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Differentiated instruction work session
MNPS Exceptional Education DepartmentDifferentiated Instruction Work Session
Who are you?Make a creative name tag/tentYou will have 10 minutes to make your own name tag.Make sure you list hobbies, draw a picture or two, give a self profile,etc.Dont forget your name, years of teaching experience, and what you teach.Introduce yourself and share out with your table.Make a name tag tent to display on your table. Fold a corner to make the tent stand better.2Run Down of the DayWorkshop8:30-3:30AM Break9:45-10:00Lunch11:00-12:30PM Break1:45-2:00Lets Date!
For the next 5 minutes I need you to find 9 dates.Make a clock on your paper and find a date for the different times. 1 oclock, 2 oclock, etcuntil 9 oclock. You should have 9 dates!KristaBradCaseyJulieCraigAmyDianeKassieBeverlyFind your date! You need 9 dates when you are done.4Super Sleuth
We are going to speed date! We will take 3 minutes to discuss the question that pertains to your date. When the timer goes off you will move onto to your next date and proceed to answer that question,etc
You will have 9 questions. Each question is associated with an hour. You will find your date when the timer starts. You will have 3 minutes to discuss your answer with your date. When the time goes off, thank your date and continue to find your next date.5Super Sleuth/Speed Dating QuestionsWhat is your definition of differentiated instruction?1 oclock dateGive an example of when you have used a low-preparation strategy that worked well for your students?4 oclock date
Give an example of when you have used a high-preparation strategy that worked well for your students?7 oclock date
When and how do you use small group instruction?
2 oclock dateWhat is a question that you have about differentiated instruction that you hope is answered today?5 oclock date
How do you get to know how your students learn?
8 oclock date
How do you provide choice within your classroom ?3 oclock dateWhat is one way that you have helped a struggling reader comprehend text?6 oclock dateWhat are some quick assessments that you have used to learn more about what your students know?9 oclock date
Differentiation isn't just about having different students do different things. Differentiated instruction is based on students' needs.
Lets Refresh our memoryWhat is Differentiated Instruction?What is differentiation?Differentiation is classroom practicethat looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.-Tomlinson (2001) Different vs. Differentiated9 Different Debra is teaching her fifth graders how to write persuasive essays. She develops three different prompts for them to choose from. Students can write an essay to convince their parents to get a pet, to persuade the principal to extend recess time, or to ask their favorite author to come to the class.
Differentiated Rachel teaches her third grade class a writing mini-lesson about dialogue. She circulates the room as students write, and jots down the names of students who are experimenting with dialogue in their writing, noting their use of quotation marks. During independent writing time, she pulls the group of students who were not punctuating their dialogue and teaches a mini-lesson on quotation marks. Then she pulls the group of students who were using quotation marks correctly and introduces the concept of indenting for new speakers.
Differentiated Classroom Structures for Literacy Instruction By: Diane Henry Leipzig (2000) http://www.readingrockets.org/article/2649ContentProcessProductAccording to StudentsReadinessInterestLearningProfileTeachers Can DifferentiateAdapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)10Go through and talk about each box.
Content What is being taught. You can differentiate the actual content being presented to students. Process How the student learns what is being taught. For example, some students need to interact with the material physically, some might prefer to read a book.Product How the student shows what he/she has learned. For example, students can write a paper or they can present information orally.
Readiness Skill level and background knowledge of child. We try to stay away from the word ability because you dont always know the ability level of a child if their readiness level is low.Interest Childs interest or preferences these can be interests within the curricular area (for example, they might be interested specifically in learning about folklore in a unit on volcanoes) or in general (for example, knowing a students favorite cartoon character could allow you to tie that into an example and might motivate the student)Learning Profile This includes learning style (is the student a visual, auditory, tactile, or kinesthetic learner), as well as preferences for environmental (such as level of distraction, exposure to light or noise) or grouping factors (small group, large group, or individual)
The KeyThe Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles.
Curriculum should be differentiated in three areas:1. Content:Multiple option for taking in information2. Process:Multiple options for making sense of the ideas3. Product:Multiple options for expressing what they know
-CHOICE-The Great Motivator!Requires children to be aware of their own readiness, interests, and learning profiles.
Students have choices provided by the teacher. (YOU are still in charge of crafting challenging opportunities for all kiddos NO taking the easy way out!)
Use choice across the curriculum: writing topics, content writing prompts, self-selected reading, contract menus, math problems, spelling words, product and assessment options, seating, group arrangement, ETC . . .
GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
12Choice Boards
13Choice Boards are a great way to have the students have choices in there learning.
Purpose of Choice BoardsHomeworkAfter Reading or Problem SolvingLearn a vocabulary wordProjects for a certain topic or bookPresentation or DemonstrationIndependent WorkDemonstrate a Skill
What is your learning target?
Primary Consideration:What must ALL students:KnowUnderstandbe able to Do15Fractions Choice BoardLearning Goals: Students willKNOW: Fractions show parts of a whole and can be expressed numerically.UNDERSTAND: Fractions represent equal sized portions or fair shares.Be able to DO: Use different materials to demonstrate what the fraction looks like. Turville, J. (2007) Differentiating by Student Interest
Turville, J. (2007) Differentiating by Student InterestTHINK-TAC-TOEBook ReportDraw a picture of the main character.Perform a play that shows the conclusion of a story.Write a song about one of the main events.Write a poem about two main events in the story.Make a poster that shows the order of events in the story.Dress up as your favorite character and perform a speech telling who you are.Create a Venn diagram comparing and contrasting the introduction to the closing.Write two paragraphs about the main character.Write two paragraphs about the setting.Differentiation Strategy: STUDENT CHOICEYou have time now to work as you please (Partners, Individually, Group). Take this time to work on Choice Boards There are some examples for you to look at around the room and supplies for you to use.http://daretodifferentiate.wikispaces.com/Choice+Boardswww.pvusd.net/departments/GATE/choiceboards.php
Lets Get to work!
Pyramid of LearningREADING10 % HEARING20% SEEING30%HEARING & SEEING40%DISCUSS WITH OTHERS70%TALK/WRITE OR DO/APPLY90%TIERED ACTIVITIES
WHAT CAN BE TIERED?ASSIGNMENTSACTIVITIESCENTERS & STATIONSLEARNING CONTRACTSASSESSMENTSMATERIALSEXPERIMENTSWRITING PROMPTSHOMEWORK22With a little thought, almost any classroom activity can be tiered.
Two or three tiers is usually best for implementation. However, a teacher who is experienced and comfortable with the strategy may have more tiers if it facilitates the instruction or better meets the needs of the students. What is Tiered Instruction?Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.By keeping the focus of theactivity the same, butproviding routes of access atvarying degrees of difficulty,the teacher maximizes thelikelihood that:
1) each student comes away with pivotal skills & understandings
2) each student is appropriately challenged.
23No student should look at the task and say to themselves, : I guess Im in the dumb group.The key to developing good tiered activities is to design them so that they are just above the level of the learner. This helps students stretch and build from where they are. Challenging and supporting students at their levels of understanding will help them become successful learners.
You have time now to work as you please (Partners, Individually, Group). Take this time to work on a Tiered Activity
There are some examples for you to look at around the room and supplies for you to use.Bill of Rights ExampleTemplatehttp://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
Lets Get to work!
RememberIf you do not give students the opportunity to open there mouth, there brain will automatically do it for them.
We need to make sure we give our students time to talk and discuss what they are learning.25Just a different approachThink dotsSTUDENTS USETHINKDOTsThinkDots:Students begin ThinkDots by sitting with other students using activity cards of the same color.Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die. If the first roll is an activity that the student does not want to do a second roll is allowed. Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.THINK DOTSDescribeApplyQuestion
Argue for or againstSatirizeCompare and/or contrast
THINK DOTS
Application:1.Use ThinkDOTS to lead students into deeper exploration of a concept.2.Use ThinkDOTS for review before assessment.3.Use ThinkDOTS as an assessment.
You have time now to work as you please (Partners, Individually, Group). Take this time to work on Think Dots There are some examples for you to look at around the room and supplies for you to use.http://daretodifferentiate.wikispaces.com/Cubing+and+Think+DotsTemplateTemplate
Lets Get to work!
WHY WOULD YOU USE CUBING/THINK DOTS? To engage your students in idea and information processing activities.To match your students learning profiles and current needs.To engage your students forward on many learning continuums.To identify the students readiness levels, interests, learning styles.To use an on-going assessment process.31Trainer will lead a discussion on the various reasons of why Cubing/Think Dots is an effective strategy for differentiated instruction.
Social Studies Level 132Trainer will discuss the example and make reference to the use of levels of questioning.
Social Studies Level 233Continue with example.
Social Studies Level 334Continue with example.Cubing with Charlottes WebBasic Cube
1.Draw Charlotte as you think she looks.
2.Use a Venn diagram and compare Charlotte and Fern.
3.Use a comic strip to tell what happened in this chapter.
4.Shut your eyes and describe the barn. Jot down your ideas.
5.Predict what will happen in the next chapter using symbols.
6.In your opinion, why is Charlotte a good friend?
Abstract Cube
1.Use a graphics program on the computer and create a character web for Wilbur.
2.Use symbols on a Venn diagram to compare Wilbur and Charlotte.
3.Draw the farm and label the items, people, and buildings.
4.Use a storyboard to show the progress of the plot to this point.
5.What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.
6.When you think of the title, do you agree or disagree that it is a good choice? Why or why not?
Example: OnomatopoeiaSide One/Dot 1Find an example ofonomatopoeia in a poemfrom our anthologySide Two/Dot 2Make a list of all the examples of onomatopoeiathat you can think of in two minutes. Have your partner time you.Side Three/Dot 3Write a letter to Websters Dictionary fromonomatopoeia on the topic, We are words, too! Include us!Side Four/Dot 4Write a limerick, concrete poem, or haiku using atleast one example of onomatopoeia.Side Five/Dot 5Why do you think writers use onomatopoeia? What purpose does it serve?Side Six/Dot 6Research the origin of the word onomatopoeia.Where does it come from? What do its parts mean?Differentiated Lesson Plan
You have time now to work as you please (Partners, Individually, Group). Take this time to work on aDifferentiated Lesson Plan Lets Get to work!
Walkaway thoughtIn the end, all learners need your energy, your heart, and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners.
- Carol Ann Tomlinson
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We hope you enjoyed the presentation and learned something you can take back to your classroom/school!
Instructional Facilitators with the Exceptional Education Department
Thanks for your time and attention!40
Kristi [email protected]
Jackie [email protected]
http://teacherinstitute.wikispaces.com
