ActiveDifferentiationinPractice:EngagingStrategiestoHelpAll
StudentsGrow
KRISTINAJ. DOUBET, PH.D.JAMESMADISONUNIVERSITY– HARRISONBURG,VA
@KJDOUBET● WWW.KRISTINADOUBET.COMLEARNINGANDTHEBRAIN – DECEMBER5, 2017
PollEverywhereWhoisyourfavoritemusicalartist?RespondatPollEv.com/kristinadoub419OrbyTextingKRISTINADOUB419 to 37607 tojointhesession, thentextaresponse.
©2016BYDOUBET&HOCKETT 3
NOSPACESINSUBMISSION
www.KristinaDoubet.comAgenda8:15– 9:00 GettingontheSamePage– Differentiation
9:00– 9:30 AffectiveFoundation
9:30– 10:00 InteractiveFoundation
10:00-10:15 Break
10:15– 11:00 StrategiestoDiscoverStudentNeeds
11:00– 12:00 DifferentiatingforStudentReadiness
12:00– 1:00 Lunch
1:00– 2:00 DifferentiatingforStudentInterestandLearningProfile(FlexibleGrouping)
2:00– 2:30 StrategiesforManagingDifferentiation
©2016BYDOUBET&HOCKETT 5
WorkshopDrivingQuestions•Whatisdifferentiation?Whataresomecommonmisconceptions?•Howcanwelaytheaffectiveandsocialfoundationsfordifferentiation?•Howcancheckforunderstandingduringtheinstructionalprocess?•Howdowerespond/differentiateforreadiness?•Howdowegroupflexiblyandmotivatestudentsthroughinterest-baseddifferentiation?
©2016BYDOUBET&HOCKETT 6
YouChooseWritea“Wikipedia”styledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciples— inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usethe”seealso”option,ifyou’dlike.
©2016BYDOUBET&HOCKETT 7
1. Pick a column
2. Think and write silently
3. Be ready to share when time is called
• Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroom– andwhy.Theexplanationshouldhelpthecandidatedevelopanclearpictureofwhatdifferentiationlookslikeinaction
• Developametaphor,analogy,orvisualsymbol–evenalogo– thatyouthinkrepresentsandclarifieswhat’simportanttounderstandaboutdifferentiation’skeyintent,elements,andprinciples.
Adapted From Carol Tomlinson, 2006
NextSteps1. Movetotheareaoftheroomassignedtoyour
number/choice.2. Inthatareaoftheroom,findapartner.Share
andcompareyourwork.Thenfindanotherpartnerandshareagain.
3. Makesureyoudiscusssimilaritiesandareasofoverlap.
©2016BYDOUBET&HOCKETT 8
Directions4. Wheninstructed,moveintoamixedpairortrio.5. Inturn,sharewhatyourtaskwasandhowyou
responded.Noteareasoveroverlapandareasofdistinction.Payparticularattentiontothecontentofyouranswersratherthanhowyoucommunicatedthatcontent.
6. Returntoyourhometablesandidentifycommonpointsofagreementaboutwhatdifferentiationisandisnot.
7. Now,compareyourthinkingwiththegraphic©2016BYDOUBET&HOCKETT 9
Creative
Intelligence
Analytical
Intelligence
Practical
Intelligence
Triarchic Teaching- Sternberg
©2016BYDOUBET&HOCKETT 10
Whichsetofverbsappealstoyoumost?
qSet1:Analyze,judge,critique,compare,contrast,evaluate,diagram,identify,explain,presentastep-by-stepapproach,assess
qSet2: Invent,discover,imagine,suppose,design,predict,findanewway,create,promote,encourage,develop
qSet3:Implement,apply,use,demonstrate,teach,putintopractice,convince,showhow,employ,makepractical
©2016BYDOUBET&HOCKETT 11
Tri-Mind- UnderstandingNumbers
CreativeImaginethatyourfavoritenumberisrunningfor“numberpresident.”Whatmights/hesaytoproves/heisthebest?
PracticalOnyourwayhomefromschooltoday,noticeallthedifferentplacesyouseeyourfavoritenumber.Howdoesithelpyouwhenyouseeit?
AnalyticalDecidewhichnumberyouthinkismostimportant.Makealist(wordsorpictures)ofyourreasons.
LearningGoalforActivities:
Studentswillunderstandthat…numbershelpusunderstandourworldbetter.
FromDoubet&Hockett(2017)DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD. 13
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
TriMind HistoryPrompts
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
Option1Option2Option3
15FromDoubet&Hockett(2017)
DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD.
YouChooseWritea“Wikipedia”styledefinitionofdifferentiationthatyoufeelclarifiesitskeyintent,elements,andprinciples— inotherwords,adefinitionthatcouldclarifythinkinginyourschool/classroom.Usethe”seealso”option,ifyou’dlike.
©2016BYDOUBET&HOCKETT 16
1. Pick a column
2. Think and write silently
3. Be ready to share when time is called
• Explaintoateachernewtothefieldwhatdifferentiationisintermsofwhats/hewouldbedoingintheclassroom– andwhy.Theexplanationshouldhelpthecandidatedevelopanclearpictureofwhatdifferentiationlookslikeinaction
• Developametaphor,analogy,orvisualsymbol–evenalogo– thatyouthinkrepresentsandclarifieswhat’simportanttounderstandaboutdifferentiation’skeyintent,elements,andprinciples.
Adapted From Carol Tomlinson, 2006
Differentiation:Whatisitfroman“Upgraded”Perspective?
DOUBET&HOCKETT(2017)
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
HistoricalFactvs.FictionOPTION1 OPTION 2 OPTION 3
• Drawamuraloraseriesofpicturesshowingfactsaboutthehistoricalevent[orperson]we’vebeenstudying.
• You’lltrytotrickyourclassmatesbyputtingone“pretend”pictureintothemural.
• Beginbyplanningalistorstoryboard.
• Oncethestoryistogether,youcan addcolor.
• Makearecordingthattellsfactsaboutthehistoricalevent[orperson]we’vebeenstudying.
• You’ll trytotrickyourclassmatesbysayingone“pretend”partinyourrecording.
• Beginbyplanningalistorstoryboard.
• Oncethestoryistogether,trytoworkinsoundeffects.
• Actout(inaplay,pantomime,orpuppetshow)thefactsaboutthehistoricalevent[orperson]we’vebeenstudying.
• You’lltrytotrickyourclassmatesbysayingone“pretend”partinyourplay/pantomime/puppetshow.
• Beginbyplanningalistorstoryboard.
• Oncethestoryistogether,workinpropsandcues.DOUBET&HOCKETT(2017)
What’sthe“same”?What’s“different”? Bookp.260
HistoricalFactvs.FictionOPTION1 OPTION 2 OPTION 3
• Drawamuraloraseriesofpicturesshowingfactsaboutthehistoricalevent[orperson]we’vebeenstudying.
• You’lltrytotrickyourclassmatesbyputtingone“pretend”pictureintothemural.
• Beginbyplanningalistorstoryboard.
• Oncethestoryistogether,youcan addcolor.
• Makearecordingthattellsfactsaboutthehistoricalevent[orperson]we’vebeenstudying.
• You’ll trytotrickyourclassmatesbysayingone“pretend”partinyourrecording.
• Beginbyplanningalistorstoryboard.
• Oncethestoryistogether,trytoworkinsoundeffects.
• Actout(inaplay,pantomime,orpuppetshow)thefactsaboutthehistoricalevent[orperson]we’vebeenstudying.
• You’lltrytotrickyourclassmatesbysayingone“pretend”partinyourplay/pantomime/puppetshow.
• Beginbyplanningalistorstoryboard.
• Oncethestoryistogether,workinpropsandcues.DOUBET&HOCKETT(2017) Tomlinson
©2016BYDOUBET&HOCKETT21
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 Poem
1.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 Poem
1.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
IntheKids’WordsIfyoucouldgiveyourteachers1pieceofadvicetomakeclassmoreinterestingandbetterforyou,whatwoulditbe?
ØTalkless.ØTobemorefriendlyandfunnyandtrytounderstandthestudentsbetterØHaveamorefunvarietyofactivitiesinclass.
https://grantwiggins.wordpress.com/2014/11/14/5th-graders-speak-out-survey-results/
HSStudents’Suggestions
“Actuallyengagethestudentsinlearning...”“Trysomethingcreativewhenteachingsomethingnew...”
“Makestudentswanttolearnbyeithershowinghowfascinatingsubjectscanbeorshowrelevancetoourlives...”
AnnualStudentSurveyofAcademicExperience,AuthenticEducation,HopewellNJ
28 29
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.30
Community=Differentiation’sAffectiveFoundation
©2016BYDOUBET&HOCKETT 31
WhatdoyouThinkofThis?
Star Studentof the Day
https://www.teachingchannel.
org/videos/building-
classroom-community
MelissaLeider–ChallengerMS,ColoradoSprings
“Adolescentsoftensaytheyhavetogototherestroombutreallytheyjust
wanttocheckouthowtheyarelookinginthe
mirror.SoI’mjustgivingthemthe
mirror… andsomeencouragementatthesametime.”MelissaLeider–ChallengerMS,ColoradoSprings
Me-Graphs
CAT– UVA‘03
•ListitemsonX-axis• Classitems(all)• LowStressitems(all)• Personalchoiceitems(individual)•Yaxisrepresentsstudent’sskill/comfortlevel•PostGraphsandmakecommentsandgeneralizations•Adaptasyearprogresses
From Doubet & Hockett (2017). Differentiation the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
SampleMeGraph
0
1
2
3
4
5
6
7
8
9
10
ReadingFiction
ReadingforInfo
Writing Math Homework RoomClean BeingaFriend
Choice1:Basketball
Choice2:Madden360
Jake
August December
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
SampleMeGraph
0
2
4
6
8
10
12
ReadingFiction
ReadingforInfo
Writing Math Homework RoomClean BeingaFriend
Choice1:Minecraft
Choice2:IceSkating
Marissa
August December
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
ContentAreaConnections
•Math• FactFacts• PieCharts
•Science:•MyPeriodicTable–TheElementsofMe
•ATopographicalMapofmyLife
•MyPersonalEcosystem
•SocialStudies:•UnearthingMe:MyPrimarySourcesandArtifacts
•ATimelineofmyLife•LanguageArts:
• SoundtrackofmyLife
• PersonalCrest
©2016BYDOUBET&HOCKETT 39
InterestPre-Assessment
40
DesignaPieChart toshowwhatyou’reinterestedinMakeatleast5sections;representyourinterestsindecimals,fractions,andpercents.
Also serves as a
pre-assessment of
6th Grade FT 6
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
PieChartstobeusedlatertointroducePercentagesandProbability
©2016BYDOUBET&HOCKETT 41
JFHMS– 7th Grade
PieChartsusingPaperPlates– AlsoaPre-AssessmentonPercentages
©2016BYDOUBET&HOCKETT 42
CommunityisnotjustaboutTeacherandStudent;rather,it’saboutStudentsandtheirPeers
BUILDINGCOMMUNITY
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
FastFacts!
4-(i4)wordstodescribeyou
2+(2-3)+4ofyourfavoriteactivitiesoutsideofschool
80+1thingsyouplantodoafterhigh
school
300x10-2 ofyourfavoritebooks
!(1) Usetheindexcardstoprovidethefollowinginformation
aboutyourself:
(2)Next,inyourquad,compareyouranswersthenumbersolutionsforeachprompt.Makeanynecessaryrevisions.
AliCurwin©2016BYDOUBET&HOCKETT
Asagroup,createafour-wayVennDiagramthatdepictsthesimilaritiesanddifferencesamongyou.
Rememberthatyourcardsarea“hands-on”tool!
©2016BYDOUBET&HOCKETT
Let’s“Re-Group”üGetintogroupsofthreeüTrytoworkwithnewfriendsüEachofyouneedsanorganizerüAwaitinstructions
©2016BYDOUBET&HOCKETT 49
TheMatrix
Teri Jamal Mariah Travis
TeriSomething else
Teri & Jamal share
that Mariah and
Travis don’t
JamalSomething Teri
and Jamal share
that Mariah and
Travis don’t
Mariah
TravisSomething
unique to Travis
We All:
In each square, list something that the person in the two coordinate boxes share that the other three people do not. Where a person
intersects with him/herself, list something unique to only him/her.CommunityMatrix(p.23)
51From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
GenreMatrix(p.159)
52From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
ClassroomIdeas– Elementary
53
p.160
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
CharacterMatrix
Ralph Jack Simon Piggy Roger
Ralph
Jack
Simon
Piggy
Roger
In each square, list a character trait shared by the boys in the two coordinate boxes that the other two boys do not share. Where a character
intersects with him/herself, you must list something unique to only him.me te lo la se
me
te
lo
la
se
Considerthepronounsinthismatrix,andinthefirstboxinwhichtwomeet,writeonewayinwhichtheydiffer (meaning,usage,etc.).Inthesecondboxwherethesametwomeet,writeasentence thatusesbothpronounsinawaythatemphasizes
theirdifferences.
Intheboxeswherethesamepronounmeets,recordthemeaning/translationofthatpronoun.
Direct-ObjectPronounsMatrix
Characteristics of Biomes Aquatic Desert Forest Grass-
land Tundra
Aquatic
Desert
Forest
Grassland
Tundra
RealNumberSystemMatrix~BrettJohnson~
Natural Whole Integer Rational Irrational
Natural ANaturalNumber(2)
ANumberthat isNOTWholeORNatural(-3)
ANumberthatisNOTanIntegerORNatural()
ANumberthat isNOTRationalORNatural()
ANumberthatisNOTIrrationalORNatural(0)
Whole Numberthat isNOTNaturalORWhole(-1)
AWholeNumber(0)
ANumberthatisNOTanintegerORWhole(a/b)
ANumberthat isNOTRationalORWhole(0.124208)
ANumberthat isNOTIrrationalORWhole(-2)
Integer
Rational
Irrational
Directions:Whereakindofnumberintersectswithitself,putanexampleofthatkind
ofnumber.WhereakindofnumberintersectswithaDIFFERENTkindofnumber,puta
numberthatisNEITHERofthosekinds.
LeadershipMatrix
Jefferson FDR Kennedy Obama
JeffersonSomething else JFK
and Jefferson share
that FDR and
Obama don’t
FDR
KennedySomething JFK and
Jefferson share that
FDR and Obama
don’t
Obama Something
unique to
Obama’s
administration
In each square, list a leadership trait shared by the leaders in the two coordinate boxes that the other two leaders do not share. Where a person
intersects with him/herself, you must list something unique to only him.
Conflict American Revolution
French Revolution
Spanish Revolution
Russian Revolution
American Revolution
French Revolution
Spanish Revolution
Russian Revolution
We’vebeenexamininghowrevolutioninstigateslastingchange,bothpositiveandnegative.
Considertherevolutionsinthismatrix,andinthefirstboxinwhichtwomeet,writeapositive resultingchangecommonanduniquetobothrevolutions.Inthesecondboxwherethesametwomeet,writeanegative resultingchangecommonanduniquetobothrevolutions.
Intheboxeswherethesamerevolutionmeets,writeeitherapositiveoranegativeresultingchangeuniquetothatrevolution.
There’s no such thing as a neutral learning environment – for every kid, it’s either positive or negative
~David Sousa – Brain Researcher
React/Respond
What’sYourPlan?TALKWITHONEANOTHERABOUTONENEWIDEATOSTRENGTHENCLASSROOMCOMMUNITY.
©2016BYDOUBET&HOCKETT 61
Interaction=Differentiation’sSocialFoundation
©2016BYDOUBET&HOCKETT 62
• You’llformgroupsaccordingtothecolorofyourcard.
• Meetinthecorrespondingareaoftheroom.• Staystandingwhenyougetthere!
Frontoftheroom
Blue Pink
GoldOrange Green
©2016BYDOUBET&HOCKETT
TeaParty
TeaParty•You’llhave30-45secondstosharewhat’sonyourcardsandmakepredictions,askquestions,etc.•Whentimeiscalled,pairupwithanewgroupmember(same-coloredcard)andrepeattheprocessuntilnotified.•Makesureyoureferencethepreviouscard(s)you’veseenineachnewgrouping/discussion•Returntoyourtablewhentimeiscalled.
©2016BYDOUBET&HOCKETT 64
TeaParty:WeThink…Asasmallgroup,writeabrief“Wethink”statement thatpredictswhatthearticlemightbeaboutandwhy.“Wethinkthisarticleisabout…
because…
©2016BYDOUBET&HOCKETT 65
ReadtheBlogPostAsyouread,usetheseLogographicCues:◦� =Isawthisintheteaparty!◦� =Importantinformation/statistic/quote◦? =DebatableorQuestionableidea◦! =Interesting...Iwanttoexplorethis◦ further
After youread:• Makesureyou’veindicated– inthearticle- where
yousawthe“teaparty”snippets.• Then,writeabriefsynopsisofthearticle.Whatdid
youpredictcorrectly?Whatsurprisedyou?• Bereadytodiscusswithyourgroup.
©2016BYDOUBET&HOCKETT 66
DiscussionConnections:Whatconnectionsdoyoudrawbetweenthisstudy/articleandyourownlifeorlearning?
àß Challenge:Whatideas,positions,orassumptionsdoyouwanttochallengeorarguewithinthestudy/article?
Ο Concepts:Whatkeyconceptsorideasdoyouthinkareimportantandworthholdingontofromthestudy/article?
Δ Changes:Whatchangesinattitudes,thinking,oractionaresuggestedorreflectedbythearticle, forALLteachers?
MakingThinkingVisible(2011),Ritchhart,Church,andMorrison©2016BYDOUBET&HOCKETT
67
1. Make aclaimandexplain yourrationale.Saywhatyouthink,andwhy.
Themostimportanttipfromthisarticleis___________________Because:_________________[explainyouranswer].
2.Addorsupportingevidencefortheclaim. Readyourpeer’sclaim.Inthisbox,addsomethingthatwouldsupport thatclaimormakeitstronger.
Youcanincludeyourownideasand/orcitethosefromthearticle.
3.Makea counter-claimorprovideevidencethatchallengestheclaim. Inthisbox,make aclaimorprovideevidencethatarguesagainstwhatiswritteninboxes1and2.
Youcanpointoutweaknessesinthetiporsuggeststrengthsofadifferenttip.Includeyourownideasand/orcitethosefromthearticle.
4.Add your“twocents.” Readwhatiswritteninthethreeboxes.Addyouropinionandyourreasoninginthisbox.
Youcanincludeyourownideasand/orcitethosefromthearticle.
©2016BYDOUBET&HOCKETT 68
PromptsforDTC…etc.!!ValidatingorExtending
(Box2)ProbingorChallenging
(Box3)SummarizingorClosing
(Box4)
• “Youmadeagoodpointwhenyousaid…”
• “AmIcorrectinunderstandingthat…?”
• “Ilikethatidea.Inaddition,….”
• “Ihadn’tconsideredthat…Itmakesmewonder…”
• “While…maybetrue,it’salsoimportanttoconsider…”
• “Iseewhatyou’resaying,butIalsothink/wonder…”
• “Iunderstandthat…Ontheotherhand….”
• “Whataboutthisidea…?”• “Howdoesthatmesh
with…?”• “Somepeoplemightsay…”
• “Itseemslikeweagreethat…butthatwedisagreethat…”
• “I/weneedtobetterunderstand…”
• “Anextstepmightbe…”• Thebottomlineseems
tobe…”• “Takingallperspectives
intoconsideration...”
InDoubet&Hockett(November,2017).“ClassroomDiscourseASCivilDiscourse:InstructionalStrategiesthatCultivateCivility.”EducationalLeadership.AllRights– Doubet&Hockett.
Now…§ Readwhatwaswrittenyourownpaper.
§ Inyourgroup,identifythe2-3strongestargumentsorpoints.(Itdoesn’tmatterwhowrotethem.)
©2016BYDOUBET&HOCKETT 70
LOGOGRAPHICCUESASTRATEGYDEVELOPEDBYKYLENE BEERS(2002) INWHICHSTUDENTSCOMEUPWITHVISUALSYMBOLS, ORLOGOGRAPHS,TOSERVEASSIGNPOSTS INTHEIRREADINGTHATALERTTHEMTOIMPORTANTASPECTSOFTHETEXTORNARRATIVE.
©2016BYDOUBET&HOCKETT 71
Book:p.118-119
ASTRATEGYTHATINVITESSTUDENTSTOENGAGEWITHORSTUDYSMALLPIECESOFATEXTTHEY’LLBEREADINGTOBUILDINTERESTINWITHANDMAKEPREDICTIONSABOUTTHETEXT(BEERS,2002)
TeaParty(a.k.a.PuzzlePieces)
Book:p.96
©2016BYDOUBET&HOCKETT 72
DebateTeamcarouselASKSSTUDENTSTOENGAGEINTHEPROCESSOFCLAIM/COUNTERCLAIMWITHEVIDENCE(INCLUDINGTEXTUALSUPPORT);ALLSTUDENTSBOTH“TALK”AND“LISTEN”
Book:pp.132-134
©2016BYDOUBET&HOCKETT 73
1.Solve theproblemandshowhowyousolvedit.
2.Check thesolution.ReviewtheprocessandsolutioninBox1.Givetworeasonsyouthinkitiscorrectorincorrect.
3. Provideanotherwayofsolvingtheproblem. Solvethisprobleminawaythat’sdifferentfromtheprocessusedinBox1.
4.Detect errorsandmisconceptions. NoteanyerrorsormisconceptionsyouseeinBoxes1,2,or3.Ifyoudon’tseeany,explainwhyyouagreewithwhatiswritten.
©2016BYDOUBET&HOCKETT 74 Source:Mindshift/ColumbiaUniversity
©2016BYDOUBET&HOCKETT 76 ©2016BYDOUBET&HOCKETT 77
UseRecordings
üOfyourdirections
üOfstudentthinking…• ...duringgroupwork
• ...beforewritingorsolving
(individuals)
78From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
Adifferentiatedclassroomisfirstaninteractiveclassroom.
©2016BYDOUBET&HOCKETT
http://padlet.com/doubetkj/strategies
Double click anywhere on the
blue background or on the
pink plus sign and a bubble
will appear. Begin typing. J
©2016BYDOUBET&HOCKETT 80
1. Thinkaboutthestrategieslistedontheposteratthefrontoftheroom
2. Decideononeyou’duseinyourclassroom
3. Pairupwithanearbypartnerandcompareyourresponses
4. Personwiththelongesthairinthegroup:postaresponseonPadlet.UsewebsiteorscanQRcode.
PadletCanHelpyou…
GATHERFORMATIVEASSESSMENTRESPONSES
RESPONDTOFORMATIVE
ASSESSMENTDATA
Gather- Individual Gather– SmallGroups
GatherandRespond– SmallGroups Respond– TaskOptions
WorkshopDrivingQuestions•Whatisdifferentiation?Whataresomecommonmisconceptions?•Howcanwelaytheaffectiveandsocialfoundationsfordifferentiation?•Howcancheckforunderstandingduringtheinstructionalprocess?•Howdowerespond/differentiateforreadiness?•Howdowegroupflexiblyandmotivatestudentsthroughinterest-baseddifferentiation?
©2016BYDOUBET&HOCKETT 86
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.
“Differentiation is the recognition, articulation, and commitment to planfor student differences.”
CarolTomlinson
©2016BYDOUBET&HOCKETT 88
NOTE:Whilethesetechniqueswon’tletusknowwhatevery studentisthinking,theycangiveusan
overallsenseofwheretheclassis…and helpmaintainattention.
EndofLesson/AssessmentRoutine
https://www.teachingchannel.org/videos/daily-lesson-assessment
AnotherOptionPoseonequestionorpromptandaskstudentstoplacetheiranswersaccordingtohowcertaintheyareoftheirresponse.
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
SmallGroupStructuresthathelpuscheckforUnderstanding
OneTeacher’sApproach
https://www.teachingchannel.org/videos/second-set-partners-sfusd
ü Whatdidyoulikeaboutthisapproach?
ü Whatmightyouborrow?
ü Whatmightyouchange?
ü Whatotherideasdidtheseclipsgiveyou?
ResponseCardsüWhatdoyoulikeaboutthisteacher’sapproach?üWhatwouldyouchangeaboutthisteacher’sapproach?
https://www.teachingchannel.org/videos/show-your-cards-student-assessment
AnotherTeacherinAction
https://www.teachingchannel.org/videos/tech-friendly-formative-assessment-sfusd
ü Whatdidyoulikeaboutthisapproach?
ü Whatmightyouborrow?
ü Whatmightyouchange?
ü Whatotherideasdidthisclipgiveyou?
TALKING CHIPS
Rules for Using Talking Chips
1. Each student or group gets a certain number of chips (e.g., 3)
2. 1 chip = 1 opportunity to contribute to the discussion; when you’re out, you’re out!
3. During the discussion, the teacher can require students to use all (or a certain number) of their chips.
4. Classroom norm = Yield to the classmate with the most chios left.
JudyRex
From:Doubet&Hockett(2015)DifferentiationinMiddleandHighSchool.ASCD.FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom:Apracticalguidetodigital
learning.ThousandOaks,CA:CorwinPress.p.33.
Workswithrecordedanswers,too–TrySwivl“Recap”
Plickers(Free!www.Plickers.com)Whichfull-groupmethodofFormativeAssessmentmightyoutry?a. SecondSetPartnersb. StoplightMethodc. ResponseCardsd. RecordingConversationse. ElevatorSpeech
©2016BYDOUBET&HOCKETT 98
ULTIMATEGoalofFormativeAssessment
©2016BYDOUBET&HOCKETT
Formative
Assessment
EXIT CARDS
EasyStrategyforAssessingStudentUnderstanding…
©2016BYDOUBET&HOCKETT 100
FormativeAssessmentExaminetheExitCardandFrayer Diagramexamplesonthefollowingslides(5pages).Usethestickynotesonyourtabletoidentify◦ 2-3examplesyoucoulduseasis◦ 3-4examplesyoucouldadapt anduseinyourschool
Bereadytoshareyourselectionswithacolleague
©2016DOUBET&HOCKETT
APrimaryTeacher’sTakeontheExitCardLisaRoeschly –RockinghamCo.
Schools
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD. 103
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
JournalPrompt- ELA
In your journal---
Explain the difference between a folk tale and a fairy tale.
Give some examples of each as part of your explanation.
CarolTomlinson
Name______________________
ExitCard: Symmetry
Writeyourbirthdayonthisline:09/18/2005Whichnumbersinyourbirthdayhavesymmetry?Howdoyouknow?0 – you can fold it in half and it’s the same on both sides.Whichnumbersinyourbirthdaydonot havesymmetry?Howdoyouknow?5 – When you fold it in half, it’s not the same
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
FractionsWhatFractionofthisshapeisshaded?
Howdidyoufindyouranswer?
Whatisanotherwaytowritethisfraction?
Howdoyouknowyouransweriscorrect?AdaptedfromNCTM2001
106From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
Show-and-TellMathShowandTellMath
Howmanywheelswouldtherebeifyouhad8cars:________
1car= 2cars= 3cars4wheels 8wheels 12wheels
Howdidyoufigurethisout?Showandtellusingnumbers,words,andpictures
107
NCTM 2003 p. 30
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
3-2-1ExitSlip
•3reasonsweusecommas•2examplesofcommasusedintwodifferentways.•1thingIhopeyouwillexplainagaintomorrow:
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
Plants
•Wehavebeenlearningaboutplants.Drawapictureofaplant,andlabelitsparts.•Doeseveryplanthavetheseparts?Whyorwhynot?•Howdoesplantstayhealthy?
From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
DEFENDORDESTROYSelect2claimsfromthelist:onethatyoucan“defend”andonethatyouwantto“destroy.”Useevidencefrom[e.g.,thetext,thedocuments/sources] andyourreasoningtoexplainandjustifyyourthinking.
Sample“Revealing”Prompt
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
IMPORTANT THINGS
•Some important things about [e.g., ionic compounds] are __________and ____________.
• But the MOST important thing about [e.g., ionic compounds] is _____________ because….
Sample“Revealing”Prompt
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
MISUNDERSTANDINGS
• One misunderstanding someone might have about [e.g., how to solve this problem] is __________
• Here’s what I might say to that person to help them better understand the “truth”:
Sample“Revealing”Prompt
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ExitCards:BritishLiteratureName:
Whatisa“conceit”?Brieflyexplainthe“conceit”apparentin“AValedictionForbiddingMourning”WhydoyoubelieveJohnDonnechosetouseaconceitinthispoem?Whateffectdoesithave?
ExitCards:AlgebraName:
Drawagraph&labelthe“x”and“y”axes
Graphalinesegmentwiththeendpoints(3,5)(7,2)
Graphalinesegmentw/theendpoints(-3,-5)(7,2)
Providetwowaysofwritingtheequationforalineandexplainwhichoneyoubelievetobethemostefficient.
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ExitCard:GovernmentAfriendsaystoyouatlunch,“IthinkthePresidentisthemostimportantbranchofgovernment.”What twomisconceptionsdoesyourfriendhave?Whatwouldyousaytoyourfriendtohelpherunderstandthebranchesofgovernmentandhowtheywork?
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ExitCard:LiteratureSayItinaSentence:WhatdoyouthinkMarleyistryingtogetScroogetosee,understand,and/ordointhepartofthestorywereadfortoday?Howdoyouknow?(Citespecificexamplesandevidencefromthetext.)
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ExitCard:LanguageYourfriendhasleftyouamessageonyourFacebookwalltoletyouknowwhatshewantstodothisweekend.Usetheverbtensewe’restudyingandthetargetvocabularyfromthischaptertowriteher3-sentencemessage.
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ExitCard:MisunderstandingOnemisunderstandingsomeonemighthaveabout[technologyinancientcivilizations]is…
Here’swhatImightsaytothatpersontohelpthembetterunderstandthe“truth”:
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
Name:___________________Period:_____
DrawtheEarth’sorbitaroundthesun.
Brieflyexplainwhatcausestheseasons.
Whatabouttoday’sexplanationwas“fuzzy”?Inotherwords,whatdoyouhopewe’llclearuportalkmoreaboutinfutureclasses?
Before you leave the room…
PhysicalSciencePre-Assessment
C
AballrollsdownthehillfrompointAtopointBandthenupthehillwhereitcomestoastopatpointC.Assumetheballismovingat5m/secatpointB.
•DoesithaveanyenergyatBorC?Explain.
•Ifithasenergyatbothpoints,atwhichpointdoesithavemoreenergy?Why?
A
B
ExitCard:ScienceCoachTurnerthrowsabaseballupintheair.Asitcomesbackdown,whathappenstothespeedofthebaseballandwhy?Provideascientificexplanation!Asixthgradestudentclaims(andsheisserious)thatforaforcetoexist,twoobjectsneedtobeindirectcontact.Whatwouldbeyourexpertresponsetoherclaim?
AmyGermundson
Science
DESCRIBE IT
Write or Draw EXAMPLES
Write or Draw NON-EXAMPLES
Mammal
From Doubet & Hockett (In Press). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. ASCD.
Biology
MakeaPunnett Squarefortwohybridparents
WhatRatiooftheoffspringwillsharetheirparents’phenotype?
Explain.
WhatRatiooftheoffspringwillsharetheirparents’genotype?
Explain.
Genetics
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
Government
DEFINEIT
LISTBENEFITS LISTDRAWBACKS
GIVEFUNCTION
ElectoralCollege Ontheback,describewhetheryoubelievethedrawbacksoutweighthebenefitsorviceversa/
DEFINEIT
DRAWandLABEL2EXAMPLES
DRAWandLABEL2NON-EXAMPLES
IMPORTANTCLUES
Polygons
Math
From Doubet & Hockett (2015). Differentiation in Middle and High School: Strategies to Engage All Learners. ASCD.
Shake&Share• Meetwithyourline-uppartnerandanswerthegreetingquestion• Eachpartnersharesoneofhis/her”TopFinds”• Bereadytoshareoneofthosefindswiththefullgroup
©2016DOUBET&HOCKETT
GreetingQuestion:OhioStateorOU?GreetingQuestion:SpringorFall?GreetingQuestion:
CokeorPepsiproducts?
GreetingQuestion:iPhoneorAndroid?GreetingQuestion:WafflesorPancakes?Shakeyourpartner’shandandintroduce
yourself.
NextStepsØReturntoyourtable.ØShareonethingyoulearnedfromashakeandsharepartnerØDiscussyourfeelingsaboutShakeandShare
©2016BYDOUBET&HOCKETT 127
Howcanwe“CheckourSkiers?”
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.
©2016BYDOUBET&HOCKETT 130
FormativeAssessmentandReadiness
The“LineUp”
©2016BYDOUBET&HOCKETT 131
Directions:
•Callupasamplingofstudents(rangeoflastnames,birthdays,etc.)
•Explainthatoneendofthelinerepresents“I’manExpert”or“Iloveit!”Theotherendrepresents“I’maNovice”or“Iloatheit!”
•Calloutdifferentperformancebaseditems(e.g.,keepingyourlockerclean,playingsports,playingamusicalinstrument/singing,writing,reading,beingpatientwithyoungersiblings,rememberingmovielinesorlyrics).Studentsarrangethemselveswheretheyfeeltheybelongonthecontinuum.Theydonothavetoremaininaline,butcanform“clumps,”ifnecessary.
PAGE29
Readinessv.AbilityREADINESS
“where”astudentisinhisor hergraspoflearninggoalsatacertainpointintime.variesfromlessontolessonandskilltoskillbestgaugedbyrecently-gathered evidencethatisrelevant tothelearninggoals
ABILITYaproclamationaboutastudent’soverallcapacityasalearnerorhumanbeingoftentreatedstaticorfixedacrosssubjects,skills,ortimeusuallyinferredfromstandardizedtestscoresInvolvesorimpliescomparisonstootherstudents
©2016BYDOUBET&HOCKETT 132
Assess,ThenWhat?We’llwatchseveralvideosofclassroomsthatshowteachersformativelyassessingandthen“doingsomething”withtheresults.Theexamplesdifferin“preptime”requiredfromtheteacher.
©2016DOUBET&HOCKETT
Classroom1:MyFavorite“No”
https://www.teachingchann
el.org/videos/class-warm-
up-routine
NoWhatdoesthisteacherdotocheckforindividualunderstanding?
Doesherapproachyieldusableresults?
Whattechniqueswillyou“borrow”?Whattechniquesdoyouquestion?
©2016DOUBET&HOCKETT
MyFavorite“No!”NO! NO!
§ Teacher poses an opening question (OR an exit question from
the previous day OR student responses posted to a discussion
board the night before, etc. )
§ Teacher chooses a common and critical error in student work
to highlight
§ Teacher rewrites the response/error (in her own handwriting)
at the beginning of class and explains to students that it’s her
“Favorite No” because 1) it highlights a key learning point that
many students confuse, and 2) it features some “good math”
along with the mistake
§ The teacher leads the class in discussion of what’s been done
correctly in the problem, and then moves to an error analysis
§ All students complete a similar problem to show that they can
avoid the mistake, or “favorite no,” in their future work.
©2016DOUBET&HOCKETT
Whatiftheyareindifferentplaces…?
©2016DOUBET&HOCKETT
MyFavorite“No-s”ØFormsmallgroupsaccordingtothepatternsofcommonerrorsstudentsaremakingØGivethemasampleofstudentworktoexamine,evaluate,andcorrectØProvideawayofeachgroupcheckingtheiraccuracy(answerkey,arecording– audioorvisual)ØAskeachindividualstudenttosolveanewproblemorproblems(tomakesuretheycancorrecttheirerrorsindependently)
Classroom2:HomeworkCheckersØHowdoesthisteachermanagedifferentstudentswithdifferentlearningneeds?ØWhatdoyoulikeaboutherapproach?ØWhatdoyouquestion?ØHowmightyouchangethisstrategytosuityourneeds?ØHowmighttheprotocolonpp.328-329helpyouimplementthisstrategy?
©2016BYDOUBET&HOCKETT 138
• Whatdoesthisteacherdotorespondtodifferencesinreadiness?
• Whatcanyouappreciate?
• Whatwouldyouchange?Borrow?
Classroom3– HSWorldHistory
SocialStudiesReadinessTasksCommonGoal:ExtractandOrganizeinformationfromtextonConfuscianismandLegalism.qFirstTask– “PETCheck”onanonlinetextqSecondTask– Outline/PPT(sametextasTask1)qThirdTask– Outlinecreatedfromdensetext(Stanford)
Classroom4(HS):DigitalExitSlips
http://www.edutopia.org/practice/exit-tickets-checking-understanding
• Whatdotheseteachersdotocheckforindividualunderstanding?
• Howusefularetheresults?
• Whatcanyouappreciate?
• Whatwouldyouchange?Borrow?
©2016DOUBET&HOCKETT
TieredPromptsExaminationChooseasetofTieredPromptstoReview.Examine:HowarethetasksSIMILAR?What’sthe“glue”thatholdsthemtogether?Ø“Bothtasksaskstudentsto…”Ø“Botharefocusedon…”
HowarethetasksDIFFERENT?Ø“Thisoneismore_______,andthisoneismore___________.”
Ø “Thisonerequiresstudentsto ________,andthisonerequiresthemto_________.”
©2016DOUBET&HOCKETT
HighlightedTextsAbout15%ofachapter– e.g.,IntroductionConclusionCriticalpassagesKeygraphics
IntendedforEnglishlanguagelearnersAlsohelpfulforstudents:
WithADHDWithlearningDisabilitiesWhohavedifficultymakingmeaningWhostrugglewithreading
Tomlinson, 2008
UseRecordings
üOfyourdirections
üOfstudentthinking…• ...duringgroupwork
• ...beforewritingorsolving
(individuals)
©2016BYDOUBET&HOCKETT 144
Tiering theText
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom:Apracticalguidetodigital
learning.ThousandOaks,CA:CorwinPress.
Name:___________________Text:___________________________
AS YOU READ… AFTER YOU READ…
•Important words:
•Main ideas:
•Puzzling passages:
•Powerful passages:
•Meaning of important words:
•Why ideas are important:
•Questions about passages:
•Reactions/why powerful:
Name:___________________Text:___________________________
AS YOU READ… AFTER YOU READ…
•Important words:•Communicable (p.56): you can “catch” it from someone else•Non-communicable (p.56): you can NOT “catch” it from someone else•Invincible (p. 58): No one can stop you!•Immortal (p.60): You cannot die OR you will always be remembered
•Main ideas (physical risks, psychological risks, decision-making)
•Puzzling passages:
•Powerful passages:
•Hints to Remember Meaning of important words:
•Why ideas are important (Find the parts of the text highlighted in green)
•Questions about passages:
•Reactions/why powerful:
Name:___________________Text:___________________________
AS YOU READ… AFTER YOU READ…
•Key Vocabulary/ Passages:
•Debatable passages:
•Overarching Ideas/Patterns:
•Why ideas are important:
•Points of Contention:
•Importance of Patterns:
AS or AFTER…
•Respond to this passage in the voice and perspective of ________________:
First,listentowhateachroleentails.Then,grabtheRoleCardsfromthecenterofthetable
anddividethemamongstyou.
Philosopher Detective Psychologist
Lawyer Director Architect
Like-RoleProcessingStandupandfindalike-rolepartnerinyourvicinity.Comparenotes;talkaboutwhatyousawfromyourrole’sperspective.
©2016BYDOUBET&HOCKETT
Mixed-RoleDiscussionReturntoyourtable.Flipyourrolecardovertofindyourdiscussionrole.
Yourtablewillengageinamixedrolediscussionofthevideo,pullinginwhatyousawthroughyourrespectiveviewinglenses.
Youwillalsoassumeyourassigneddiscussionroleasdescribedonyourcard.
Usethesoundbytes– they’refun!J
©2016BYDOUBET&HOCKETT
ForDiscussionDirectors,raiseyourhands!Herearethediscussionquestions:• Whatisthisteacher’sapproachtodifferentiation?• Howeffectiveisit?Whydoyousayso?• Whatkindofpreparationwouldit“take”tomovetowardthiskindofclassroom?
©2016DOUBET &HOCKETT ©2016BYDOUBET&HOCKETT
GroupsfortheDay
©2016BYDOUBET&HOCKETT
JenniferTrish
Desksareinhomeseatingarrangementat
beginning.Studentsmovethemto
stationformation.
©2016BYDOUBET&HOCKETT
KathyBerry- KindergartenGroups
Tasksdisplayedatthefrontoftheroom
StudentPicturesUsedtoindicatewhichgroupstudentsarein
MeetingRugStudentsmeethere
betweeneachrotationtoairquestionsandclarifications
©2016BYDOUBET&HOCKETT
Board
Disp
lays
Groups
Word Work(Book)
Kathy
Com
pute
r Sta
tion Patterns, Blocks,
Graphing
MeetingRug
Para-Professional
Sewing (Fine Motor)
Empty
Art Table
©2016BYDOUBET&HOCKETT
©2016BYDOUBET&HOCKETT
LearningStations• A structureformanagingsimultaneousinstruction,learningactivities,and/ortasks.
• Stationscanbeusedtointroducetopicsorconcepts,provideexperiencewithorreviewmaterial,orpracticeorreinforceideasandskills.
Book:pp.280-281
Readiness Interest LearningProfile
Teacherscandifferentiateaccordingtostudent
whenthegoal
is
AcademicGrowth Motivation Efficiency
whenthegoal
is
whenthegoal
is
BasedonTomlinson,2014159
OneStudent’sPlea
“Please,please,pleasetrytojustshakeitupsometimes.Giveusavarietyofworkandactivitiesanddon’tjuststicktothesametypeoflessoneveryday.”
AnnualStudentSurveyofAcademicExperience,AuthenticEducation,HopewellNJ
FlexibleGrouping
BLUEBIRDSBUZZARDSWOMBATS
WhatisFlexibleGrouping?•Studentsconsistentlyworkinginavariety ofgroups…•…basedondifferentelementsoftheirlearning…•…andbothhomogeneousandheterogeneous inregardtothoseelements.
Tomlinson (2003) Fulfilling the Promise of the Differentiated Classroom.
InterestandLearningProfilePROVIDINGSTUDENTSWITHCHOICESTODEMONSTRATEGRASPOFLEARNINGGOALS(HOW-TO-S,TEMPLATES,ANDEXAMPLES).
©2016BYDOUBET&HOCKETT163
Motivation Occurswhenwehaveakinshipwith...Interestin...
Passionforwhatweareattemptingtolearn.
Interest
Piaget,1978
©2016BYDOUBET&HOCKETT 164
Source:Mindshift©2016BYDOUBET&HOCKETT 165
TwoKindsofInterestPERSONALINTERESToInterestsofpersonalvaluethatstudentsbringtotheclassroomoDevelopedovertimeoActivatedinternallyoBeyondtheteacher’scontroloArisesinpartfromsituationalinterestoImportantfor“holding”students
SITUATIONALINTERESToIntereststhatariseinorfromasituationoSpontaneousor“in-the-moment”oActivatedbytheenvironmentoWithintheteacher’scontroloPrecedespersonalinterestoImportantfor“hooking”students
©2016BYDOUBET&HOCKETT 166
SometimesChoicesareLowPrep
©2016BYDOUBET&HOCKETT 167
InterestInquiryGroupsInterestGroups◦Students choosefromthefollowingadoptions:
◦ SportsDrinks◦ HairProducts◦ GameSystems◦ Phones
◦ Inpairsorgroupsof3withotherswhochosesameoption,studentsanalyzetheadsfortechniquesused,strengthsandweaknesses,andrecommendationsforimprovement.
©2016BYDOUBET&HOCKETT 168 169From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
Interest ProblemText
TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthat
theyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8
• Whatisaverageofthesetnumbers?
• Whatisthemedianofthesetofnumbers?
• Createa“five-numbersummary”ofthedataanddisplayitinboxplotformat
• Whatpatternsdoyouseeinthedata?
VideoGames
Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhoursthey
spendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8
[samequestionsastraditionalproblem]
SocialMedia
AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdates
theyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:
5,4,2,10,6,14,8,5,1,8
[samequestionsastraditionalproblem]
Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenextfive
games,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow
representeachplayer’stotalamountoffoulsoverafive-gameperiod.
5,4,2,10,6,14,8,5,1,8
[samequestionsastraditionalproblem]
AdjustingAlgebraProblemstoAppealtoStudentInterest
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.170
InterestPrompts
171From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
DOUBET&HOCKETT(OCTOBER,2016)THEICINGORTHECAKE.EDUCATIONALLEADERSHIP.ASCD
172 173DOUBET&HOCKETT(OCTOBER,2016)THEICINGORTHECAKE.
EDUCATIONALLEADERSHIP.ASCD
SomeChoicestakeMoreTimetoPrepare
©2016BYDOUBET&HOCKETT 174
Tri-Mind• ASTRATEGYFOR
DESIGNINGINSTRUCTIONALTASKSANDASSESSMENTSTHATCONTAINANALYTICAL,PRACTICAL,ANDCREATIVEELEMENTS
• WE’LLEXPLORETHISSTRATEGYINMOREDETAILLATERONINTHEYEAR
©2016BYDOUBET&HOCKETT 175
Book:pp. 216-222
176FromDoubet&Hockett(2017)
DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD. 177FromDoubet&Hockett(2015)
DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ThePROFILER• AFRAMEWORKFORDEVELOPINGASSIGNMENTCHOICES
GEAREDTOWARDVARIOUSMULTIPLE INTELLIGENCEPREFERENCESREPRESENTED INTHECLASSROOM.
• AWAYOFCONNECTINGSTUDENTSTOTHEWORKINGWORLDASWELLASWITHROLESORAUDIENCESFORTHEIRWORK.
©2016BYDOUBET&HOCKETT 178
Book:pp.223-231
©2016BYDOUBET&HOCKETT179
Quickfire “Band”Task(SampleProfiler)
Createabandthatconformstothephilosophicaltenetsofthebeliefsystemassignedtoyourgroup(eitherConfucianismorLegalism).Therearefourtaskstocomplete.Dividetheseamongyourselves.Youmaycompletethemindividually,butyourworkshouldmakesenseasawhole.AlbumProducer
Choosemusicgenreforband.Createfoursongtitlesforthealbum thatrepresentthebeliefsystemyouwereassigned.[Logical]
CoverArtist
CreateaCDcover.Usewordsandimagestorepresentthebeliefsystemyou’vebeenassigned.[Visual-Spatial]
Lyricist
Write(andperform?)ashortsong orrap.Thelyricsmustrepresentthebeliefsystemyou’vebeenassigned.[Musical-Rhythmic]
MusicCritic
Writeareviewofthebandanditsalbum.Besuretoincludehow (andhowwell)thealbumrepresentsthebeliefsystemyou’vebeenassigned.[Verbal-Linguistic]
ChadPrather
LEARNINGMENUSLEARNINGMENUSOUTLINEAVARIETYOFINSTRUCTIONALOPTIONSTARGETEDTOWARDIMPORTANTLEARNINGGOALS.STUDENTSSELECTANDCOMPLETETHEASSIGNMENTOPTIONSTHATMOSTAPPEALTOTHEM.
©2016BYDOUBET&HOCKETT 180
Book:pp.253-262
181From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
RAFT• ASTRATEGYFORCREATINGDIFFERENTIATED
PERFORMANCETASKS,ORIGINALLYDEVELOPEDTOHELPTEACHERSTHINKABOUTANDPLANFORTEACHINGDIFFERENTKINDSOFWRITING(SANTA,1988;BUEHL,2009).
• RAFTISMOTIVATINGBECAUSEITGIVESSTUDENTSCHOICE,APPEALSTOTHEIRINTERESTSANDLEARNINGPROFILES,ANDCANBEADAPTEDTOSTUDENTREADINESSLEVELS
©2016BYDOUBET&HOCKETT 182
Book:p.118-119
Grammar
Role Audience Format TopicSemi-colon Comma and
conjunction
Blog post using both forms
of punctuation (semi colon
and common/conjunction)
“The two of you
are needy; I
don’t need
anyone but me.”
Comma Conjunction Series of reconciliatory
Facebook posts using both
forms of punctuation (semi
colon and
common/conjunction)
“I can’t do my
sentence-
separation job
without you!”
Semi-colon,
comma, and
conjunction
Middle School
Students
Series of “pop up” or web-
page sponsoring ads – at
least 1 ad from each of the 3
roles. Use all 3 in your ads
“I’m the best for
the job!”
Choose one of the following tasks to show what you understand about sentence combination and the tools used to accomplish that purpose.
Pretendyouarea... ..talkingtoa... ...ina... ...about…
MonarchButterfly Caterpillar Speech Howyouwillchange
Tree Children WrittenStoryWhathappenedtothebutterflyegg
onmyleaf
Teacher Class PictureCards Thelifecycleofthebutterflyinthebook
Singer Egg Song Howyouwillgrowandchange
LifeCyclesSpokenDirections:“Wehavebeenlearningthatalllivingthingschangeincycles.Nowit’stimeforyoutoshowunderstandaboutthelifecycleofabutterfly.Chooseonetaskthatyouthinkyoucandobest.I’llbeheretohelpyouwithyourwork.Let’slookatwhatthechoicesare…”
FromDoubet&Hockett(2017)DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD.
Jigsaw
©2016BYDOUBET&HOCKETT185
HomeGroupsTTaskLaunch/Introduction
ExpertGroup ExpertGroup ExpertGroup ExpertGroup
ExpertGroupUnderstandingCheck
HomeGroupSharing/SynthesisTask
Whole-ClassDiscussion
HomeGroupAccountability
IndividualUnderstandingCheckBasedonatemplateinDoubet&Hockett(2015)
CHOICEBOARDSCHOICEBOARDSPRESENTAVARIETYOFINSTRUCTIONALOPTIONSINAVISUALLYAPPEALINGFASHIONRESEMBLINGATIC-TAC-TOEBOARD.STUDENTSSELECTANDCOMPLETETHETHREEASSIGNMENTOPTIONSTHATMOSTAPPEALTOTHEM.
©2016BYDOUBET&HOCKETT 186
Book:pp.298-305
187From Doubet & Hockett (2017). Differentiation in the Elementary Grades: Strategies to
Engage and Equip All Learners. ASCD.
FlexibleGroupingWAYSTOGROUP
ØLikeReadinessØMixedReadinessØLikeChoiceØMixedChoiceØRandomØStudentChoiceØThroughActivities
STRATEGIESTHATFACILITATEFG
ØEntryPointsØTeaPartyØInterviewModelØFacetoFaceØAnalyticalRoleCardsØJigsawØPlayingCards
FromtheclassroomofJackStephenson,EvanstonTownshipHighSchool(IL)
Eachstudentcreatesanameplateonaindexcard.
Theycomeineachdayandfindoutwheretheyaresitting.
SoHOWwouldyoulogisticallygroupstudentseachday?OneApproach:
AmeliaWorthington– Louisville,KYColoredOrbshangovergroupsofdeskstoenabletheteachertogroupherHSstudentseasily.
Sheoftenhandsthemthecorrectcolorpopsiclestickwhentheyentertosendthemtotheirgroups.
Theyrecordanswersonthewhiteboardusingcorrespondingcoloredmarkers
Shecanalsocallongroupsrandomlyusingthecoloredpopsiclesticksl
IndexCardswithcolor-codednames–TapedorinClearPhotoFrames
FlexibleGroupingmade
manageableatMamaroneckHighSchoolinNewYork
PhotoCred:JessicaHockett
ColoredNumbersonDesks=
3QuickwaystoGroup
MelissaLeider– ChallengerMS,ColoradoSprings
DOUBET&HOCKETT(2017)
ThinkaboutalltheStrategies
we’veexaminedtoday.
Pickone asyourfocusfor
thisfinalprocessingstrategy.
Hmmm…
ThinkDotsp.151-158Insmallgroupsyouwilltaketurnsrollingadie.Thenumberyourollwillbeyour“expert”number– writeyournameinthespacenexttothecorresponding“expert”numberonyourgraphicorganizerandthecorrespondingtitleofyourtask(onthecards).Writeyourteammembersnamesandtitles,too.
Youareresponsibleforconsideringandrecordingsomethoughtsonyourgraphicorganizerforyour“expert”task(usingthestrategyyouselected).
Afteryou’vehadtimetoformulateyourresponse,reportbacktoyouroriginalgroup.Share,inorder,yourresponses.Youshouldtakenotesonyourgraphicorganizer;you’llneedthosenotestocompletethefollow-upassignment/review/report
ThinkDots©KayBrimijoin
ExplainHowisyourstrategyconnectedtostudent
engagementandsuccess?Whatparticularaspectsofthestrategymakeit
“work”?
InterpretHowwouldyouexplainyourstrategytoan
audienceofparents?Howcouldyoucommunicatewhatitisandwhyyou
useit?.
ApplyWhatisitaboutyour
strategythatwillpreparestudentsfortheirfuture(jobs,school,family,
etc.)?
HavePerspectiveWhatmightateacherneedtodo(intermsof
instruction,management,etc.)topreparestudentstouseyourstrategy
effectively?
EmpathizeDiscussyourstrategy
fromthepoint-of-viewofastudentwhomightnotenjoyit.Whatmightbetheirmainpointsof
contention?
Self-ReflectWhatdon’t you
understandaboutusingthisstrategy?ORHowhasyourunderstandingofthisstrategychanged
sinceusingit?
Thinking About Your Strategy
Based on Wiggins & McTighe�s Six Facets of Understanding
Community-Building Think DotsIf you could have any career in the world, what would it be and why?
What�s your favorite place to travel? What new destinations would you like to explore?
If you could invite any 3 people –living or dead –to dinner, who would they be and why?
You have been banished to a desert island and can bring only 3 items. What will you bring? Why?
If you could trade places with a celebrity (for a day), who would it be? Explain?
You won a million dollars! Give a detailed breakdown of what you�ll do with the money.
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
Bandwagon TimeCrunch GlitteringGenerality
SnobAppeal CardStacking RedHerring
Propaganda TechniquesDirections:
• In home groups of six, students 1) develop an idea for persuasive purpose on
which their group will focus (e.g., donating money to ______, going green,
wearing pink on Wednesdays), and 2) role the die to determine the propaganda
technique each group member will adopt
• Students move to expert groups where they review the definition and examples of
their “rolled” technique. Students then craft arguments for their home group’s
purpose using that technique, checking their work with their expert group mates
• Experts return to home groups and share.
• Home group composes a persuasive piece incorporating all six techniques
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
200FromDoubet&Hockett(2017)
DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD.
Solvethisproblem.Whatwaseasyaboutit?
Notsoeasy?
Createandsolveaproblemsimilartothis
problem.
What�sonequestionsomeoneshouldask
themselveswhentheyfirstlookatthisproblem?
What�samistakethatsomeonemightmakein
tryingtosolvethisproblem?Whymighttheymake
thatmistake?
Whatmathematicalconceptsor
terms/vocabularydoesthisproblemshow?Bespecific!
Writeastep-by-stepsetofdirectionsthattellssomeonewhowasabsenttodayhowto
solvethisproblem.
EQUATION THINK DOTS• The teacher can write one problem on the board for everyone to use (undifferentiated)
• The teacher can give a different problem to each small group, or write different
problems on the backside of each card, differentiated for each group (should use
formative assessment evidence to decide on different problems).
• Can be used as sense-making after the intro of a new concept/problem type, as a
review, or as part of a homework check.
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ORIGINSWhoproducedthissource?Whendidhe/she/theyproduceit?Howdoyouknow?
PURPOSEWhyorhowwasthissourceproduced?Howdoyouknow?
TIME&PLACEIdentifyandexplaintwoormorethingsthatthesourcetellsyouaboutlifeinthetimeand/orplaceitwaswritten.
CONNECTIONSInwhatwayscouldthissourcehelpyouorsomeoneelsebetterunderstandrecentorcurrenteventsinourcity,country,culture,orworld?
SOURCEAPPEAL
Besidesahistorian,whoelsemightbeinterestedinthissource,andwhy?
MISSINGPIECESWritetwoquestionstotheauthor/creatorthatareleftunansweredbythissource.Then,offerpossibilitiesforwhere&howyoumightfindtheanswers.
Historical Document Analysis (Tier 1)
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
ORIGINSDidtheauthor(s)/creator(s)ofthissourcehavefirsthandorsecondhandinformationaboutthetopic,event,etc.?Howdoyouknow?
PURPOSEWhatevidenceinthissourcehelpsyouknowwhyitwasproduced,andforwhataudienceitwasproduced?Quoteorciteevidencefromthesource.
TIME&PLACEWhatevidenceinthesourcesuggeststhatitis and/or isnotrepresentativeoftheideals,thinking,controversies,orotheraspectsofthetimeandplaceinwhichitwascreated?
CONNECTIONSInwhatwayscouldthissourcehelpyouorsomeoneelsebetterunderstandotherhistoricaleventsorperspectives?
SOURCEAPPEALWhomighthavebeeninterestedinthissource
atthetimeitwaswritten,andwhy?
MISSINGPIECESWhatquestion(s)abouttheeventsorpeopledescribed/depictedinthissourceareleftunanswered,butmightbe“answered”inanotherprimaryorsecondarysource?Identifythequestionsandthesources;defendyourthinking.
Historical Document Analysis (Tier 2)
FromDoubet&Hockett(2015)DifferentiationinMiddleandHighSchool:StrategiestoEngageAllLearners.ASCD.
204FromDoubet&Hockett(2017)
DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD. 205FromDoubet&Hockett(2017)
DifferentiationintheElementaryGrades:StrategiestoEngageandEquipAllLearners.ASCD.
• AVERSATILEINTERACTIVESTRATEGYFORENGAGINGSTUDENTSINSMALL-GROUPDISCUSSIONANDSENSE-MAKING.
• THEYCANALSOBEDIFFERENTIATED(DIFFERENTLEVELSOFQUESTIONS)
ThinkDots
Book:pp.151-157What’sYourPlan?
◦4FormativeAssessments I’lluse:◦3 InteractiveStrategies I’llattempt:◦2ResponsestoFAI’llincorporate◦1FlexibleGroupingStrategyI’lltry:
©2016BYDOUBET&HOCKETT
MostStrategiesandExamplesfrom…
©2016BYDOUBET&HOCKETT 208
Availableatwww.KristinaDoubet.com
YourTaskInstructionsüYoumaychoosefromthefollowing“self-study”Padlets:
qElementaryManagement(AllTopics)– K-4qGroup-WorkGuru(Logistics)- Grades5-12qGroupDynamics(PeerRelationships)– Grades5-12qMakingtheMostofTIME!!– Grades5-12
üOnceyoudecidewhichtopicyoulikemost,headtothatsiteviatheQRcodeorthewebsiteonthehandout
üYouwillfindblogposts,videos,andotherstrategiesonyourPadlet.Putyourearbudsinifyouwanttowatchthevideos
üTakeabout10-15minutestolookoverthematerialsonthesiteandbereadyto”ideashare”withthosewhostudieddifferentPadlets.
ElementaryManagement(K-4)http://padlet.com/doubetkj/ElementaryManagement
©2016BYDOUBET&HOCKETT
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
GroupWorkGuru(Logistics)– 5-12
http://padlet.com/doubetkj/groupwork
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
©2016BYDOUBET&HOCKETT
MakingtheMostofTIME- 5-12http://padlet.com/doubetkj/TIME
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
©2016BYDOUBET&HOCKETT
GroupDynamics/PeerRelationships– 5-12
http://padlet.com/doubetkj/community
• Followtheinstructionsonthescreen.Youwillread,watch,andexaminematerials…andthenreportyourfindingstothosewhocompeteddifferentPadlets.
©2016BYDOUBET&HOCKETT