Jacque Melin – GVSU

www.formativedifferentiated.com

Differentiation is a set of instructional strategies.

Reality: Differentiation is a philosophy—a way of thinking (MINDSET) about teaching and learning. It is, in fact, a set of principles.

STU

DEN

T

TEACHER

Fix

ed

Min

d-

Set

Fixed Mind-Set

Growth Mind-Set

Gro

wth

Min

d-

Set

Both teacher and student accept the student’s difficulties as given, and neither exerts the effort needed for high levels of student achievement. Both also accept high grades on grade-level work as adequate for advanced learners.

Teacher may underestimate student capacity andwillingness to work hard and “teach down” becauseof the student’s language, culture, economic status,race, label, etc.

Teacher encourages and insists on student effort and growth. Over time, the student’s mind-set can change to a growth orientation with evidence that effort leads to success. Students at all readiness levels have maximum opportunity for challenge, growth, and success.

Both teacher and student study student growth, set goals for progress, and look for ways to continue development. Students at all readiness levels have maximum opportunity for challenge, growth, and success.

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Meaningful tasks

Flexible grouping

Continual assessment

Teachers can differentiate through

Content

Process

Product

Affect/Environment

According to students’

Readiness Interest

Learning Profile

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers…

Independent Studies…Intelligence Preferences….Orbitals…..Complex Instruction…ETC.

Quality Curriculum

Building Community

C. Tomlinson

*It’s adequate for a district or school leader (or professional developers) to tell, or even show, teachers how to differentiate instruction effectively.

*Reality: Learning to differentiate instruction well requires rethinking one’s classroom practice and results from an ONGOING process of trial, reflection, and adjustment in the classroom itself.

*Differentiation is something a teacher does or doesn’t do (as in, “I already do that,” or “I tell our teachers that they already differentiate instruction.”).

*Reality: Most teachers who remain in a classroom for longer than a day do pay attention to student variation and respond to it in some way.

*However, very few teachers proactively plan instruction to consistently address student differences in readiness, interest, and learning profile.

How to Differentiate

Name:

Date:

Fogarty & Pete, 2011

Change the Content

Change the Content

Complexity

Resources

Environment

Change the Content

ComplexityConcrete to Abstract Do/View/Construe

ResourcesText/Media

EnvironmentTAPS

DO – Manipulatives: Concrete• Algebra Tiles (for linear and quadratic equation

solving)

• Didax Geofix (nets)

• Models of shapes (surface area and volume)

• Soft 1 cm squares http://www.etacuisenaire.com• Virtual Manipulativeshttp://www.neirtec.org/activities/

math_portal.htm• Wolfram Alphahttp://www.wolframalpha.com/

VIEW – Graphic Organizers - Representational

www.graphicorganizers.com

Name ________________ Class ________________ Equation _______________

Graph the related function. Identify the x-intercepts.

Solve the equation by completing the square.

Solve the equation by factoring.

Solve the equation using the quadratic formula.

State the discriminant of the equation and the number of

solutions.

Which method is most direct in finding the solution to the

equation? Why?

x

y

Each student will be given a problem to solve in a variety ways based on his or her performance on a pre-assessment instrument. The level one problem is the easiest among the group while the level five problem is the most challenging.

(1) Level One: 2 2 8 0x x (2) Level Two: 29 30 25 0x x

(3) Level Three: 2 6 1x x

(4) Level Four: 22 3 2 0x x

(5) Level Five: 25 8 1x x

http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard.

 Blue—Tasks are advanced and complex. Success

depends on extending one’s skills in order to recognize and address the added layers of complexity.

 Black—Tasks are extremely advanced and highly

complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

 

Change the Process

Change the Process

Direct Instruction

Cooperative Learning

Inquiry

Change the Process

Direct InstructionHook them Curiosity Novelty

Cooperative LearningEach one – Teach one

InquiryPBL

1.1. AwarenessAwareness

2.2.Comprehension Comprehension

3.3. ApplicationApplication

4.4. AnalysisAnalysis

5.5. Synthesis Synthesis

6.6. EvaluationEvaluationS. Gendron, Kentwood presentation, March

2011

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world predictable 4. Application to real-world predictable situationssituations

5. Application to real-world unpredictable 5. Application to real-world unpredictable situationssituations

S. Gendron, Kentwood presentation, March 2011

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication S. Gendron, Kentwood presentation, March 2011

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs. S. Gendron, Kentwood presentation, March

2011

Questgarden

The Buck Institute

Change the Product

Change the Product

Entry Points

Expressive Modes

Accountability

Change the Product

Entry PointsHow they learn

Expressive ModesHow they express it

AccountabilityHow we grade/score it

Formative/Portfolios/Performance Based

Change the Product

Entry PointsHow they learn

Expressive ModesHow they express it

AccountabilityHow we grade/score it

Formative/Portfolios/Performance Based

Story Elements: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Target: I can describe the elements of a story (characters, setting, plot).

Create a pair of collages that compares you and a character in 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 character are alike and different. Be sure to include 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 a 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 a 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/on 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 a Podcast. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________Activities Selected: _______, _____, _____Student: ______________________

Counting Principles & Probability: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Targets: •I can write the steps of a math induction proof for a given series.•I can apply Pascal’s Triangle to find the coefficients of a binomial expansion.•I can apply the Binomial Theorem to expand a binomial.•I can find probabilities of mutually exclusive & independent events. V. Thomasma, Kentwood

Counting Principles & Probability Tic-Tac-Toe Board

Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are designed to help you relate to and remember probability concepts. They are due at the end of the unit, so please work on them after completing daily work in class, or at home. You may work by yourself or with one other person on any or all three activities.

1. Letter of Advice Write a letter to a friend who is in Algebra 2 this year, and going to take Precalculus next year. Don’t scare them! Instead, list and describe four pieces of advice that would help them succeed in Precalculus. Stretch your brain, and make at least 2 pieces of advice relevant to this unit.

(Interpersonal/ Linguistic)

2. In The News Pretend you are a journal reporter in the 1600s. (You’ll also need to pretend they had TV and reporters then!) Your job is to describe the controversy over Pascal’s Triangle…did Blaise Pascal really discover it? Should it be named after him? Use the internet to conduct some research. Plan it out ahead of time, then create a short clip (less than 5 minutes) with a video camera.

(Bodily/ Kinesthetic)

3. Graphing Calculator Activity Create 5 probability problems that are solved most efficiently with a Graphing Calculator. (Hint: using combinations, permutations and The Binomial Theorem guarantees this). Make at least 2 of the problems real-life scenarios. Include the answers as well.

(Mathematical/Logical)

4. Poem or Rap Write a poem or rap about either permutations & combinations, Pascal’s Triangle, or The Binomial Theorem. Be sure to include information that will give your fellow math students a clever way of remembering how to use the mathematical skill you chose! Your work may be either read or performed for the class.

(Musical/ Rhythmic)

5. Jeopardy Review Game Write Jeopardy questions that can be used to review our Probability Unit. Include 10 questions with answers. Use an index card for each question, with the answer on the back. We will use 6 categories, which are the titles of the lessons in your book. Write at least one question for each category.

(Linguistic/ Intrapersonal)

6. Poster It is your chance to make a cheat sheet for your classroom! Design and make a poster that includes the important concepts from this unit. Make it colorful, and include at least 2 relevant pictures or drawings. It will be displayed in the classroom, until test day of course!

(Visual/ Spatial)

7. Internet Research Search the Internet to find 5 games

that use Combinatorics (permutations or combinations).

Begin at Mrs. Thomasma’s Math of Games website:

www.mathematicsofgames.pbwiki.com

For each game, write a brief description of the game, which

combinatorics are used, and how knowledge of the math might help

with strategy! (Intrapersonal)

8. Comic Strip Create a comic strip that highlights a concept about probability, counting principles, math induction, or another topic from our unit. Include illustrations and dialogue.

(Visual/ Spatial)

9. Nature Walk Take a walk outside to brainstorm examples of arithmetic and geometric patterns that occur in nature. You may consider architecture also. Record at least four of your observations. Draw or take pictures of them, and explain which type of sequence each exemplifies.

(Naturalist)

Story Response: Choice Board

(Triarchic Intelligences)

TARGET:

I can describe the theme or message that a writer or author wants to communicate.

Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story.

Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story.

Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story.

Cells: Choice Board

(Triarchic Intelligences)

TARGETS:

Know – I can name the parts of the cell & their functionUnderstand - I can explain that a cell is a system of interrelated partsDo - I can analyze the interrelationships of cell parts/functions and present understandings in a clear, useful and interesting way

Analytic Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.

Practical • Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening).

•  Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.

•  Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

Creative Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours.ORTell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting , and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

Immigration: Choice Board

(Triarchic Intelligences)

TARGET:

I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.

Analytic Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.

Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.

Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

Show-And-Tell Boards

All students have the same TASK, but have a choice of SHOW AND TELL.

Top row – what they could show

Bottom row – what they could tell

Need 1 SHOW & 1 TELL

SHOW Illustrations Diagram or Flow Chart

How-to

Brochure

TELL Use topic headings and paragraphs

Use detailed numbered or bulleted steps

Write detailed sentences

SHOW Charts and graphs

Timeline of incidents related to the event

Illustrations, photographs, graphics, or artifacts

TELL Newspaper article

Video news interview

Speech

Food Webs: Choice Board

(Show and Tell Board)

TARGETS:•I can classify the role of each organism in the food web of an owl.•I can explain the energy flow in the food web of an owl.

Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.

QR Codes

Do we differentiate by:

Whole group?

Small group?

Individual?

Do we differentiate by:

Whole group?Multimodal – tap into many ways of learning

Small group?Instructional Interventions

Individual?Tutorials

Hook

Input

Interaction

Product

Assessment

Reflection

Hook – Role Play (content)

Input – Direct Instruction (Little Book) - Novelty

(content/process)Interaction – 3 Musketeers

(process)Product – Little Book on DI Theory

(product)Assessment – Tell and Retell

Reflection – Scale of 1-10

As a team of educators:Discuss with your peers the

differentiated instructional ideas and strategies that you

recommend for implementation in your unit.

Tic Tac Toe Choice Board, Triarchic Choice Board, Menu (Appetizer, Entrée, Dessert), Show & Tell,Think DotsTiered Assignment

How do you eat an elephant?????