DIFFERENTIATION REVIEWPrepared & Presented by LT’s Piece 4 Differentiation Teacher Leader TeamJanuary 7, 2013
OBJECTIVES:
I will be able to:
Define differentiation (K) Identify where differentiation fits in the PLC
Cycle (D) Define and characterize the three types of
differentiation (K) Distinguish examples of differentiation from
non-examples (D) Know what constitutes the K, U, and D (K) Explain the purpose of a KUD statement (D)
AGENDA:Mini-Lecture:
Review of Differentiation
Table Game: Is it Differentiation
or Is It Not?
Mini- Lecture Cont:
Review of Differentiation
Review Game: Things Associated
with…
Define differentiation Identify where differentiation fits in the
PLC Cycle Define and characterize the three types
of differentiation
Distinguish examples of differentiation from non-examples
Explain what constitutes the K, U, and D
Explain the purpose of a KUD statement
Review presentation objectives
DIFFERENTIATION IS…
“A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn.
(Tomlinson & Strickland, p.7).
Essential
Outcome
Instruction
Formative Assessme
nt
Data Collection
& Analysis
SMART Goals
Differentiated Instr.:
Intervention & Enrichment
Data Collection & Analysis
Summative Assessment
Where does differentiation fit in the PLC
Cycle?
DIFFERENTIATION IS…
What it is:
Meeting kids where they are… not where we wish they would be
Teaching with variance in mind
Responsive teaching rather than one-size-fits-all teaching
“Providing student multiple options for making sense of information”
Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
THREE TYPES OF DIFFERENTIATION
INTEREST “What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
LEARNING PROFILE
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
READINESS “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
WHEN WE DIFFERENTIATE FOR INTEREST, WE:
WAYS TO DIFFERENTIATE BY INTEREST:
•“Provide materials to encourage future exploration of topics of interest
•Use student questions & topics to guide lectures, materials selection, examples, & illustrations
•Encourage students to design or participate in the design of some tasks
•Allow students to specialize in aspects of a topic they find interesting and share findings with others”
(Strickland, p.1, 2012)
Engage students intheir interest, whichincreases thelikelihood and speed oflearning.
Positively “impact astudent’s readiness tolearn too.”
WHEN WE DIFFERENTIATE FOR LEARNING PROFILE, WE:
Collect data aboutstudent learningpreferences …
in order to“provide studentsdifferent ways to work orlearn”…
“simultaneously, ratherthan waiting for their turnin the learning profile“rotation”.”
(Strickland, p.30, 2012)
WAYS TO DIFFERENTIATE BY LEARNING PROFILE:
•Create different activities (aligned to the same KUD) that allow students to process or make sense of the unit information
•Create different product options for students to demonstrate what they learned
•Allow students to work alone or with a partner
WHEN WE DIFFERENTIATE FOR READINESS, WE:
“Accept readiness is not a fixed factor”…
and scaffold studentexperiences to providethem with information and workthat is challenging…
in order to “maximize studentgrowth”
(Strickland, p.51-52, 2012)
WAYS TO DIFFERENTIATE BY READINESS:
•Tiered Tasks
•Small Group Instruction
GAME: IS IT DIFFERENTIATION
OR IS IT NOT?YES NO
DIRECTIONS:1) Find a group of three2) Read the scenario on each label.3) Determine whether each label is or is
not an example of differentiation.4) If the label:
• is an example of differentiation, place the label on the left side of your construction paper
• is not an example of differentiation, place the label on the right side of your construction paper
Yes No
Quality CurriculumQuality TasksRespectful CommunityContinual AssessmentFlexible Grouping
5 PRINCIPLES OF DIFFERENTIATED INSTRUCTION:
(Tomlinson & Strickland, p. 16-17, 2005.)
A HIGH QUALITY CURRICULUM…
Has clear learning goals for students that articulate what ALL students are expected to Know, Understand, and Do
At LTHS this is articulated through our: Enduring
Understandings (U)
and Essential Outcomes ( K & D)
Essential
Outcome
Instruction
Formative
Assessment
Data Collectio
n & Analysis
SMART Goals
Differentiated Instr.:
Intervention & Enrichment
Data Collectio
n & Analysis
Summative
Assessment
KUD STATEMENT…
• When differentiating, it is the KUD statement that ensures:
the learning goal is clear and consistent
all students are led to the same end result or outcome regardless of the type of differentiation that is employed and regardless of the specific task or activity they are completing
all students receive the same key learnings (KUD)
KUD STATEMENT…
(Strickland, 2011, p.15)
KKNOW
LT’s Essential Outcomes
Knowledge
Facts, People, Dates, Places,
Definitions
Can begin with “know how”
UUNDERSTAND
LT’s Enduring Understandings
Big Ideas(that frame the
details)
Generalizations
I want students to understand that…
DDO
LT’s Essential Outcomes
Skills
Outcomes
Includes things you want students to be able to do after they complete your class
GAME: THINGS ASSOCIATED WITH DIFFERENTIATION
DIRECTIONS:
Find a partner
One person must act as the “guesser” Turn your chair away from the screen Do not look at the screen or read the terms on the screen
The other person will describe each term to the “guesser” in an effort to get the “guesser” to list every term on the screen You may not say the words on the screen Once the “guesser” says all the words on the screen raise
your hand The first team done has won the game
GAME: THINGS ASSOCIATED WITH DIFFERENTIATION
TERMS THAT MUST BE SAID BY THE GUESSER: PLC Cycle Learning Profile KUD Statement Interest Quality Curriculum Flexible Grouping Readiness Respectful Community Continuous Assessment Quality Task
REFERENCES
McTighe, J. & Wiggins, G. (2006). Understanding by design, 2nd ed. Alexandria, Virginia: ASCD.
Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation. ASCD: Alexandria, Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.
(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.
WHAT’s NEXT?
AGENDA FOR THE DAY…SESSSION TITLE TIME
Opening Session Opening Session 7:45-8:15am
Session I: Differentiation Review 8:20-9:00am
Session II: Choice Session Concerning Differentiation
9:10-10:00am
Session III: Choice Session Concerning Differentiation
10:10-11:00am
Session IV: Applying Information in Your PLC
11:10-12:00pm
LUNCH Provided for all faculty In NC Cafeteria
12:00-12:50pm
Division Meeting Division Meeting 1:00-3:00pm
IN MARCH… On March 11, 2013, each PLC Team will
present the following information in our division meeting:
Explanation of the differentiated lesson, project, activity/task
Type of differentiation Summary of the lesson, project, or activity
Success experienced Challenges experienced Next steps concerning differentiation
IN A MOMENT…
You will get into PLC groups: Please share the sessions you will attend
for the day Identify information you would like to
obtain so that you can use your time when we return to work in PLCs at 11:10am
Use any remaining time (up until 9:00am) to plan your differentiated task/lesson
SEE YOU BACK HERE AT 11:10am
TO WORK IN YOUR PLCs