Mythbusting Differentiation: Eight Solutions to Make

MythbustingDifferentiationJohnMcCarthy,Ed.S.Twitter:@[email protected]

4/2/16

Resources:www.openingpaths.org/blog/resources/di 1

www.openingpaths.org

Mythbusting Differentiation:EightSolutions toMakeDifferentiationaReality

JohnMcCarthy,[email protected]:@jmccarthyeds

/blog/resources/di/


• Teacher• Education Consultant• WriterforEdutopia.org• Co-Facilitator for#DI4ALL

1st &3rd [email protected]

• Published articles:http://openingpaths.org/blog/publications/

• Resources:http://openingpaths.org/blog/resources/

JohnMcCarthy,Ed.S.FollowonTwitter:@JmccarthyedsBook:“SoAllCanLearn:APractical GuidetoDifferentiation” (Fallof2016)

/blog/resources/di/


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Need to Knows

HowcanweensurethatallstudentsarelearningthroughDifferentiatedInstruction?


“The idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums.”

- Carol Ann Tomlinson


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• IntuitiveInthemoment

• IntentionalPre-planned

/blog/resources/di/

TooDifficulttoDifferentiate?


AssessmentFORLearning“Assessmentforlearningistheprocessofseekingandinterpretingevidenceforusebylearnersandtheirteacherstodecidewherethelearnersareintheirlearning,wheretheyneedtogoandhowbesttogetthere.”AssessmentReformGroup,AssessmentforLearning,EducationServicesAustralia,(2002)http://www.assessmentforlearning.edu.au/default.asp


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DIforAssessmentsFormativeAssessment:• Milestones&Checkpoints• TicketouttheDoor(ExitCards)• NeedtoKnow• TieredInstructionforstandards• LearningStylesInventory

/blog/resources/di/


StartingPlaceforDifferentiation“Differentiationismakingsurethattherightstudentsgettherightlearningtasksattherighttime.Onceyouhaveasenseofwhateach studentholds as‘given’ or‘known’ andwhatheorsheneedsinordertolearn,differentiationisnolongeranoption;itisanobviousresponse.”

AssessmentasLearning:UsingClassroomAssessmenttoMaximizeStudent LearningLornaM.Earl,Corwin Press,Inc.2003– pp.86-87


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ResearchSupportingDifferentiation?

• ResponsetoIntervention• GuidedReading• AssessmentForLearning


AdaptingResearchedStrategies1. IdentifyingSimilarities andDifferences

Usechartstocompareandclassify,i.e.VennDiagram&ComparisonMatrix,orcreatemetaphors.

2. SummarizingandNoteTaking• Useoralorwrittensummaries,oracombinationviaThink-Pair-Write.

Craftimagesordiagrams (nonlinguisticrepresentations)thatcapturethekeyideas.

• Teach3formsofnotetaking,andallowstudentstochoosetheonetheyprefer.

3. ReinforcingEffortandProvidingRecognition• Maintain learningportfoliosthatstudentsusetoreflectontheirgrowth

basedonacademiccriteria.• UseGrowthMindsetlanguagetoencouragestudentsviatheir

achievementsandgrowth.4. HomeworkandPractice

Providepurposefulpracticeashomeworkthataddressesspecificneedsofstudentsforacademicgrowth.Homeworkisleveledtoeachstudent’sskilllevelneeds.

ClassroomInstructionThatWorks byR.J.Marzano,D.J.Pickering,andJ.E.Pollock,2001,Alexandria,VA:ASCD


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AdaptingResearchedStrategies5. NonlinguisticRepresentations

Useacombinationofimagesandwords,suchaswithFrayer Modelandchunkingvideoswithquestionsviawww.Zaption.com andwww.Edpuzzle.com

6. CooperativeLearningCreategroupswhereeveryonecancontributetothelearning,i.e.LearningProfileCards,ClockandElbowPartners,Critique&Reflection,Fishbowl

7. SettingObjectivesandProvidingFeedbackNeedtoKnowactivity,K-W-L,Student-ledFeedbackgroups,GalleryWalks,“BeSpecific,Constructive,&Kind”,“Ilike…,Iwonder...,&Whatif...”

8. GeneratingandTestingHypothesesWorkincooperativeorcollaborativegroups,explorelabs,scenarios,andcasestudiesthataretieredtodifferentreadinessgroupsofstudents.

9. Cues,Questions,andAdvanceOrganizersUseavarietyofadvanceorganizers,orprovideaadvanceorganizerpre-filledtodifferentlevelsbasedontheneedsofstudents,coachstudentsontheQuestionFormulationTechnique,practiceboth“wait”timeand“think”time.

ClassroomInstructionThatWorks byR.J.Marzano,D.J.Pickering,andJ.E.Pollock,2001,Alexandria,VA:ASCD


DIFFERENTIATEDUSINGLearningPreferences?

Howlearnersthinkandprocesscontent.


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LearningPreferencesSurveys

– Initialyournameoneachofthe3chartsthatbestdescribesyourself.

– Circleyourinitials

JM

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LearningProfileCards

FullNameEmailPhone#

Backofcard

Frontofcard

List3InterestsOutsideofschool

Rateskills4to1WritingMathReading

MultimediaScienceHistory

Rate1st LearningStyleElementsa1to4

AuditoryVisual

Kinesthetic

Rate2nd LearningStyleElementsa1to4

AnalyticalPracticalCreative

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Time?

www.openingpaths.orgJarOfLife- PutIMPORTANTThingsFIRST!https://www.youtube.com/watch?v=6_N_uvq41Pg

Put1st things1st


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Shortterminvestmentsleadtolongtermlearning


Stahl,RobertJ.,ED3708851994-05-00Using"Think-Time"and"Wait-Time"SkillfullyintheClassroom.ERICDigest.http://files.eric.ed.gov/fulltext/ED370885.pdf

Differencebetween“wait”timeand“thinking”time


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FrayerModelDefineinyourownwords Drawapicture

Describereal-worldbenefits

Metaphor/Poem/Song

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ControlofLearning:StudentVoice?

• Degrees ofBuy-in– Invitational– Choices– Voices


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Content Conceptsandskillsfromthecontentstandards.

Process Howstudentsmakesenseofthecontentthroughdifferentmediums.

Product Learningartifactsthatdemonstratecontent.

DI:InstructionalPlanning

InstructionalPlanning


Readiness Studentslearnatdifferentrates.Scaffoldcontent.

Interests Content isrelevanttowhatstudentsliketodo,thattheyfeelisimportant.

LearningPreferences

How learnersthinkandprocesscontent.

DI:LearnerAccess

InstructionalPlanning


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Diffe

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Diffe

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DIPlanning1. Whatisthefocusconceptand/orskillforlearners?2. Howwilllearnersbeassessedforsuccessandneeds?3. Whatscaffoldswillyouuseforlearnersneeding

support?4. Whatscaffoldswillyouuseforlearnerswhoneedto

bechallenged?


DIManagement

• GroupingthroughLearningProfileCards• MiniWorkshops• Coaching

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Comparison Matrix Readiness Interests Learning ProfilesStrategy by:Marzono, Robert.Classroom InstructionThat Works. 2004ASCD | TeacherTube

Structure learning from:•Part to whole: segment into parts to digest•Simple to complex•Dependence to Interdependence

•Choice•Learning profile•Hobbies & Pursuits

How a student approaches concepts from their strengthsLens for making sense and communicating through:•Multiple intelligence•Brain-based

ContentHow is access toinformation madefor learners? How are learners able to accessthe concepts and data?

•Leveled reading/cognitive materials•Graphic Organizer: help see content in segments•Centers: Assign content & directions based on skill level•"Say Something" or "Last Word" for readings

•Learning contracts•Present through multi-media•Centers: Choice of what content to study or study options within a center•Connect to student lives/world beyond classroom (Context)

•Give material in perspective of multiple intelligences.•Graphic Organizer: Data displayed through multiple intelligences.•Present through multi-media•Centers: provide content in different mediums

ProcessHow can students digest content and make intotheir own?

•Tiered activities at needed levels•Centers: Provide skill appropriate tasks for each group of learners•RAFTS: Options are simple to complex•Writer’s Workshop•Web Quest

•Choose work based on learning profile such as Sternberg MI or Brain-based•Centers: Students choose options for how they will do the task•Group by like-interests•Think dots•Writer’s Workshop

•Centers: Tasks are completed using different learning styles. Work is assigned or self-selected•RAFTS: Format options are based on multiple-intelligence•Think dots•Writer’s Workshop•Web Quest

ProductHow would studentsdistill what they learned by demoor performance?

•Tiered and addresses same outcomes•Project/problem-based learning•RAFTS•Rubric-based activities•Design something•Performance Task

•Sternberg MI activity•Built in options with connection to interests.•Project/problem-based learning•RAFTS•Rubric-based activities•Design something

•Sternberg MI activity•Project/problem-based learning•Presentation formats•RAFTS•Contracts•Design something•Performance Task

http://learningclassrooms.pbworks.com/A2-Exploration


http://bit.ly/di4allonlinetools basedonhttp://bit.ly/di50socialmedia


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Mythbusting Differentiation: 8SolutionstoMakeDifferentiation aRealityCompanion Article:

http://openingpaths.org/blog/2016/04/mythbusting-differentiation-solutions-to-make-differentiation-a-reality

ORhttp://bit.ly/mythbustingdisession

JohnMcCarthy,[email protected]:@jmccarthyeds

Book:“SoAllCanLearn:APracticalGuidetoDifferentiation”(Fallof2016)

/blog/resources/di/

Documents

Mythbusting Differentiation: Eight Solutions to Make