Matthew Conrick and Olivia SuttonOliver W. Winch Middle School

South Glens Falls, NY

Achieving Academic Excellence through Differentiation

NYS Middle Level LiasonsNovember 14, 2008

Essential Elements: Schools-to-Watch

•Academic Excellence•Developmental Responsiveness

•Social Equity•Organization Structure and Process

Academic ExcellenceHigh performing schools

with middle grades are academically excellent.

They challenge all students to use their

minds well.

Academic Excellence All students are expected to meet high

academic standardsacademic standards. Instructional strategiesInstructional strategies include a variety of

challenging and engaging activities that are clearly related to the concepts and skills be taught.

The adults in the school have opportunities to plan, select, and engage in professional professional developmentdevelopment aligned with the NYS learning standards.

Oliver W. Winch Middle School Improvement Plan

Focus on Differentiated Instruction (DI) in all classrooms

~ Promote higher order thinking skills to better reach all students

~District Staff Development

Focus on student literacy across the content areas

~Work with a consultant to promote literacy skill development across all curricula.

Differentiated Instruction: Differentiated Instruction: District-wide InitiativeDistrict-wide Initiative

DI Team Training Train the Trainer: April 2006

– 3 Day Training with Differentiated Instruction Trainer/Educator Gayle Gregory

– The 4-member District DI Training Team is created

May 2006-August 2006– District supported research and program

development

AdministrationAdministration

Training &Training &

New Teacher-New Teacher-Mentor TrainingMentor Training

Summer 2006Summer 2006

District Trainings

District TrainingsSuperintendent’s Day October 2006Middle School Math December 2006SE and GE Co-Teachers August 2007Administrator’s Training July 2007Train the Trainers for the SGF District July 2007DI 201 July 2008NYSMSA Pre-Conference: 2007, 2008Annually: New Teacher’s Training

Find someone who…

Hess, Mary Anne. “Teaching in Mixed-Ability Classrooms.” March 26, 1999. June 27, 2006 <http://www.weac.org/kids/1998-99/march99/differ.htm>.

“What true differentiation first requires…is the realization that all learners vary in their readiness, interests, and learning

profiles. Jumping off from this point, teachers can set up classrooms where

everybody works toward essential understandings and skills, but uses different content, processes, and

products to get there. Differentiation is all about options, [ ] and not about being

punitive by just piling on additional work for the more able.”

Multiple Intelligences

Utilization of MI•Knowing the Learner

•Recognizing the teacher’s MI with the purpose of “flexing” out of that MI while teaching

•Development of lessons

•Reaching multiple students’ MI at the same time within a lesson/unit

•Formative/Summative Assessment

Classroom Climate

Classroom Climate in a DI Setting

Graffiti Wall

Brendon’s pics here

Instructional Strategies at the Middle Level

MI Self-Test

Part I

Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section.

Section 1

_____ I enjoy categorizing things by common traits _____ Ecological issues are important to me _____ Classification helps me make sense of new data _____ I enjoy working in a garden _____ I believe preserving our National Parks is important _____ Putting things in hierarchies makes sense to me _____ Animals are important in my life _____ My home has a recycling system in place _____ I enjoy studying biology, botany and/or zoology _____ I pick up on subtle differences in meaning _____ TOTAL for Section 1

Section 2 _____ I easily pick up on patterns _____ I focus in on noise and sounds _____ Moving to a beat is easy for me _____ I enjoy making music _____ I respond to the cadence of poetry _____ I remember things by putting them in a rhyme _____ Concentration is difficult for me if there is background noise _____ Listening to sounds in nature can be very relaxing _____ Musicals are more engaging to me than dramatic plays _____ Remembering song lyrics is easy for me _____ TOTAL for Section 2

Section 3 _____ I am known for being neat and orderly _____ Step-by-step directions are a big help _____ Problem solving comes easily to me _____ I get easily frustrated with disorganized people _____ I can complete calculations quickly in my head _____ Logic puzzles are fun _____ I can't begin an assignment until I have all my "ducks in a row" _____ Structure is a good thing _____ I enjoy troubleshooting something that isn't working properly _____ Things have to make sense to me or I am dissatisfied _____ TOTAL for Section 3

Section 4

_____ It is important to see my role in the “big picture” of things _____ I enjoy discussing questions about life _____ Religion is important to me _____ I enjoy viewing art work _____ Relaxation and meditation exercises are rewarding to me _____ I like traveling to visit inspiring places _____ I enjoy reading philosophers _____ Learning new things is easier when I see their real world application _____ I wonder if there are other forms of intelligent life in the universe _____ It is important for me to feel connected to people, ideas and beliefs _____ TOTAL for Section 4

Section 5

_____ I learn best interacting with others _____ I enjoy informal chat and serious discussion _____ The more the merrier _____ I often serve as a leader among peers and colleagues _____ I value relationships more than ideas or accomplishments _____ Study groups are very productive for me _____ I am a “team player” _____ Friends are important to me _____ I belong to more than three clubs or organizations _____ I dislike working alone _____ TOTAL for Section 5

Section 6 _____ I learn by doing _____ I enjoy making things with my hands _____ Sports are a part of my life _____ I use gestures and non-verbal cues when I communicate _____ Demonstrating is better than explaining _____ I love to dance _____ I like working with tools _____ Inactivity can make me more tired than being very busy _____ Hands-on activities are fun _____ I live an active lifestyle _____ TOTAL for Section 6

Section 7 _____ Foreign languages interest me _____ I enjoy reading books, magazines and web sites _____ I keep a journal _____ Word puzzles like crosswords or jumbles are enjoyable _____ Taking notes helps me remember and understand _____ I faithfully contact friends through letters and/or e-mail _____ It is easy for me to explain my ideas to others _____ I write for pleasure _____ Puns, anagrams and spoonerisms are fun _____ I enjoy public speaking and participating in debates _____ TOTAL for Section 7

Section 8 _____ My attitude affects how I learn _____ I like to be involved in causes that help others _____ I am keenly aware of my moral beliefs _____ I learn best when I have an emotional attachment to the subject _____ Fairness is important to me _____ Social justice issues interest me _____ Working alone can be just as productive as working in a group _____ I need to know why I should do something before I agree to do it _____ When I believe in something I give more effort towards it _____ I am willing to protest or sign a petition to right a wrong _____ TOTAL for Section 8

Section 9 _____ Rearranging a room and redecorating are fun for me _____ I enjoy creating my own works of art _____ I remember better using graphic organizers _____ I enjoy all kinds of entertainment media _____ Charts, graphs and tables help me interpret data _____ A music video can make me more interested in a song _____ I can recall things as mental pictures _____ I am good at reading maps and blueprints _____ Three dimensional puzzles are fun _____ I can visualize ideas in my mind _____ TOTAL for Section 9

Part II Carry forward your total from each section and multiply by 10 below:

Section Total Forward Multiply Score Name of Intelligence

1 X10

2 X10

3 X10

4 X10

5 X10

6 X10

7 X10

8 X10

9 X10

Part III Plot your scores on the bar graph provided:

Adapted from http://surfaquarium.com/MI/inventory.htm

100

90

80

70

60

50

40

30

20

10

0 Sec 1

Sec 2

Sec 3

Sec 4

Sec 5

Sec 6

Sec 7

Sec 8

Sec 9

Pre-Assessment

• Determine student readiness

•Placement/Grouping

•Plan instruction

Zeus

__________________________

Athene

__________________________

Medusa

______________________________

Labyrinth

______________________________

Name ___________________________ Date ____________________ English 8 - _____

Anticipation Guide for Heroes/Greek Mythology Answer AGREE or DISAGREE to these statements. Be prepared to give reasons for your answer! 1. ______________ Heroes always have to be courageous. 2. ______________ There are many acts of courage in times of war. 3. ______________ Courage always involves a sacrifice (or in other words, giving up something). 4. ______________ Crime begets crime. (or in other words, you get what you pay for). 5. ______________ It is okay to get rid of your children so that you remain in charge and are the most powerful. 6. _____________ You would do anything to rescue your child, even if it meant you had to compromise (meet 50/50) and not totally get what you wanted. 7. _____________ You would open a gift, even though you had been told not to.

Formative Assessment•Plan next step of instruction

•Gain useful feedback

Agree-Disagree you think DI has improved overall classroom

instruction in your building. you have seen evidence of DI utilized in the

classroom more frequently within the past school year.

you think some colleagues still view DI as “fluff.”

you feel that there is a clear connection between varied classroom instruction & data.

you think DI is being used as not only an instructional tool but also as a tool for assessment.

Step to the line if… It is possible to fully cover my classroom

curriculum through the use of DI teaching strategies.

Differentiation includes assessments as well as content, skills and activities.

I know where to go to get ideas for DI strategies that can be used in the classroom.

Name _____________________ Date __________________ English 8 - ____ Heroes in Greek Mythology We will fill this chart out after reading about each of our heroes: Perseus, Theseus and Hercules. In order to complete the chart you will need to look back at your reading notes as well as back in the book to find specific examples that answer each of the following questions. You may simply list your examples in the boxes provided. Complete sentences are not necessary.

Questions Perseus Theseus Hercules

Which Gods helped this hero?

What is the goal of this

hero’s quest?

What superhuman

qualities, strengths, or talents does this hero

have?

List a few heroic acts performed by each

hero.

How would you

describe this hero’s personality?

Does he have any flaws?

Did this hero

experience a “happy ending?”

Perseus

Theseus

Hercules

Name ______________

English 8- _ ___ Mind Map for Greek Mythology Heroes

Summative Assessment•Evaluate degree of learning

•Determine effectiveness and evaluate instruction

•Evaluate appropriateness of assessment

Role Audience Format TopicPercy

ChironAnnabethClarisseMr. D.Grover

Custodian at school

Student hit by water in the bathroom

Other students in school

(observers)ParentLawyer

PercyChiron

AnnabethClarisseMr. D.Grover

Custodian at school

Student hit by water in the bathroom

Other students in school

(observers)ParentLawyer

LetterEmailPoem

Journal entryBallad

PostcardOther idea?

ComplaintPunishment

ThreatApologyQuestionWarningLawsuit

Disciplinary action

“I Become Supreme Lord of the Bathroom”

Name: ____________________________ Due Date: _________________________ English ____ - ____ DIRECTIONS: Choose one of the following activities listed below and plan to turn in your work (or in some cases present to the class) on the date listed above. Be careful to choose something you can do. Many of these activities require a trip to the library or the computer lab, so if you can’t get there please choose a different activity. A smart choice and good planning will help you get an outstanding grade.

Writing

Using the general structure of myths that we have learned about so far,

create your own mythological story. You may create brand new

characters or use some that we have learned about. Your myth should be

a minimum of 2 pages long.

Newspaper

Create a newspaper from the time of the ancient Greeks. Use a real

newspaper as your model and create the following elements within it: title

of newspaper, obituary of a mythological character, a “Dear Aphrodite” love advice column, weather, movies, main headline,

photos, gossip section, sports section, wanted poster, and anything else you

can think of.

Architecture

Create a 3-dimensional model of a famous ancient Greek building.

Examples of what you could build are: Parthenon, Acropolis, Lion

Gate, Propylaia, Temple to Athena, the Theater at Epidauros, or another building that you have found. On an

index card, write down a small paragraph about the building

describing when it was built, where it was located, how it was used, etc.

Board Game

Create a board game using the

mythological characters we have learned about. The board itself

should be made out of a strong piece of material (e.g. wood or something

else strong) and it should be very colorful. Be sure to create a set of rules and playing pieces (you can use some from a game at home if

you wish).

-Choose Your Own Assignment-

Ask your teacher for approval of your idea first.

Research

Research what life would have been like in ancient Greece and write (or type) a 2-page research report on it.

Some areas to consider touching upon in your research are: military life, religious life, culture, financial matters, government, agriculture, battles/wars with other countries,

home life, marriage, life of teenagers, role of women, sports,

etc.

Rap Song

Create an original rap song that you will present to the class. In your song, you should use AS MANY

characters and plot points as you can to tell us about Ancient Greek

mythology.

Myths from Other Cultures

Read and retell in writing (in your OWN words) TWO mythological stories from one of the following cultures: Norse myths, African

myths, Asian myths (any country would be okay), Native American

myths, or from another culture if you have one in mind.

Drama

Write and act out a skit based on either a myth that we have learned about or an original myth that you create on your own. This may be a group project of up to 3 people, but be sure that everyone is putting in

the same level of work.

Integrating UBD + DIIntegrating UBD + DI“Together, backward design and differentiation describe a comprehensive way of thinking about

curriculum, assessment, and instruction, stemming from a shared understanding of what

constitutes effective teaching and learning” (Tomlinson & McTighe, 2006)

Bridging DI with other instructional practices such as:

DI Train-the-Trainer

UBD (Understanding Backward Design)

Curriculum Mapping

Literacy Taskforce

The Future…

The Reality of Today’s Classrooms…

“A seventh grade boy spends his time in English class struggling to

read at a beginner’s level. A girl at a nearby desk with her nose in the

book could probably tackle a Harvard literature class. Seated in

between is a youngster who’s a whiz at math but takes a whole period to

write three English sentences because he’s much more comfortable

in his native Spanish.”Hess, Mary Anne. “Teaching in Mixed-Ability Classrooms.” March 26, 1999. June 27, 2006 <http://www.weac.org/kids/1998-99/march99/differ.htm>.

Question & Answer SessionQuestion & Answer Session