NEED: Learning style inventory T shirts compass points

NEED:Learning style inventory

T shirtscompass points

copyright 2008 Ribas Associates

Differentiated Instruction

• Please start your Do Now.– Fill out the Learning Style Inventory handout– Think about how you might use this inventory in your

own classroom.– Be ready to share out.

3

Anb 274Green Book

Design

Differentiating Instruction

Essential Question

How can differentiated instruction maximize student growth and achievement?

copyright 2008 Ribas Associates 4

Mastery Objectives • Define the key components of Differentiated

Instruction• Plan lessons that flexibly provide re-teaching,

practice, and extension as needed.• Manage differentiated activities in a single lesson.• Use graphic organizers and other strategies that

attend to various learning styles.• Use a variety of instructional strategies to

differentiate instruction by content, process, and product.


Homework for Session 1

• Read chapter 6.• Develop and add activities to differentiate your

lesson.


Activator-Reflection Part 1

• What are you already doing to differentiate instruction?

• Write independently.


Activator – Reflection Part 2

• Vote with your feet:• Place yourself on a continuum:

How often do you use differentiation?• Very often• Often• Sometimes• Infrequently

Write independently


Differentiation Collaboration gb245

• Differentiation requires much time and effort, particularly when first getting started. This means it is important to:– Work collaboratively– Divide up the task of creating remediation and extension

activities – Share the resources to decrease the burden on any one

teacher


10copyright 2008 Ribas Associates

• Work with the library/media or technology specialist in your school to find websites and other valuable sources.

• Work with other subject specialists and coaches (reading, math), special educators, teachers of English language learners, etc. regarding re-teaching, differentiation and extension suggestions.

Gb245

Collaboration Continued


Remember, fairness means… gb246

every student gets what he/she needs in order to maximize learning…This means that there will be times when students will be working on different tasks and different supports will be provided for them.

Differentiation directly relates to Standard 2 in the teacher rubric:

Teaching all Students

Getting to MasteryNeeding Differentiation

A Reflective experience

What helps you remember?How do you get to mastery?

• Reading, writing, talking, listening, closing your eyes and focusing, replaying a video, graphics, hunger, thirst, feeling comfortable, anxiety, pressure, humor, seriousness, safety, challenge, danger, practice, practice, practice, music, singing

The Three Steps in the Experiment:Perceptual, Conceptual, Metacognitive

Levels of Cognition

• Perceiving• Conceptualizing• Metacognitive awareness

??? Is this true for you??? For this activity?

Find your processing partner

Please! NO TALKING!

NO WRITING NOTES!Please LISTEN CAREFULLY.

This will be played only once.http://www.realsimple.com/home-organizing/cleaning/laundry/fold-t-shirt

Now fold the tee shirt with your partner

http://www.realsimple.com/home-organizing/cleaning/laundry/fold-t-shirt

http://www.realsimple.com/home-organizing/cleaning/laundry/fold-t-shirt

Fold the Tee-Shirt with your Partner

• Still no talking or writing only observing

• Seeing (and Japanese instructions): https://www.youtube.com/watch?v=b5AWQ5aBjgE

https://www.youtube.com/watch?v=b5AWQ5aBjgE

https://www.youtube.com/watch?v=b5AWQ5aBjgE

Now for the Step-by-step InstructionsVisual plus Spoken Words

Now you can take notes! But NO TALKING!

British Precision: https://www.youtube.com/watch?v=BAxhr0j0thY

Again with new Instructor and printed out instructions : https://www.youtube.com/watch?v=An0mFZ3enhM

https://www.youtube.com/watch?v=BAxhr0j0thY

https://www.youtube.com/watch?v=An0mFZ3enhM

https://www.youtube.com/watch?v=An0mFZ3enhM

Now with printed instructions only• Lay shirt flat

Working on a flat surface, lay the shirt horizontally, face up, with the collar of the shirt aligned with your left-hand side.• Pinch the shirt in the middle and at the shoulder• With your right hand, “draw” a line across the middle of the shirt (vertically, from your perspective, across the

tummy). Draw a second line (horizontally, from your perspective) from the top of the shoulder closest to you, to the bottom hem of the shirt, about two inches in from the edge

• Cross over your hands• With your right hand, pinch the shirt where the two lines intersect. With your left hand, pinch the shoulder

along the second (horizontal) line. While holding the shirt at these two points, cross your left hand under your right wrist, and grab the bottom hem at the end of the second line. You now have the shoulder and the hem in your left hand and the middle of the shirt in your right. (It will look a little messy when you cross—don’t worry about it.)

• Lift and uncross your hands• Lift shirt so that it hangs in front of you. Uncross your arms, pulling the fold taut. Shake out the T-shirt,

readjusting your fingers slightly so the shirt hangs down smoothly.• Make your final fold• Still holding the shirt with both hands, place it back on the surface, this time facedown (and again with the

collar of the shirt aligned with your left side). Fold shirt toward you, bringing the side in your hands over the side with the left sleeve still sticking out. Smooth and store.<br /><br><strong>Tip: </strong>Fold T-shirts as soon as you remove them from the dryer to minimize wrinkles.

Printed Instructions PLUS VideoAND YOU CAN TALK!

• http://www.wikihow.com/Fold-a-T%E2%80%90Shirt-in-Two-Seconds

http://www.wikihow.com/Fold-a-T%E2%80%90Shirt-in-Two-Seconds



Your reflection

• Perception – Hearing only (in English)– Seeing (in Japanese)

• Comprehension– Taking notes with step-by-step instructions– Talking– Trial-and-error– Other

Video: How to fold a Tee Shirt

If you’ve givn up, this works: http://www.flipfold.com/FlipFold-Adult-p/flip-fold-adult-shirt-folder.htm?gclid=CMWAiu_Sq8UCFe_m7Aod0WgAZA

http://www.flipfold.com/FlipFold-Adult-p/flip-fold-adult-shirt-folder.htm?gclid=CMWAiu_Sq8UCFe_m7Aod0WgAZA




The Three Steps in the Experiment:Perceptual, Conceptual, Metacognitive

• Perceiving: Hearing• Perceiving: Seeing• Perceiving: Seeing and Hearing• Conceptual: Reading Directions• Conceptual: Reading and talking• Metacognitive: How did you

learn?

Write-pair-share-squareWhip (a summary) from each square

Metacognitive Moment Reflect on the need for Differentiation to

reach mastery• This brings much of what we’ve discussed together• The need to define mastery (and its levels)• The need to provide many pathways to mastery• Your learning preferences• Feedback/coaching

Robert Whitten

Good activity for a slow day....

Processing Partners Learning style

• Find a partner who is not at your table.• Discuss the different strategies and tools you

use to get to know your students.



Differentiated instruction is…

Multiple approaches to content, process, and product

Individualized instruction

Student-centered Teacher-centered

Variety of groupings that are in a constant state of change-flexible grouping

Homogeneous, static groupings

Organized Chaotic

Concept focused Focused on memorization of discrete facts or skills

Differentiated instruction is not… ch. 6 gb242


Differentiated instruction is…

On-going assessment to inform instruction to better meet the needs of each student

Assignments are the same for all students

Proactively planning instruction to meet the needs of your group

Assignments are the same for all students

Expectations are the same for all students

Grading some students harder than others

Providing new and different challenges

Asking students to do more of what they already know

Differentiated instruction is not… gb242

Carol Tomlinson on DI

• https://www.youtube.com/watch?v=01798frimeQ

• Differentiation is responsive teaching, not a one size fits all.

https://www.youtube.com/watch?v=01798frimeQ

https://www.youtube.com/watch?v=01798frimeQ

The Many Pathways to DI


First Steps to Differentiating Your Instruction (Tomlinson 2001) gb270-273

• Keep in mind that not all students share your learning preferences.

• Help students recognize their learning preferences. Math learning profile gb 271-272 Multiple Intelligence Inventory www.ldrc.ca• Consider gender. (gb 268-270)• Identify student readiness.• Surface student interests. Community Builder (tnb 18) • Start small as you begin.

http://www.ldrc.ca/


Differentiating instruction is adapting curriculum (what is taught-content), instruction (how it is taught-process), and assessment (how it is assessed-product) based on the different levels of readiness, learning styles, and interests of the students.

Tomlinson (1995) How to differentiate instruction in mixed-ability classrooms gb241

How can we differentiate in our classrooms? Gb 278-280

Teachers can differentiate through:• Content-what the students learn

(information and skills)– Increase complexity of task– Provide tasks that require greater creativity and critical thinking– Require students to learn in a variety of ways

• Process- means by which content is taught• Product-demonstration of learning, i.e.

assessmentcopyright 2008 Ribas Associates 34

Examples• Content

– Curriculum compacting– Varied sources/texts, leveled texts, audio, video– Mini lessons for re-teaching, extending, presenting differently

• Process– Complexity -Level of critical thinking– Amount -Level of creativity– Assignment -Approach

• Product/Assessment– Oral, written, kinesthetic– Varied modes of materials and expression (drama, dance, poster,

interview, song, etc.)– Choice of product

35

Also: CC8 is a form of DI

• Agenda (Purposeful work) (Whole to Part)• Goal (Mastery Objective? (Where are we

going?• Essential Question (Why are we doing this)• Summarizer (Part to whole)• Motivation: Activator, HW at the beginning of

class, connect to real life, to each student

Differentiating Content

- multiple textbooks and supplementary print materials- varied videos and computer programs - learning contracts- interest centers- support systems

audio tapesstudy partners and reading buddiesmentors

- compactingphase 1 - teacher assessment of studentphase 2 - teacher sets up a planphase 3 - teacher and student design a project

PROCESS is the “how” of teaching. Process refers to the activities that you design to help students think about and make sense of the key principles and information of the content they are learning. Process also calls on students to use key skills that are integral to the unit. When differentiating process, students are engaged in different activities, but each activity should be directed to the lesson’s common focus on what students should come to know, understand, and be able to do. All students are engaged in meaningful and respectful tasks.

Carol Ann Tomlinson

Differentiating Process

- Flexible Groups - tiered assignments- learning centers- interactive journals and learning logs- graphic organizers-Gradual Release of Responsibility—Differentiate the degree of support based upon mastery-Inquiry (Immersion, Guided Practice, Release—Lucy Calkins, for example in literacy; scientific inquiry; reading like an historian; essential questions)-RW/WW are complex classroom organizations to allow for differentiation (mini lessons, guided practice, release, conferencing, author’s chair, book talks, book clubs, word walls, reader’s journal, writer’s notebook)

Carol Ann Tomlinson

Classroom Clips• https://www.youtube.com/watch?v=E3LljMkI2OQ• Differentiation Learning Stations in the Early Grades

• Grade 5 Readers’ Workshop• https://www.teachingchannel.org/videos/silent-readi

ng-lesson-plan

• Geography grade 6-8 multi-sensory approach• https://www.teachingchannel.org/videos/geography-

lesson-idea-rain-forest

https://www.youtube.com/watch?v=E3LljMkI2OQ

https://www.teachingchannel.org/videos/silent-reading-lesson-plan

https://www.teachingchannel.org/videos/silent-reading-lesson-plan

https://www.teachingchannel.org/videos/geography-lesson-idea-rain-forest

https://www.teachingchannel.org/videos/geography-lesson-idea-rain-forest

PRODUCTS are the way students show what they have learned or extend what they have learned. They can be differentiated along a continuum:

- simple to complex- less independent to more independent- clearly defined problems to fuzzy

problems

Carol Ann Tomlinson

to Differentiate Product• Choices based on readiness, interest, and learning profile• Clear expectations• Timelines• Agreements• Rubrics• Evaluation• Product Choices: Same destination, but choices about how to get there

– RAFT (see); GRASP (UbD) Roles, goals, actions, standards, product• You are a scientist• You are an historian• You are a journalist• You are a director• You are an editor

– Play (Skit, puppet show, dialogue acted out, Chamber Theater)– Museum, Science Fair, Humanities Fair, Art Show (Docent, presentation (oral, podcast,

videotape)– Proposal (Bill for monument, presentation to town committee about waterway pollution)

Why differentiate?

“The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.”

--Howard Gardner

As teachers, our goal is to make the curriculum accessible to all students.

Differentiation makes this possible but before we can begin to

differentiate, we must come to know our students.

Discovering what your students already know before beginning a unit of study can be accomplished through

the use of pre-assessments. The use of interest inventories and

multiple intelligence checklists provides important information about

students’ learning profile.

First Steps

What do you use to pre-assess?

5

Preassessment: Diagnostic Tools

• Teacher Observations• Learner Profiles • K- N- W Charts• J ournals• Parent Letters• Lists, Surveys• Products• Performances• Conferences• Concept Maps• Exit Slips• Hinge QuestionsBurns and Purcell, 2002

14

Preassessment Tool:Lists and Surveys

• “Tell me all the wordsthat come to mind when Isay “oceanography;”

• List the attributes ofFrench Impressionisticpaintings;

• Name several types ofland masses;

• Give examples of foodsthat contain high fats andsugars.

Burns and Purcell, 2002

16

Preassessment Tool: Products

• Create a bar graph using data from thesports section of the newspaper

• Make a landscape drawing with ahorizon

• Show me your latest science lab report


17

Preassessment Tool:Performances or Conferences

• Explain how you found this answer• Import a graphic for the newspaper• Create a magic square• Use a calculator to solve an

equation• Read to me


21

Activity:How are these lessons differentiated?

• https://www.teachingchannel.org/videos/authors-purpose-lesson-plan (grade 7 ELA)

Lesson on demonstrating author’s purpose with alternative products (11 minutes).

• https://www.teachingchannel.org/videos/student-daily-assessment

Tiered exit slips with Math lesson (Preassessment and flexible grouping)


https://www.teachingchannel.org/videos/authors-purpose-lesson-plan

https://www.teachingchannel.org/videos/authors-purpose-lesson-plan

https://www.teachingchannel.org/videos/student-daily-assessment

https://www.teachingchannel.org/videos/student-daily-assessment

Summary gb 279

• Content• Curriculum compacting• Varied sources/texts, leveled texts, audio, video• Mini lessons for re-teaching, extending, presenting differently

• Process• Journals Creative Problem-solving • Graphic organizers Think-pair-share• Literature circles Mind-mapping

• Product/Assessment– Oral, written, kinesthetic– Built around a theme, concept, or issue central to topic– Varied modes of materials and expression (drama, dance, poster,

interview, song, etc.)– Choice of product based on individual interests and readiness

52

DIFFERENTIATION

CONTENT PROCESS PRODUCT

DIFFERENTIATION

BASED ON STUDENT

READINESS AND NEED LEARNING STYLE INTEREST

DIFFERENTIATED THROUGH STRATEGIES


Differentiated Instruction Strategies

• Adjusting questions• Independent study• Compacting • Pacing• Learning contracts• Scaffolding • Tiered assignments• Reading buddies • Flexible groups and partners• Graphic Organizers• Community mentors• Differentiated assessments• Previewing vocabulary for second language learners• Using strategic reading practices• Technology• Games • music

Video gr 3 Science Differentiation

https://www.teachingchannel.org/videos/content-differentiation-scienceUse of questions to differentiate.Feedback to teacher

55

https://www.teachingchannel.org/videos/content-differentiation-science

https://www.teachingchannel.org/videos/content-differentiation-science

Adjusted Questions: Varying Journal Prompts gb288

1) List 4 different immigrant groups during the 1800s and tell why they wanted to come to America? (Knowledge)

2) Pretend you are an immigrant and describe your life when coming to America on a ship. (Application)

3) Compare and contrast the reasons two different immigrant groups came to America.

(Analysis)4) Predict specific ways in which our country would be different today if immigration had been outlawed during the 1800s. (Evaluation)


Closed or Open: That is the Question

• https://www.teachingchannel.org/videos/teaching-economic-systems

• Questions to Consider– How would the use of a graphic organizer to

enhance this already stellar lesson?– Did you note the scaffolding technique of

repeat, rephrase, and reduce?– When should you ask productive versus

reproductive questions?copyright 2008 Ribas Associates 57

https://www.teachingchannel.org/videos/teaching-economic-systems



What are the ways in which we might differentiate?

Teachers can differentiate according to student’s:

• Readiness (6 Levels of Mastery) Readiness Based on a Continuum• Group Learning Style• Individual Learning Style• Interest



Introductory

Guided Practice

Immediate Mastery

Mastery

Immediate Application

Mastery

Application Mastery

Differentiating by Levels of Mastery(gb 3)

Instructional Strategy: Tiered Instruction

Changing the level of complexity or required

readiness of a task/unit of study in order to meet the developmental needs of the students involved.

Tiering

Key Concept Or

Understanding

Those who do not know the concept

Those with some understanding

Those who understand the

concept

What Can Be Tiered?

• Processes, content and products

• Assignments

• Homework

• Learning stations

• Assessments

• Writing prompts

• Anchor activities

• Materials, text

Differentiation Clip: Tiering

• https://www.teachingchannel.org/videos/differentiating-instruction (Chemistry: tiered lesson: readiness, interest, learning styles)

https://www.teachingchannel.org/videos/differentiating-instruction



Recall a familiar learning task, lesson, or unit.

Identify the ways that students differed during the course of this task, lesson. or unit.

Which student difference was most powerful?

How did you differentiate to accommodate the difference? (Interest? Learning Style? Readiness?)

How did this accommodation impact their learning?

Processing Partners


Considerations for Tiered Lesson Planning

• Readiness (Each layer represents a level or depth of study on a topic)

Tier 1 - Basic knowledge, understanding Tier 2 – Application, problem solving Tier 3 – Critical thinking, analysis

• Interests (Each layer represents a different topic)

Tier 1 - “Observing Siamese Fighting Fish” Tier 2 – “Getting Antsy” Tier 3 – “Analyzing a Mountain Gorilla Family Tree”

• Learning Profile (Each layer represents a different activity)

Tier 1 – research paper Tier 2 – persuasive speech Tier 3 – web site

What Can We Adjust?

• Level of complexity• Amount of structure/support• Pacing• Materials• Concrete to abstract• Options based on student interests• Options based on learning styles

Tiered Activities gb282

67

• A middle school science project used almost identical activities but some groups of students did the activities on elements and others focused on compounds.

• BASIC LEVEL – choose two different weather disasters we have studied. Compare and contrast the effects of these two disasters.

• ADVANCED LEVEL – choose two different weather disasters. Interview two survivors of each

disaster. Compare and contrast the effects of these two disasters.


Basic Vocabulary

Average Vocabulary


Advanced Vocabulary


Instructional Strategy: Compacting Curriculum

Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

72

Compacting

• Students take a simple pre-assessment.– Quiz– K-W-L– Do a web with the key concept as the main idea– Tell the teacher what they know about the topic

• The teacher develops an alternate assignment with the student

• Teacher and student put the alternative in contract form

Instructional Strategy: Learning Contract gb 283

• A learning contract is an agreement between the teacher and student in which the student works independently to complete tasks that are designed to match skills and/or content to his or her readiness, interests, and/or learning profiles.


74

Poetry Contract gb 284

Creating a Rhyming Wheel: Use your spelling lists as a way to get started

Use Your Rhyming Wheel: to write a poem that sounds like Shel Silverstein might have written it.

Write an Acrostic Poem: Be sure it includes alliteration.

Write: A cinquain and check with another cinquain writer to make sure you got the pattern right.

Computer Art: Use Kid Pix or other clip art to illustrate a simile, metaphor, or analogy on our class list or ones you create.

Write About You: Use good descriptive words in a poem that helps us know and understand something important about you.

Research a Famous Person: Take notes. Write a clerihew that uses what you learned.

Illustrate a Poem: Find a poem you like, illustrate it, write why you illustrated it as you did.

Student Choice:

75

Poetry ContractCreating a Rhyming Wheel: Use your spelling lists and the dictionary as a way to get started

Use Your Rhyming Wheel: to write a poem about something that makes you laugh or smile.

Write an Acrostic Poem: Be sure it includes alliteration and onomatopoeia.

Write: A diamonte and check with another diamonte writer to make sure you got the pattern right.

Illustrate a Poem: Find a poem you like that we haven’t read in class, illustrate it to help the reader understand its meaning, write why you illustrated it as you did.

Write About You: Use good description, figurative language, and images to write a poem that helps us understand something important about you.

Research a Famous Person: Take notes. Write a bio-poem that uses what you learned.

Computer Art: Use Kid Pix or other clip art to illustrate a simile, metaphor, or analogy you create.

Student Choice:

Group Activity: Museum Walk

• Skim pages 248-252 and the examples on pages 252-257.

• By table, think about something you currently teach in your curriculum. How would you/do you differentiate based on the readiness adjustment continuum on gb249?

• Record on chart paper and post.

• Be ready to share your example of differentiating by readiness.

copyright 2008 Ribas Associates76

Differentiate by Learning Style



• Group Learning Style• Individual Learning Style • Readiness (6 Levels of Mastery) Based on a Continuum • Interest


Do Now – Learning Style

– Fill out the Learning Style Inventory handout in your packet

– Think about how you might use this inventory in your own classroom.

– Be ready to share out.



Know Your Students:Differentiating by Learning Style gb.257

• Needs a quiet environment• Needs background noise (e.g. music)• Works better alone• Works better in groups• Prefers a room with many, colorful displays• Prefers a room with minimal displays• Is a visual learner• Is an auditory learner• Is a kinesthetic/tactile learner

Bell, L. (1986) Learning Style in the Middle School Classroom: Why and How. Middle School Journal, 18(1), 18-19

Students taught in their preferred learningstyles demonstrated higher levels ofachievement, showed more interest in thesubject matter, approved of instructionalmethods, and wanted other subjects to betaught similarly.

Parallel Lines Cut by a TransversalTeaching by Learning Style

• Visual: Make posters showing all the angle relations formed by a pair of parallel lines cut by a transversal. Be sure to color code definitions and angles, and state the relationships between all possible angles.

• Auditory: Play “Shout Out!!” Given a diagram of 2 parallel lines cut by a transversal and commands on strips of paper, players take turns being the leader to read a command. The first player to shout out a correct answer to the command, receives a point. The next player becomes the next leader. Possible commands:

– Name an angle supplementary to angle 1. – Name an angle congruent to angle 2• Kinesthetic: Walk It. Tape a diagram of 2 parallel lines cut by a transversal

on the floor with masking tape. Two players stand in assigned angles. As a team, they have to tell what they are called (ie: vertical angles) and their relationships (ie: congruent).

Group Learning Style Activitypacket pp.5-6

Compass Point– Individually, circle the direction you believe

describes the way you work within a group. (use handout page 5 in packet)

– Answer questions on page 6 individually.– Within your “compass point” group you will answer the questions on the handout page 6, record your responses on chart paper, and report out. (15 minutes)


Instructional Strategy: Anchor Activities

These are activities that a student may do with a high level of independence at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a

long term project.

Technology Applications • Inspiration.com - Graphic organizers online • Khanacademy.org – videos in math, science, history• Studyblue.com – online flashcards and notes• Teacherweb.com – webquests• Showme.com and Educreations.com – online learning

communities• Notability app – teacher can write, record, highlight,

annotate, make recordings, and send to students• Face Time app – Student can teach another student • Dragon Dictation app- students with motor skills issues

85

Features of Technology that Support Differentiated Instruction

For Teachers:• TONS of web resources (articles, tiered plans)• Time savers (software)For Students:• Collaboration, communication, organization

skills• Learning styles and sensory learning• Choices• Authentic Learning

More ideas….• Headphones and Books on Tape• Ipad video/camera• For students who can’t take notes, take a

picture• Toontastic App – create a cartoon strip• Simplemind App – brainstorming, mind-

mapping

87


Flexible Grouping and Cooperative Learning (Heacox 2002) gb 93-95

• Keep group size to 4 or 5.• Assign jobs.• Don’t feel pressured to give each group equal

time. • Use activities that can be done with a high level

of student independence after the initial explanation.

• Explicitly teach the group the routines and expectations.

• Establish a clear routine for how students get assistance from the teacher and from peers.

Instructional Strategy: Flexible Grouping

This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another.

Designing Differentiated Learning Activities for Flexible Groups

• Open-ended activities and assignments

• Purposefully designed choices to accommodate learning or expression style differences

• Purposefully designed tiered assignments

Purcell

Ebb and Flow of Experiences(Tomlinson)

Back and forth over time or course of unit

Individual Small Group Whole Group Small Group Individual

Flexible Grouping

Homogenous/Ability -Clusters students of similar

abilities, level, learning style, or interest.

-Usually based on some type of pre-assessment

Heterogeneous Groups -Different abilities, levels or

interest - Good for promoting creative

thinking.

Individualized orIndependent Study -Self paced learning -Teaches time management and responsibility -Good for remediation or extensions

Whole Class -Efficient way to present new content -Use for initial instruction

Why is flexible instructional grouping a hallmark of the differentiated classroom?

• It is a critical management strategy in the differentiated classroom.

• It allows a better instructional match between students’ needs and what you want students to know, understand, and be able to do.

• It lets you tailor learning activities according to students’ needs and learning preferences, and, in the process, gives you time to provide additional instruction or extend learning experiences to particular students or groups.

Diame Heacox


Flexible Grouping (Heacox 2002)

• Have clearly delineated procedures and tasks for those who complete the assignment early.

• Make time at the start or end of class for each group to summarize their work.

• Establish an accountability system that monitors individual and group progress in each lesson (teacher and student assessment) on both the content and process.

gb95-96

How do you hold individuals accountable?

Groups accountable?

Individual accountability

• Audiotape or videotape group• Students turn in work completed during period

(group paper signed by all members, 1 random paper, paper from each student)

• Teacher observation checklist to monitor group work

• Call on 1 random person during or after task to explain or demonstrate

• Groups do peer and self- evaluations• Individual quiz


Differentiation Clip

• https://www.youtube.com/watch?v=SaGgUsMqNPA

• Community• Voice• Multiple points of view

https://www.youtube.com/watch?v=SaGgUsMqNPA

https://www.youtube.com/watch?v=SaGgUsMqNPA



• Readiness (6 Levels of Mastery) Readiness Based on a Continuum• Group Learning Style• Individual Learning Style:• Interest


Differentiating by Interest tnb18 and handout packet page 3

Lessons incorporate students’ general and topic-specific interests. For instance:

• Hobbies• Organizations, after-school clubs, extra-

curricular activities• TV, movie, and music preferences• Vacation destinations, wishes• Elective choices


DI with Learning MenusLevels of Mastery/Literacy

• https://www.teachingchannel.org/videos/differentiating-instruction-strategy

https://www.teachingchannel.org/videos/differentiating-instruction-strategy

https://www.teachingchannel.org/videos/differentiating-instruction-strategy

How can you incorporate students’ interest?

As a group come up with at least 5 ways you could use student interest in your current units.

102


Instructional Strategy: Graphic Organizers gb284-287

Ways graphic organizers help students

• teach students to think about information in new ways• activate previous knowledge review and summarize concepts• assess student understanding represent large chunks of information in a concise manner Edit and revise easilyassist with planning

Ways graphic organizers help with instruction

• clarify conceptsorganize and remember informationexplain complex relationships in a more simplistic mannerspeed up communication of informationfocus on essential information


Characteristics of a Graphic Organizer

Represents the relationship of ideas

Uses words or abstract symbols

Represents a kind of thinking or the organization of information.

CONCEPTUAL GRAPHIC ORGANIZER

Is generalizable

Is a visual representation

Gb 287

Visual Display


Basic Graphic Organizer

Advanced Graphic Organizer



Conceptual Graphic Organizer-Compare and Contrast gb 287

The South The NorthBoth Regions



Cyclical Graphic Organizer gb 258

Water Cycle

Water comes to earth as rain or snow

Water collects in oceans and lakes

Water evaporates back up into the atmosphere

Water collects in clouds as rain or snow


Hierarchical Graphic Organizer gb285

Sequential Graphic Organizer gb286

Beginning

Middle

End



Sequential Graphic Organizer gb286

Cause

Cause

Cause

Event

Effect

Effect

Effect

Processing Partners – Graphic Organizers Ideas…

• Think of ways you are already using graphic organizers or ways that you would like to start using graphic organizers.

• Turn and talk to a partner about your ideas.• Be ready to share out.


30

Now It’s Your Turn…Identify a curriculum unit.Make sure it is one inwhich you have witnessedcritical differences amongstudents. Select one ormore components of thelesson/unit that lends itselfto differentiation anddevelop appropriatealternatives to the content,process, and/or product.


Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

Suggestions for DevelopingSuccessful Product Assignments

• Product assignments should cause students to rethink, apply, and expand on all the key concepts.• Products call for more thought and ingenuity when they are based on issues, concepts, or problems rather

than on topics.• Product assignments should necessitate and support creativity.• As much as possible, design the assignment so that it facilitates students’ using the knowledge, skills, and

working processes of a professional in the particular field to complete the product.• Stress planning. By using structures such as timelines, check-in dates, and process logs, ensure that

students actually use the entire block of time allotted to the product.• Encourage and support the use of varied forms of expression and varied technologies.• Whenever possible, design the product to be used and responded to by someone other than the teacher (and

even classmates).• Set a clear standard of high expectations.• Balance clear directions that support success with freedom of choice that supports individuality of interest and

learning profile.• Acknowledge varied readiness levels by developing “variations on a theme” - differentiated versions of a

product that are likely to challenge a full range of readiness levels.

• Use evaluation by peers, self, and teacher during and at the end of a project to promote success. Carol Ann Tomlinson

Differentiating Instruction for Mixed-Abil ity Classrooms

Remember this reflection from last session?

• Place yourself on a continuum: How often do you use differentiation?

• Very often• Often• Sometimes• Infrequently

Do you differentiate more than you thought you did at the beginning of this module? Explain.

What might you try next to increase the differentiation?


Hang in there! You can do it.

Gary Larson, The Far Side


Teacher’s Role: Interest Based Differentiation gb273-275

• Link to key areas of the curriculum• Provide students with structures to help them

succeed• Create efficient ways for students to share their

work• Encourage students to discover new ways of

learning• Combine with other forms of DI

Homework for Session 1

• Read chapter 6.• Develop and add activities to differentiate your

lesson.


Ticket to Leave

• What do I now know about my practice that I had not before considered?

• List and describe at least two ideas that resonated with you today.

• Explain how these ideas will impact your teaching.


extras

• Tinker toy derby• https://www.youtube.com/watch?v=aNfwZX1

sRog• Math trail project• https://www.youtube.com/watch?v=0ZKp_ioli

to

https://www.youtube.com/watch?v=aNfwZX1sRog

https://www.youtube.com/watch?v=aNfwZX1sRog

https://www.youtube.com/watch?v=0ZKp_iolito

https://www.youtube.com/watch?v=0ZKp_iolito

Begin Slowly – Just Begin!

Low-Prep DifferentiationChoices of booksHomework optionsUse of reading buddiesVaried journal PromptsOrbitalsVaried pacing with anchor optionsStudent-teaching goal settingWork alone / togetherWhole-to-part and part-to-whole explorationsFlexible seatingVaried computer programsDesign-A-DayVaried Supplementary materialsOptions for varied modes of expressionVarying scaffolding on same organizerLet’s Make a Deal projectsComputer mentorsThink-Pair-Share by readiness, interest, learning profileUse of collaboration, independence, and cooperationOpen-ended activitiesMini-workshops to reteach or extend skillsJigsawNegotiated CriteriaExplorations by interestsGames to practice mastery of informationMultiple levels of questions

High-Prep DifferentiationTiered activities and labsTiered productsIndependent studiesMultiple textsAlternative assessmentsLearning contracts4-MATMultiple-intelligence optionsCompactingSpelling by readinessEntry PointsVarying organizersLectures coupled with graphic organizersCommunity mentorshipsInterest groupsTiered centersInterest centersPersonal agendasLiterature CirclesStationsComplex InstructionGroup InvestigationTape-recorded materialsTeams, Games, and TournamentsChoice BoardsThink-Tac-ToeSimulationsProblem-Based LearningGraduated RubricsFlexible reading formatsStudent-centered writing formats

Group Task - Interest-Based Differentiation in Your Own Classroom

• Choose a concept or skill that you would like to differentiate based upon student interest. (tnb 18 might help)

• Describe how you could differentiate this concept or skill based upon interest.

• In your group, list the different ways in which you might differentiate based upon interest. Be ready to report out.

• For example, using elective choices:– Impact of technology on society (choose your own

inventor)– Critiquing literature (choose your own novel)


Stopped hereat end of next session provide

start on slide 40 and mention briefly pre-assessments

• Give 20 min for questioning work by table• 5 minute process whole group• 20 min for lesson planning by table• 5 minutes to process whole group

Documents

NEED: Learning style inventory T shirts compass points