Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World...

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Dare to DifferentiateDeborah Espitia

Coordinator of World Languages & ESOL

Leslie Grahn

World Language Resource Teacher

Howard County Public Schools, Maryland

despitia@hcpss.org

lgrahn@hcpss.org

Let’s do a fuel gauge check

1/4 tank: in need of more “fuel”

1/2 tank: enough to take short trips

3/4 tank: ready for a long journey

full tank: enough fuel to share with others

Warm-up: Mixed readiness groups

• Create a group of 3 or 4 who have a variety of fuel levels indicated on their gauge.

• Sit together in a group.

Warm-up: Readiness groups

• Cut and paste activity: In your groups, cut apart and collaboratively develop categories for the ideas on the strips of paper. Glue them to the large colored paper and label with the agreed upon categories.

Differentiation Foldable

Differentiation strategies I’ve tried

Challenges to incorporating differentiation

Questions I have about differentiation

Workshop Choice Board

Dare to Differentiate Outcomes Participants will:

Build background knowledge of research and application of differentiation strategies.

Participate in simulations of differentiation strategies.

Create differentiated activities for immediate use in their classrooms.

Receive a packet full of differentiation activity templates and examples.

What about my special needs learners?

Who are the diverse learners in our classrooms?

The diversity of our diverse learners

Ability

Gender

Ethnicity

Socio-economics

Interests

Prior experiences

Learning preferences

Lining it all up: TRADITIONAL TEACHING

Struggling learners

Advanced learners

Teaching to the middle

Regular/Average learners

Lining it all up: DIFFERENTIATION TEACHING LENS

Struggling learners

Advanced learners

Students’ positions on this continuum change from theme to theme, topic to topic, level to level.

Lining it all up: DIFFERENTIATION

Speaking

Struggling learners

Advanced learners

Writing

Struggling learners

Advanced learners

Preterit

Struggling learners

Advanced learners

Imperfect

Struggling learners

Advanced learners

Art Unit

Struggling learners

Advanced learners

Sports Unit

Struggling learners

Advanced learners

Suggestions for working with struggling learners

Look for the learner’s positives.

Don’t let what’s broken extinguish what works.

Pay attention to relevance.

Go for powerful learning.

Teach up.

Use many avenues to learning.

See with the eyes of love.Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD

DIFFERENTIATION:What is it?

Differentiation based on research and writings of:

Carol Ann TomlinsonProfessor of Educational Leadership

University of Virginia

A definition…

"What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.

A definition…

In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well ....

A definition…

Students have multiple options for

• taking in information• making sense of ideas• expressing what they learn.

A definition…

In other words, a differentiated classroom provides different avenues to

• acquiring content• processing or making sense of ideas• and developing products."

Carol Ann Tomlinson

Differentiation Non-Negotiables

• Supportive learning environment

• Continuous assessment

• High-quality curriculum

• Respectful tasks

• Flexible grouping

The Cogs of Differentiation

Tomlinson, 2003

Differentiationis a teacher’s response to learners’ needs

guided by general principles of differentiation, such as

respectful

ongoingassessme

ntflexiblegrouping

Teachers can differentiate

according to students’

through a range of instructional and management strategies

ProcessContent Product

Interests Learning Profile

Readiness

Differentiation concepts

Classroom elements Content Process Products Learning Environment/ Affect Assessment

•Content•Process•Product•Environment•Assessment

Differentiation

Curriculum

Presentation

Pacing

Materials

Differentiation

Grouping

Complexity

Choice

Student-created

Differentiation

Modes ofexpression

Materials

Formats

Differentiation

Seating

Grouping

Movement

Atmosphere

Differentiation

Rubrics

Grading

Format

Modes ofexpression

How do I know how to DIFFERENTIATE?

Strategies for getting

to know our learners

Knowing the learner

Knowing the LearnerWHO

Cognitive Development

Personal Development

Social Development

Differentiation Concepts

Student characteristics Readiness Interest Learning Profile

Learning Profile Grouping Preferences Cognitive Style Learning Environment Needs Information Processing

Readiness & Interests Pre-assessments Every Student Response Surveys ??

TV Interest groups• On a colored index card, write the name

of your two favorite television shows.

• Find five other people who have at least one show/type of show in common with you.

• Sit together in a group.

How well do I know my students?

Think of a particular student.

Create a web of information you know about that student.

Highlight and label the learner characteristic for each item

Learning profile = LP

Interest = I

Readiness = R

What don’t you know that would be helpful?

Reflect on how you might get to know that student better.

Strategies for getting to know our learners-

LEARNING PROFILE

Strategies for getting

to know our learners-

LEARNINGPROFILE

MULTIPLE INTELLIGENCES

Bodily-Kinesthetic

Naturalist

Verbal-Linguistic

Intrapersonal

Musical-Rhythmic

Interpersonal

Visual-Spatial

Logical-Mathemati

LEARNINGPROFILE

INTEREST

READINESS

Time for a break!

Digging deeper into DIFFERENTIATION

What are respectful tasks?

Respectful tasks…Emphasize strengths.

Are relevant.

Provide choices.

Stretch students.

Scaffold learning.

Differentiation Strategies

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

DIFFERENTIATION STRATEGIES:

Learning Centers

What are Learning Centers?

Areas set up in the classroom with learning activities directed at a specific:

– Interest– Skill– Extended study of essential concept

Learning Centers (random groupings)

(pink) A

(green) B

(yellow) C

(orange) D

(white) E

Reflection onLearning Centers

How could I transform the learning centers I just experienced to ones I can use for my classroom?

Learning Centers

A = Picture prompt

B = Color coding activity

C = Experience with/not

D = Highlight words that relate

E = Choose from lists

SUGAR RUSH!!!

What’s your favorite dessert?

Line up alphabetically based on your favorite dessert’s first letter.

Fuel gauge check

Think about your comfort level with differentiation in terms of a fuel gauge.

RAFT Assignments

Focus on:

• Writing and reasoning

• Ideas around a topic

• Student choice, interest

• Learning styles, preferences

R = ROLE

A = AUDIENCE

F = FORMAT

T = TOPIC

What does RAFT mean?

Let’s build a RAFT

RAFT Assignments

As a group, choose a topic for your RAFT.

Individually, choose a role and then add your RAFT idea to the template.

DIFFERENTIATION STRATEGIES:Choice Boards

CHOICE BOARDS Students choose from a menu of

options Tasks vary by process and interest Some anchor activities can be required

of all students Can be used for homework, projects,

and assessment

Build Your OwnChoice Board

1.Choose a content topic and language structure.

2.Create a choice board of activities, projects, or performances with your diverse student learners in mind.

Tiered Assignments

What are they?

• Tiered assignments are parallel tasks at varied levels of complexity, depth and abstractness with various degrees of scaffolding, support, or direction. Students work on different levels of activities, all with the same essential understanding or goal in mind.

Tiered Assignments

What are they? • Tiered assignments accommodate mainly for differences

in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth.

Tiered AssignmentsWhy use them?

• One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult.

• They are highly motivating because they allow students to be successful at their level of readiness.

• Tiered assignments also allow students to work in their specific learning styles or preferences.

Tiered Assignments How to use them?

1. Make sure all tiered activities are introduced with the same level of enthusiasm and interest.

2. Take care to give different work, not simply more or less work, for different tiers.

3. Ensure that all students are equally involved and active.

4. Ensure that all activities are equally appealing and desirable.

Tomlinson’s Equalizer

Analyzing aTiered Assignment

Parallel tasks Varying levels of complexity Various degrees of scaffolding, support,

or direction Different levels of activity with same

essential goals Builds on prior knowledge and

encourages continued growth

Flexible Grouping

How did we group you today?

• Interest (TV shows)

• Random (colored index cards)

• Interest (favorite dessert)

• Mixed Readiness (fuel gauge)

Fuel gauge check

Think about your comfort level with differentiation in terms of a fuel gauge.

Dare to Differentiate Wiki

daretodifferentiate.wikispaces.com

Dare to Differentiate wiki:

daretodifferentiate.wikispaces.com

Differentiation Buddies

Wait! We’ve got . . .

Dare to DIFFERENTIATE

Take the dare.

Dare to DIFFERENTIATE

despitia@hcpss.org

lgrahn@hcpss.org

Dare to Differentiate Deborah Espitia Coordinator of World Languages & ESOL Leslie Grahn World...

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