Teachers are more likely Differentiation in Middle modeled

DifferentiationinMiddle

andHighSchool– Part1KRISTINAJ DOUBET, PH.D. [email protected]

JAMESMADISONUNIVERSITY

INTERNATIONALLEADERS INEDUCATIONPROGRAM

MARCH29, 2017

@KJDoubet

DevelopedwithJessicaHockett,Ph.D.

Today’sApproach

• Teachersaremorelikelytomimicthatwhichhasbeenexplicitlymodeled.

• Examples andexperiences equipteacherstotransferideasandstrategiestotheirownclassrooms.

©2016BYDOUBET &HOCKETT

SO....

...whatISDifferentiation,

really???

©2016BYDOUBET&HOCKETT 4

DifferentiationIS…

Makingsureallstudentsgetwhat

theyneedtosucceedand

grow…evenifthatmeansdifferentstudentsgetdifferentwork

Tailoringinstructionto

meetthevaryinglearningneedsofadiversestudent

body.


Good Differentiation is NOT……just “different.”

©2016BYDOUBET&HOCKETT 6 Tomlinson©2016BYDOUBET&HOCKETT

7

©2016BYDOUBET&HOCKETT

8

DifferentiationisNOT…Aonce-in-a-bluemoon“event”


9

DifferentiationisNOT…

Aneverydaynecessity

Math•ExitCard:Studentsweregiven3wordproblemsandaskedtosetupandsolveeach

•Pattern:Studentseither“Gotit”(setupandandsolvedall3correctly)or“MadeErrors”(ineithersetuporinsolving;notallthesameerrors)

•Task1:Yousolvedalloftheseequationscorrectly.Nowmakeupthreeequationsforotherstosolve:onethat’sharderthanthoseyoujustsolved,onethat’sataboutthesamelevel,andonethat’seasier.

•Task2:[This#]oftheequationsthatyousolvedareincorrect.Findtheincorrectsolutionsandfixthem.

*AdaptedfromWiliam (2011).EmbeddedFormativeAssessment

GoodDifferentiationisNOT…

...just“more”vs.just“less”.

.



Appetizingvs.Unappetizing



...relegating students to static ability groups


HighExpectations…

StudentswillUNDERSTANDTHAT…◦ Metaphorsandsimilesallowustocommunicate meaninginwaysthatnormallanguagecannot.

◦ Metaphorsandsimilescommunicate ideasbymakingsensoryconnections.

StudentswillKNOW…◦ Definitionsofmetaphor,simile,figurativelanguage,imagery,stanza,couplet,freeverse

StudentswillBEABLETO…◦ Usemetaphorsandsimilestoconveydescriptions◦ Writeinagivenstanzaformat

©2016BYDOUBET

EXITCARD(previousclass)Name:_____________________________Period:________

1. Whatisa“metaphor”?

2. Giveatleasttwoexamples.

3. Explainwhysong-writersandpoetsusemetaphors.

©2016BYDOUBET

Warm-up Journal Prompt: Describe yourself in such a way that someone who had never

met you would feel as though they know you well.

“ME” Metaphor Poem1.Comb your journal entry and circle the descriptions of yourself that you believe are the most important.

2.Choose something to compare yourself to that captures all of these aspects of your personality. It can be something abstract, something in nature, a machine of sorts, a song, a force, a color—the only thing it CAN’T be is another person.

3. Write a poem comparing yourself to what you chose in step 2 – without using “like or ““as”. Strive for at least 4 stanzas (line lengths in stanzas can vary). Let us see the real you.

A

B

“ME” Metaphor Poem1.Comb your journal entry and circle the descriptions of yourself that you believe are the most important.

2.Now think of things that are like each of those aspects of your personality. These things can be abstract, from nature, electronics, colors, etc. —the only thing they CAN’T be are people.

3. Write a poem made up of couplets – one couplet comparing yourself to each thing you chose in step 2 – without using “like or ““as”. Strive for at least 6 comparisons. Let us see the real you. ©2016BYDOUBET

I am a powder kegMy anger builds until someone

makes it explode.I am an eraser –

Eliminating all the bad thoughts from my mind.I am a puppy –

Loyal and friendly to those I loveI am an ant –

Everyone looks down on me.I am nothing –

No one can see me.But I am something –

Brilliant and intelligent.Who am I?

Powder keg, eraser, puppy, ant, nothing, and something.

I amMe.

~April ~7th Grade

I am Love –I am cherished.

I am looked for often,But seldom found…

I am Love –sometimes sweet,

But always with the potentialTo bite you in the back…

I am Love –Oh-so-precious,

But you’d better believe you can seeThe ugly side of me…

I am Love –A big heart full of joy,A calm, quiet day with a big storm brewing,

A bird soaring higher and higherInto that dangerous sky.

~Jasmine~7th Grade

Equally Respectful? ©2016BYDOUBET

18 19

TalkwithanElbowPartner

•Whatwasaffirmedforyou?•Whatsurprisedyou?•Whatchallengedyou?

WorkshopDrivingQuestions

Whatisdifferentiation?Whatareitsfoundationalprinciples?Howcanwediscoverstudentneeds– bothasagroupandasindividuals?Howcanteachersdifferentiateforstudentreadiness,interest,andlearningprofile?Howcanteachersmanagedifferentiationandmakeit“work”?


YouChoose

Writea“Wikipedia”styledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciples— inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usethe”seealso”option,ifyou’dlike.


1. Pick a column2. Think and write silently3. Be ready to share when time is called

• Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroom– andwhy.Theexplanationshouldhelptheteacherdevelopanclearpictureofwhatdifferentiationlookslikeinaction.Youcanwritethemanote,ifyouwant.

• Developametaphor,analogy,orvisualsymbol–evenalogo– thatyouthinkrepresentsandclarifieswhat’simportanttounderstandaboutdifferentiation’skeyintent,elements,andprinciples.

Adapted From Carol Tomlinson, 2006

NextSteps

1. Movetotheareaoftheroomassignedtoyournumber/choice.

2. Inthatareaoftheroom,findapartner.Shareandcompareyourwork.Thenfindanotherpartnerandshareagain.

3. Makesureyoudiscusssimilaritiesandareasofoverlap.


Directions

4. Wheninstructed,moveintoamixedpairortrio.5. Inturn,sharewhatyourtaskwasandhowyou

responded.Noteareasoveroverlapandareasofdistinction.Payparticularattentiontothecontentofyouranswersratherthanhowyoucommunicatedthatcontent.

6. Returntoyourhometablesandidentifycommonpointsofagreementaboutwhatdifferentiationisandisnot.

7. Now,compareyourthinkingwiththegraphic©2016BYDOUBET&HOCKETT 24

Creative Intelligence

Analytical Intelligence

Practical Intelligence

Triarchic Teaching- Sternberg


TriMind HistoryPrompts

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.

Option1Option2Option3

Tri-MindExample– Geometric

Sequences(HeatherWaller)

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.

Tri-Mind:EvaluatingaScientificArgument/Claim

Dr.JessicaHockett ‘13

AnalyticalThinking Task CreativeThinkingTask PracticalThinkingTask

Useachart,diagram,ortabletodepictandanalyzethestrengthsandweaknessesof[thisauthor’s/scientist’s]scientificclaims,evidence,andreasoning.Includeanexplanationthatreflectsyouranalysisandsupportstheconclusionsyou’redrawing.

Imagineyouare goingtointerview[thisauthor/scientist] onyourradioorTVshowregardingthescientificclaimsandevidenceinthearticleyouread.Generatealistofquestionsthatprobehisclaims,evidence,andreasoning.Explainwhyyouareaskingeachquestion—thatis,whatinorabouttheargumentispromptingyoutoposeeachquestion.

Takeonthevoiceofsomeoneimpacted bythis [author’s/scientist’s]claimandcreatearesponsethateithersupportsorrefutestheclaim.Ineithercase,besuretosituatetheclaiminrealityandprobehisclaims,evidence,andreasoningaccordingly,explainingwhy youaresupportingorchallengingthem.

TriMind Example:CharacterizationDirectandIndirectCharacterizationin“TheNecklace”– RebeccaBunker

Analytical Creative Practical

• Analytical: CompareandcontrasttheprotagonistMathilde Loisel toherhusbandMonsieurLoisel.Describebothofthemusingdirectandindirectcharacterization.Youmustuseexamplesfromthetexttosupportyourresponse.Youmayeitherwriteyourresponseorpresentyourfindingsinadiagram.

• Creative: PretendyouareMonsieurLoisel.HowwouldyoudescribeyourwifeMathilde Loisel?Usedirectandindirectcharacterizationtodescribeher.Youmustuseexamplesfromthetexttosupportyourresponse.Besuretotake onMonsieur’svoiceinyourresponse.

• Practical: Thinkofoneofyourfriends.Describehimorherusingbothdirectandindirectcharacterization.IsyourfriendmoresimilartotheprotagonistMathildeLoisel orherhusbandMonsieurLoisel?Howaretheysimilar?Youmustuseexamplesfromthetexttosupportyourresponse.

• ASTRATEGYFORDESIGNINGINSTRUCTIONAL

TASKSANDASSESSMENTSTHATCONTAIN

ANALYTICAL,PRACTICAL,ANDCREATIVE

ELEMENTS

Tri-Mind

Book:pp. 216-222

Readiness Interest LearningProfile

Teacherscandifferentiateaccordingtostudent

whenthegoal

is

AcademicGrowth Motivation Efficiency

whenthegoal

is

whenthegoal

is

BasedonTomlinson,201431

ReadinessWhereastudentisinhisorhergraspoflearninggoalsatacertainpoint

intime

InterestPassions,affinities,

kinshipsthatmotivatelearning

LearningProfileHowastudentprefersor

seemstolearnbest

Teacherscandifferentiatebyadjusting

Tomlinson,2014

accordingtopatternsinstudent

ContentThe“stuff”that

studentsgrapplewithtoreachthelearninggoals

ProcessHowstudentstakeinand

makesenseofthecontent

ProductHowstudentsshowtheirknowledge,

understanding,andskill

Differentiation

isateacher’sproactiveresponsetolearnerneeds

andguidedbygeneralprinciplesofdifferentiation

BuildingClassroomCommunity

High-QualityCurriculum

OngoingAssessment

FlexibleGrouping&Management

TeachingUpthruRespectfulTasks

shapedbymindset

usingavarietyofstrategies.32

Community=Differentiation’sAffectiveFoundation


SurveySays!

üFormasub-groupof3people.

üAssigneachgroupmembertostudyoneofthetheinventoriesonthefollowingpages§ Page12§ Page13§ Page88

üBereadytosharewhatportions/itemswouldbegoodforyourstudent.

üShareyourimpressionsinturn—andaddyourownideastothoseofyourcolleagues.


ContentAreaConnections

•Math• FactFacts• PieCharts

•Science:•MyPeriodicTable–TheElementsofMe

•ATopographicalMapofmyLife

•MyPersonalEcosystem

•SocialStudies:•UnearthingMe:MyPrimarySourcesandArtifacts

•ATimelineofmyLife

•LanguageArts:• SoundtrackofmyLife

• PersonalCrest

©2016BYDOUBET&HOCKETT36©2016BYDOUBET&HOCKETT

37

InterestPre-Assessment


DesignaPieChart toshowwhatyou’reinterestedinMakeatleast5sections;representyourinterestsindecimals,fractions,andpercents.

PieChartstobeusedlatertointroduce

PercentagesandProbability


JFHMS– 7th Grade

PieChartsusingPaperPlates– Alsoa

Pre-AssessmentonPercentages


ThisAssessmentisalignedto

Me-Graphs

©2016BYDOUBET&HOCKETT CAT– UVA‘03

•ListitemsonX-axis•Classitems(all)• LowStressitems(all)• Personalchoiceitems(individual)

•Yaxisrepresentsstudent’sskill/comfortlevel•PostGraphsandmakecommentsandgeneralizations•Adaptasyearprogresses

0

1

2

3

4

5

6

7

8

ReadingforFun ReadingforInfo Writing RoomClean Studying BeingaFriend Choice1:Soccer Choice2:Madden

September December

SampleMeGraph- Jake

CommunityisnotjustaboutTeacherandStudent;rather,it’saboutStudentsandtheirPeersBUILDINGCOMMUNITY


Astrategyforengaginglearnersinquickconversationarounddifferentaspectsofatopicorconcept.

Shake‘n’Share


ExplainIt

Explainwhyteaching/leadinginschoolsisharderthanitlooks.

GreetingQuestion:CatsorDogs?


InterpretIt

Howisteachinglikepoppingpopcorn?Whatelseisitlike?

(Makeametaphor.)

GreetingQuestion:SaltyorSweetSnack?


HavePerspectiveOnItGreetingQuestion:iPhoneorAndroid

Discusstheadvantagesofacollaborativeclassroomfromthe

perspectiveofaparentorstudent.


EmpathizeWithIt

Whymightcollaborativeclassroomsbedifficultfor

somestudents?

GreetingQuestion:RainyDays– ThumbsUPorDOWN?


Self-ReflectOnIt

What’sonethingyounowknowaboutmanagingactiveclassroomsthatyouwishyouwould’veknown

onyourfirstday?

GreetingQuestion:DisneyLandorDisneyWorld?

(ORCaliforniaorFlorida)


Shake‘n’SharePrompts:Community-Building

Turn 1:Chooseonewordtodescribeyourweekend.Explainwhyyouchosethisword.

Turn2:What’syourfavorite thingforbreakfast?Whatmakesitthebestthingforbreakfast,inyouropinion?

Turn3:Howisschoollikeashoppingmall?Whatelseisitlike?

Turn4:“Idon’tknowknowhowto___________,butIthinkitwouldbecooltolearnto_______because….”

Turn5:Whatthreethingsdoyouwishyouhadknownabout[lastyear’sgradelevel]thatyouknownow?

Turn6:What’sonethingyouwoulddoto improvethephysicalenvironmentofthisclassroom?


Shake‘n’SharePrompts:ScienceReviewExplain

Explainwhatacellisandhowitworks.Usethewordsbalance,system,structure,andfunctionifyoucan.

InterpretHowisacell likeacar?Whatelseisitlike?

ApplyWhatwouldhappentootherstructuresinacell ifthenucleusstoppedworking?Bespecific!

HavePerspectiveOnHowandwhyareplantandanimalcellssimilaranddifferent?

EmpathizePutyourselfintheshoesofacellmembrane.Whatwouldyou“letin”?Notletin?Why?

Self-ReflectHowcouldyoubestshowwhatyouunderstandaboutcell transport?

BasedonWiggins&McTighe’s SixFacetsofUnderstanding©2016BYDOUBET&HOCKETT

Astrategyforengaginglearnersinquickconversationarounddifferentaspectsofatopicorconcept.

Shake‘n’Share

Discusshowyoumightusethisinyourclassroom.

Whatarethebenefits?

FastFacts!

4-(i4)wordstodescribeyou

2+(2-3)+4ofyourfavoriteactivitiesoutsideofschool

80+1thingsyouplantodoafterhigh

school

300x10-2 ofyourfavoritebooks

!(1) Usetheindexcardstoprovidethefollowinginformationaboutyourself:

(2)Next,inyourquad,compareyouranswersthenumbersolutionsforeachprompt.Makeanynecessaryrevisions.

(3)Asagroup,createafour-wayVennDiagramthatdepictsthesimilaritiesanddifferencesamongyou.(Rememberthatyourcardsarea“hands-on”tool!)

AliCurwin

54©2016BYDOUBET ©2016BYDOUBET&HOCKETT 55AliCurwin

AttendanceQuestionsAssoonasthebellrings,Carsonbeginstakingattendancewithan“attendancequestion.”Thequestionchangeseveryday.Studentsrespondwhenshecallstheirnameswiththeirresponsetotheday’squestion,andperhapsabriefjustificationfortheirresponse.“Okay,people,thisisabigonetoday.Definitiveanswer.CokeorPepsi?”Onanotherday,shebegins,“Okayfolks,you’vejustbeengivenasamplerboxofRussellStovercandy,butthemapismissing.Youbiteintoapieceandmuchtoyourdismay,findoutyou’vechosena______________.”Beforelong,thestudentsbringherslipsofpaperandwhisper,“Here’sanattendancequestion.Thisisareallygoodone.”“IlovetheideathatIstartoffallmyclasseswitheverykidspeaking,everykidhavingarightanswer,rightaway,”explainsCarson.“Andthentheyalsostarttomakeconnectionsaroundtheroom.”

Tomlinson,C.A.&Doubet,K.J.(2005).You’vegottoreachthemtoteachthem.EducationalLeadership,62(7),8-15.

FromtheclassroomofJulieMallory,EvanstonTownshipHighSchool

GraffitiWallTeacherwritesaphrase,topic,orcategoryontheboard.

Studentsrespondwithideasandperspectives.

Kelly’sTwist

KellyFreehill– ViaTwitter– September7,2012

WorkshopDrivingQuestions

Whatisdifferentiation?Whatareitsfoundationalprinciples?Howcanwediscoverstudentneeds– bothasagroupandasindividuals?Howcanteachersdifferentiateforstudentreadiness,interest,andlearningprofile?Howcanteachersmanagedifferentiationandmakeit“work”?


Interaction=Differentiation’sSocialFoundation


• You’llformgroupsaccordingtothecolorofyourcard.

• Meetinthecorrespondingareaoftheroom.• Staystandingwhenyougetthere!

Frontoftheroom

Blue Pink

PurpleOrange Green


TeaParty

TeaParty

•You’llhave30-45secondstosharewhat’sonyourcardsandmakepredictions,askquestions,etc.•Whentimeiscalled,pairupwithanewgroupmember(same-coloredcard)andrepeattheprocessuntilnotified.•Makesureyoureferencethepreviouscard(s)you’veseenineachnewgrouping/discussion•Returntoyourtablewhentimeiscalled.


TeaParty:WeThink…

Asasmallgroup,writeabrief“Wethink”statement thatpredictswhatthearticlemightbeaboutandwhy.“Wethinkthisarticleisabout…

because…


ReadtheArticle

Asyouread,usetheseLogographicCues:◦� =Iknewthat!◦� =Importantinformation/statistic/quote◦? =DebatableorQuestionableidea◦! =Interesting...Iwanttoexplorethis◦ further

After youread:• Goback andunderlinethephrasesfromthecolored

cards.• Whatdidyoupredictedcorrectly?Whatsurprised

you?• Bereadytodiscusswithyourgroup.

©2016BYDOUBET&HOCKETT64

Discussion

Connections:Whatconnectionsdoyoudrawbetweenthisstudy/articleandyourownlifeorlearning?

àß Challenge:Whatideas,positions,orassumptionsdoyouwanttochallengeorarguewithinthestudy/article?

Ο Concepts:Whatkeyconceptsorideasdoyouthinkareimportantandworthholdingontofromthestudy/article?

Δ Changes:Whatchangesinattitudes,thinking,oractionaresuggestedorreflectedbythestudy/article, formiddleandhighschoolteachers?

MakingThinkingVisible(2011),Ritchhart,Church,andMorrison©2016BYDOUBET&HOCKETT

65

1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.

ThemostimportantthingIlearnedtodayis__________Because:_________________[

2.Addorsupportingevidencefortheclaim. Readyourpeer’sclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.

Pretendtoagreeandaddmoreevidence/support

3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.

Iseeyourpointbut_____________

Haveyouconsidered___________

4.Add your“twocents.” Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.

Closehoweveryouwouldliketo.


1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.

Themostpowerful/importantportionofthistextis__________Because:_________________[explaintheidea’svirtues]

2.Addorsupportingevidencefortheclaim. Readyourpeer’sclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.

Youcanincludeyourownideasand/orcitethosefromthereadings.

3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.

Youcanpointoutweaknessesintheportionorsuggeststrengthsofadifferentportion.Includeyourownideasand/orcitethosefromthereadings.

4.Add your“twocents.” Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.

Youcanincludeyourownideasand/orcitethosefromthereadings.


1.Solve theproblemandshowhowyousolvedit.

2.Check thesolution.ReviewtheprocessandsolutioninBox1.Givetworeasonsyouthinkitiscorrectorincorrect.

3. Provideanotherwayofsolvingtheproblem. Solvethisprobleminawaythat’sdifferentfromtheprocessusedinBox1.

4.Detect errorsandmisconceptions. NoteanyerrorsormisconceptionsyouseeinBoxes1,2,or3.Ifyoudon’tseeany,explainwhyyouagreewithwhatiswritten.


Now…§ Readwhatwaswrittenyourownpaper.

§ Inyourgroup,identifythe2-3strongestargumentsorpoints.(Itdoesn’tmatterwhowrotethem.)


LOGOGRAPHICCUESASTRATEGYDEVELOPEDBYKYLENE BEERS(2002) IN

WHICHSTUDENTSCOMEUPWITHVISUALSYMBOLS,

ORLOGOGRAPHS, TOSERVEASSIGNPOSTS INTHEIRREADINGTHATALERTTHEMTOIMPORTANTASPECTS

OFTHETEXTORNARRATIVE.


Book:p.118-119

ASTRATEGYTHATINVITESSTUDENTSTO

ENGAGEWITHORSTUDYSMALLPIECESOFA

TEXTTHEY’LLBEREADINGTOBUILD

INTERESTINWITHANDMAKEPREDICTIONS

ABOUTTHETEXT(BEERS,2002)

TeaParty(a.k.a.PuzzlePieces)

Book:p.96


DebateTeamcarouselASKSSTUDENTSTOENGAGEINTHEPROCESS

OFCLAIM/COUNTERCLAIMWITHEVIDENCE

(INCLUDINGTEXTUALSUPPORT);ALL

STUDENTSBOTH“TALK”AND“LISTEN”

Book:pp.132-134


Adifferentiatedclassroomisfirstaninteractiveclassroom.


Documents

Teachers are more likely Differentiation in Middle modeled