExtended emphasis on student choices related to content, process, and product—other than those necessary for initial rigor)Working as much as possible like a professional


Most Students in the Class Students with High Math Proficiency

Design a dog house for Snoopy that would bea suitable size and shape for his body, bearing inmind that he also needs space for his music studioand his desk and writing materials.

Remember that guests like Woodstock visit.

Given some parameters of materials, costs, time for“construction,” etc.

Largely a task for working with measurement and space in an appealing way.

Had a week to complete using some class time andsome homework time.

Had to turn in goals, plans, specifications, interiorand exterior sketches of the house, and anassessment of the quality of the final doghouse.Organizers and guidelines provided for the variouselements.

Review/feedback from a panel of peers basedon a common rubric

Design a dog house suitable for Snoopy’ssensibilities and talents.

Must submit plans to Snoopy at specified intervals for his feedback. Must satisfy Snoopy and his budget. He re-directed students as their work inspired new ideas or concerns in him.

Required use of many kinds of math, including some not yet taught to the students. Had to deal with cost, esthetic, zoning, materials, and whim-related issues.

Conditions and expectations changed often (but in generally light-hearted ways so students were less exasperated than intrigued by what was coming next.

The project lasted for months, on and off.

Had to turn in specifications, goals, sketches of the design over time, a scale model of the house showing inside and out, and an assessment of the student’s idea development.

Feedback from a panel of peers based on a rubric and in consultation with Snoopy.

of differentiating

in response to:

Student Readiness

Student Interest

Student Learning Profile

What’s the Point?

Readiness

Growth

InterestLearning Profile

Motivation Efficiency


Counting/Math Center

Task 1 Find a way to count and show how many people are in our class today.

How did you get your answer?

Task 2 Find a way to show how many people are in our class.How many absent today?How many are here today?How do you know?

Task 3 Find a way to show how many boys are in our class today.How many boys are absent today?How many girls are here today?How many girls are absent today?Prove you are right.

Grade KCounting (Skill)

As a result of this lesson,students should:

Know:CountingMore/Less

Understand:I can talk about how I am

thinking.I can make a plan to help me

count things.

Be Able to:Count Show resultsExplain a plan for counting

Differentiation By InterestSocial Studies

Mrs. Schlim and her students were studying the Civil War. During the unit, they did many things -- read and discussed the text, looked at many primary documents (including letters from soldiers, diaries of slaves), had guest speakers, visited a battlefield, etc.

As the unit began, Mrs. Schlim reminded her students that they would be looking for examples and principles related to culture, conflict, change, and interdependence.

Differentiation By InterestSocial Studies (cont’d)

She asked her students to list topics they liked thinking and learning about in their own world. Among those listed were:

music reading food bookssports/recreation transportation travelmysteries people heroes/ villains cartoons families medicine teenagers humor clothing


Differentiation By InterestSocial Studies (cont’d)

Students had as supports for their work:- a planning calendar - criteria for quality - check-in dates- options for expressing what they learned- data gathering matrix (optional)- class discussions on findings, progress, snags-mini-lessons on research (optional)-a reflection guide for connecting their topic

with culture, change, conflict, andinterdependence

Howard Miller

4th Grade Science

Kate’s diagram explaining how a cookie is digested


Emma writing a story about the digestion of broccoli

A group of students practicing their skit on the digestion of a slice of pizza

Novel Think-Tac-Toe basic versionDirections: Select and complete one activity from each horizontal row to help you and others

think about your novel. Remember to make your work thoughtful, original, accurate, and detailed.

Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.

Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.

Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.

Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Create a pair of collages that compares

Ch

arac

ter

Sett

ing

Th

em

e

Know: theme, setting, characterization Do: Relate elements of fiction to their own lives.Understand: Good fiction is often about the reader too. Good fiction helps readers try on different lives.


Novel Think Tac-Toeadvanced version

Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, insightful, and

elegant in expression.

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem.

A character in the book is being written up in the paper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles.

You’re a “profiler.” Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While you’re at it, profile yourself too.

Research a town/place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population and other demographic data to help you make comparisons and contrasts.

Make a model or a map of a key place in your life, and in important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to convincingly prove that idea using this book.

Find out about famous people in history or current events whose experiences and lives reflect the essential themes of this novel. Show us what you’ve learned.

Create a multi-media presentation that fully explores a key theme from the novel. Use at least 3 media (for example painting, music, poetry, photography, drama, sculpture, calligraphy, etc.) in your exploration.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Ch

arac

ter

Setti

ngTh

eme

Know: theme, setting, characterization Do: Relate elements of fiction to their own lives.Understand: Good fiction is often about the reader too. Good fiction helps readers try on different lives.

High School Biology RAFT

Know: (See terms below the RAFT)

Understand:Plants and animals have a symbiotic relationship with

photosynthesis and respiration.Photosynthesis and respiration are essential to human life.

Be Able to Do:Explain the relationship between photosynthesis in plants

and respiration in humansExplain and connect the equations for photosynthesis and

respirationExplain the nature of human dependence on plants

ROLE AUDIENCE FORMAT TOPICAn animal ofyour choice

A plant of your choice

Song Why I am grateful to you

Trees & shrubs in the local park

Real Estate Developer

Numbered List

Our needs, why you should care, and what you should do about them

Athlete Coach Letter (with sketches, if you’d like)

For better or worse: What plants have to do with my performancethis year

High school biology student

3rd Grader Annotated diagram

What plants have to do with you

Scientist preparing for a Mars mission

Financial backers for the trip

Presentation Plants—and plant substitutes: The unsung heroes of the mission

A kid Mom Conversation The lettuce is turning yellow! Are we threatening the balance of nature?!

Important Terms: photosynthesis, respiration, carbon dioxide, sunlight, blue light or green light (or other colors), sugar, water, mitochondria, chloroplast, stoma (stomata), lactic acid, aerobic respiration, anaerobic respiration, autotroph, heterotroph, sunny, cloudy, cool, warm, long sunny days, short days, lungs, light energy, food energy

Annette Hanson, Timberline High School, Boise, Idaho


Are you most likely to differentiate for student readiness, interest, orlearning profile?

What are the most effective strategies you use for differentiation?

Why do you think they are effective? (What’s your evidence that theybenefit student achievement?)

Movie Time….

In Rick’s Class, Look For:

Evidence of mindsetQuality of learning environmentUses of assessmentClarity about learning outcomesEvidence of the teacher as a leaderEvidence of the teacher as a managerFlexibility of classroom managementStrategies used to address student readiness,

interest, and/or learning profile.

• Know, Understand, Do

• Pre-requisite KUDsKUDs

• Readiness, Interest, Learning Profile?

• Items align with KUDsAssessment

• Who has problems with what

• Who knows a great dealReview

•Given your goals, who’s where?

•What groupings form naturally?

Pattern Finding

•What are next steps for groups or individuals?

•What are next steps for the class?

Instructional Design

•What strategies support students’ needs?

•How will you orchestrate next steps?

Strategy Selection

The Curriculum-Assessment-Instruction

Connection In

Differentiation

Differentiated Instruction Observation Look-Fors Drawn from observation tools created by Tomlinson & Hockett (2007), Tomlinson & McTighe (2008), and Hockett (2010)

Background: This is a tool for gathering evidence of certain sights and sounds that are hallmarks of responsive classrooms environments. Neither differentiation nor good teaching in general is a “checklist,” and no classroom, teacher, or lesson manifests all of these look-fors during a single observation. Directions: Check a box if there is evidence of the “look-for” during the observation.

LEA

RN

ING

EN

VIR

ON

MEN

T

q The teacher and students respect one another. q The teacher shows interest in students as individuals. q There is active participation by a broad range of students. q Students seem comfortable with one another. q The teacher creates collaborative learning experiences. q There is an emphasis on student growth toward important goals versus on student competition. q There are routines and rituals in place that help students feel they belong and are valued.

Comments:

LEA

RN

ING

GO

ALS

q There is clarity about what students should know, understand, and be able to do. q Students examine big ideas, essential questions, concepts, and/or principles. q Students explore knowledge (e.g., facts, terms) and skills in context (e.g., of ideas, of real-world

situations). q The teacher connects learning goals to students’ interests and experiences. q All students are working toward common learning goals.

Comments:

ON

GO

ING

ASS

ESSM

ENT

q The teacher has used pre-assessment of student readiness, interest, and learning profile to gauge students’ points of entry into the unit or lesson.

q On-going/formative assessment of student readiness, interest, and learning profile has informed the teacher’s instructional planning.

q Multiple assessments (including self assessments) and/or multiple forms of assessment are used during the lesson.

q The teacher uses assessment to gauge what students have learned. q The teacher uses assessment to help students understand their achievement and progress. q Significant class time is spent on inquiry and reflection.

Comments:

AD

JUST

MEN

TS F

OR

STU

DEN

T N

EED

S

q The lesson/tasks make appropriate provisions for a range of student needs. q The teacher proactively planned for differing specific student readiness, interest, and/or learning

profile needs. q There is differentiation of content (how students access essential knowledge, understanding, and

skill). q There is differentiation of process (how students make sense of essential knowledge,

understanding, and skill). q There is differentiation of product/performance (how students demonstrate what they have come to

know, understand, and be able to do). q The teacher uses instructional strategies that are appropriate to the lesson goals. q The teacher uses a range of instructional strategies to support student engagement and

understanding.

Comments:

TASK

S

q Tasks require high levels of thinking. q Tasks are appealing from a student perspective. q Tasks represent a wise use of students’ time and allow each student to work efficiently. q Tasks approximate the thinking and/or “doing” of people who do similar work in the real world. q Tasks are aligned with common learning goals, and with one another. q Tasks provide appropriate challenge and/or scaffolding in anticipation of individual student needs.

Comments:

GR

OU

PIN

G &

MA

NA

GEM

ENT

q Students work in a variety of groups within a relatively short time span. q Students know how to get and give help appropriately as needed. q The teacher uses space, time, and materials flexibly to address varied learning needs. q The teacher and students share responsibility for making the classroom work smoothly. q The teacher acts as a coach or facilitator of learning for individuals and the group. q There are clear guidelines/expectations for how students should work individually and as a group.

Comments:

Documents

Differentiation is not a set of strategies, but teaching