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The Art & Science of Differentiated Instruction:
Secondary
Diane Graves
Secondary Teacher Consultant
SD38
Learning Intentions
Recognize and build upon the ways we are already responding to the diversity in our classrooms
Increase our skills with lesson design that takes into account our students, the content, and the skills needed to access the content
What motivates our kids?
http://www.youtube.com Daniel Pink
After viewing this, turn to a partner and share something that stood out for you.“Say Something”
How might this relate to our classes?
Fear of failure can only motivate students who have
a pattern of success.Charlotte Danielson, 2002
Where does ‘intrinsic motivation’ come from?
Self efficacyBelieving in yourself as a learner
Effective Feedbackand the chance to act
upon it
‘Locus of control’Having some control over factors
that influence your success
IntrinsicMotivation
Achievement
Anticipation Guide: Differentiation is… Agree/Disagree
A different lesson plan for every studentThe resource teacher’s responsibilityLower expectations for student outcomesMore work for staffIs a mindset not a procedureflexible groupingsRequires the teacher to know their students and
their contentIs a proven method for increasing student
performanceDone on the spotOnly for kids with IEPs.
Differentiated Instruction is…
An approach to teaching and learning that gives students multiple options:
For taking in informationFor making sense of ideasFor presenting ideasFor being evaluated on their learning
Readiness Interests Learning Profile
Keeping in Mind Students'...
Readiness
the complexity of thinking skills required, or the background knowledge available.
not constant across the curriculumdetermined by diagnostic or formative
assessments, pretests, KWL charts, etc…
Interests
what the student is interested inif students’ interests are considered,
there will be greater motivation and self-direction
can be determined by interest inventories, and by including students in the planning process.
Learning Profile
learning modalities or environmental preferences
can be determined by surveys of multiple intelligences, visual/auditory/kinesthetic modalities, environmental preferences (noise, lighting, seating, grouping, etc.)
How do we Know?
Pre-assessments -Assessment for Learning (AFL)
Bloom’s Taxonomy
Multiple Intelligence
Class Profiles - not individual student ones
Teaching
Assessing
Learning
Latin root of Latin root of assessment assessment is “assidere,” meaning to is “assidere,” meaning to “sit beside.”“sit beside.”
We need to begin with the end in mind. Otherwise we & our students can get lost along the way.
Content Product Process
Teachers can differentiate...
ProductOn your own, reflect on your summative
assessment practices (Assessment of Learning):What are the varying ways you grade your
students learning?Do you give student’s choice in how they
represent their learning? Do you have a “default” method: essay, lab
report, test, etc…?Does your summative piece align with your
learning intentions for that lesson/unit?
Product
The evidence of learningThere are many ways for students to “show
what they know”Not all products need be summativeChoices may be offered in:
• Various types of formative/summative assessments, with corresponding rubrics
• Test-taking accommodations
Examples of differentiating product:student choice of mode of demonstrating
learningvaried rubrics for different productsGraphic Organizer to support thinkingtiered assignments for summative
assessmentadapting test-taking (allow for scribes,
readers, larger fonts, fewer questions, etc.)inquiry assignments, independent study
Triangulation of Data: Classroom Assessment
Valid & Reliable Picture of Student
Achievement
Performance task
Oral defense/
conference
Written test data
“Making choices is like lifting weights. The more frequently students choose from a group
of options the thicker their ‘responsibility muscles’
become.”
Multiple Intelligences in the Classroom
Thomas Armstrong
Pause & Reflect
What can I let go of? What can I let go of? Be specific:Be specific:Activities, marking, Activities, marking, etc…etc…
Hopefully we aren’t feeling this way…
http://www.youtube.com
Accessing the Content
Content
Curriculum Standards & Content: Knowledge, Skill or Concept?
Varying Text Levels - Data bases like EBSCO & World Book - easier or more challenging
Pacing - Slow Learning = Deep Learning
Arc (Set BC) Kurzweil ($$$) Word Tools for Reading:
Auto-Summarize Adobe (pdf) Tools for
Reading: Text to Speech Digital Text Book (Adobe
Product) Online Tutors Online Oral readings
Process
Instructional Design Pre-Learning
Anticipation SetsAccessing Background
Knowledge During Learning
Process, DiscussApplicationBuilt upon Gradual
Release Post Learning
Personalize & Transform
Purposeful linking oftext structure and/or thinking skills withInstructional approach.
Time to Practice
Science 8 curriculum - lesson sequencing example
Linking text structure, thinking skills and content with instructional approach
Overriding Questions
How can I support those students who may struggle with reading and/or organizing their thinking?
How can I engage those students who are above grade level?
Teacher Planning for Learning from Text
End goal is to have students understand the relationship between what is a threat to our Immune System and how it protects us.
Cause & Effect Text StructureVerbal & Graphic Organizers to support
comprehension & thinking
Deductive and Inductive Thinking/Reasoning/Logic
In order to differentiate, I need to understand the skills needed to learn the content so that I can scaffold student learning.
GeneralTo Specific
Specific to Broader
Deductive Inductive
Bloom’s& ProcessingSkills
Accessing Background Knowledge - ConnectingTalk to a neighbour.
What do you see? What might these 2 images have in common with
each other? How might they be connected to what we could study
in Science?
What do these have in common?
DestroyBloodPusVertebratesFluid
InflammationInvadersDefensesMucuscancer
What do you think we will be studying next?
Our Immune System is an intricate weave of defense mechanisms. What is the most effective/important component in this system?
Instructional Design During Stage - Gradual Release
Knowledge - connect to personal experience to uncover
Skills - use graphic organizer to scaffold Inductive thinking and
comprehension of textConcept - Immune System
Strategies implemented to support student learning
Fish Bone - Cause & Effect text and concept structure
Read Aloud - C&E, Key Ideas & supporting details partner work to practice - Ping PongIndependent practice with feedback - Ping
Pong
Product - Answer Inquiry question using
Fishbone, Mind Map or a Concept Mapcompacting the curriculum for students who
have mastered the concepts
Establish criteria with classNeed to have taught these before you use them with new content and/or evaluate it summatively.
Extension Activity
Using either a Fishbone, Mind or Concept Map Graphic Organizer, indicate all the components.
Indicate in your organization what are strengths and what are weaknesses.Indicate hierarchy amongst the 2
categories
“Too often, educational tests, grades and report cards are treated by teachers as autopsies when they should be viewed as physicals.”
Douglas Reeves, 2002
ApplyingTo yourPersonalPractice
Graphic Organizer Samples & Rubrics
Take a few minutes to look at some of the student samples.
How do Graphic Organizers allow for student choice, differentiation, and addressing diverse multiple intelligences?
How might you use Graphic Organizers in your own practice to support student learning?
Criteria Ping-PongQuickTime™ and a decompressor
are needed to see this picture.
1. Introduce using a task students are familiar with. Post criteria to remind students what is important.
2. Explain the purpose of Criteria Ping-Pong - “Your brain can do a better job when it gets useful and immediate information. I’m going to walk around and tell you what I notice you are doing. I will say one thing and then you will say another thing that you have done. We go back and forth.
3. Read criteria to the class and then as they work, play “criteria ping-pong” with as many as you can.
4. Reread criteria to students who are having trouble starting - ask them to identify one thing for you to see when you return to play “criteria ping-pong”.
Before & After Traffic LightsBefore & After Traffic LightsScienceScience 8 QuickTime™ and a
TIFF (Uncompressed) decompressorare needed to see this picture.
AfterCan do statementsBefore
I can explain what threatens
Our Immune System
I can identify & describe the 2
Levels of defense
I can tell others what causes
Pus to form.
Comments:
Highlight and Hand InHighlight and Hand In QuickTime™ and a decompressor
are needed to see this picture.
Explain purpose of the self-assessment - essential part of being an effective learner.
Demonstrate activity using a task students are familiar with and have criteria for.
Display an anonymous sample of work on an overhead projector.Use a highlighter or pen to circle specific evidence where it has met criteria. Think aloud as you do this!
Ask students to highlight evidence of meeting criteria on their work (first drafts).
Ask them to make any additions or changes at any time during “highlight” and “hand-in”. Invite them to share any changes they have made.Have students hand in work. Assess work in relation to agreed upon criteria by placing a check mark in the column: Met or Not Yet Met.
Resources
“The real voyage of discovery consists not in seeking new
landscapes but in having new eyes.”
Marcel Proust
