Levels, Interest & Readiness Differentiated Instruction.

Levels, Interest & Readiness

DifferentiatedInstruction

Your Questions???

Take 2 minutes and write down your questions about DI.

http://www.online-stopwatch.com/full-screen-stopwatch/




http://www.wordle.net/show/wrdl/7914134/DI

DI Assessment




https://www.youtube.com/watch?v=Xl0owpw23IQ

DI



What is DI?????

“Responding to the needs of your students at their current learning level.”

Typical questions about DI

How do I currently meet my students’ learning needs in my classroom?

How do I address different learning styles and interests?

How do I vary student groupings and readiness levels?

https://www.youtube.com/watch?v=3jO9cDzxaqg

DI in Action



Good and the Bad

Meets the students at their current level

Classroom Management???? PLANNING

Do it once and you will be a pro before you know it

Even better, you probably already do some form of DI

Pre-Assessment

You must do some type of pre-assessment to know the current level of your students

Formal and InformalExamples?

ExamplePre-quiz, 5 questions4 makes mastery, 80%My students knew this is the goal

Grouping your Students

Basic, Grade level and Advanced(Tier 1, 2 and 3…RTI)

Make your groupings from your pre-assessment

Whole group and small group instruction

Self-learners(Advanced)Make use of technology Independent studyUse different levels of questioning

Strategies

What strategies do you use? Turn and share!





My Go To Strategies

Examples Table reading Jigsaw method Pair-share SQ3R PBL Pre-Teach vocabulary

Puzzle cards Connection triangle, Connections 1, 2, 3, 4 Vocabulary book

Reciprocal teaching Dice Games Collaborative groupings Differentiated instruction

Leveled instructional activities

MOVEMENT…. CHOICES… Worksheets???

Levels of Questioning

Bloom’s Taxonomy Wheel

New Bloom’s Wheel

Name:____________________ Date:_____________________

Class:_____________________

SQ3R reading method

SQ3R is a reading strategy formed from its letters:

Survey! Question! Read! Recite! Review!

SQ3R will help you build a framework to understand your reading assignment.

Before you read, Survey the chapter:

o the title, headings, and subheadings o captions under pictures, charts, graphs or maps

Question while you are surveying:

o Turn the title, headings, and/or subheadings into questions o Read questions at the end of the chapters or after each subheading o Ask yourself,

"What do I already know about this subject?

When you begin to Read:

o Look for answers to the questions you first raised o Reread captions under pictures, graphs, etc. o Note all the underlined, italicized, bold printed words or phrases o Study graphic aids o Reduce your speed for difficult passages o Stop and reread parts which are not clear o Read only a section at a time and recite after each section

Recite after you've read a section:

o Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read

o Take notes from the text but write the information in your own words o Underline or highlight important points you've just read o Reciting:

The more senses you use the more likely you are to remember what you read Triple strength learning: Seeing, saying, hearing Quadruple strength learning: Seeing , saying , hearing, writing!!!

Survey: Record 4 important headings and subheadings from the book.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question: Write questions using “Explain, Describe, Discuss and Paraphrase” for each title and subtitle. 4 TOTAL.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Read:

Write answers to questions from above.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recite: Record key facts and phrases as needed for each question.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Review: Create a summary paragraph for the topic.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary BookVocabulary Book

Term: ____________________ Describe:

Draw: AdditionalNotes My Understanding 1 2 3 4

Term: ____________________ Describe:


Term: ____________________ Describe:


Term: ____________________ Describe:


Connections Triangle

Connect 1Name:____________________ Date:_______ Class:_____

YOU CONNECT 1 UNIT! A demonstration of a greater understanding of scientific vocabulary.

You listed the vocabulary terms from the ___________ unit below: ∆____________________ ∆____________________ ∆____________________ ∆______________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been used. If there are an odd number of words, you may have to use one word more than once.

1. __________________ is connected to __________________ because_______________________________ _______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.

2. __________________ is connected to __________________ because_______________________________

_______________________________________________________________________________________. These terms are different because ___________________________________________________________ _______________________________________________________________________________________.


Connect 2CONNECT 2: Pick 8 words from each unit and connect both units.

Name:____________________ Date:_______ Class:_____

YOU CONNECT 2 UNITS! A demonstration of a greater understanding of scientific vocabulary.

You listed the vocabulary terms from the ___________ and ___________ units below: ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________

Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been used. If there are an odd number of words, you may have to use one word more than once.





Connect 3CONNET 3 DIRECTIONS: Pick 5 words from each unit and connect all 3 units.

Name:____________________ Date:_______ Class:_____


You listed the vocabulary terms from the ___________, ___________, and ___________ units below: ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________






Connect 4CONNECT 4 DIRECTIONS: Pick 4 words from each unit and connect all 4 units words.

Name:____________________ Date:_______ Class:_____


You listed the vocabulary terms from the __________, ___________, ___________, and __________ units below: ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ∆____________________ ____________________ ∆____________________ ∆____________________ ∆____________________






Name____________________ Date_____________________ Class_____________________

Vocabulary Choice Board

1 Information Pyramid

Term

2 Key words Main idea in 3 words Examples in 4 words

2 Explanations

It is something… It is someone… It is a description of… It is like…

Use these beginnings to make your own definitions.

3 Write a short story using the

vocabulary words.

Underline them in your writing.

4 Bio-Poem Identify term Describing traits Related to Lover of Which feels Which fears Which causes Would like to see Resident of

5 Cubing (With a partner)

1-Associate it 2-What is it different from? 3-What is it like? 4-Draw it 5-Tell how it is used 6-Describe/explain it

6 Word Parts (For each vocabulary word) Give any prefixes or

suffixes Root words Part of Speech

7 Draw

Draw a picture of your word or someone doing that action.

8 I have….Who has…. Use all the vocabulary words and make the game.

9 Synonyms and Antonyms Give 5 synonyms of the

word Give 5 antonyms of the

word

Pick three boxes to complete your board. Staple any papers to this sheet and turn in together.

Lesson Planning

Practice makes perfect I had premade dice games Level your lesson

Basic, grade level and advanced I STILL DID WHOLE GROUP

INSTRUCTION!!!! Start with the end in mind!!!

What does this mean?Backwards planning

Assessment…..Post-Quiz

I used the same quiz for a pre and post quiz(test-wiseness??)

I ALWAYS had the core standard(s) we are learning on the quizzes and in our notes…….gives students some real world relevance to ISTEP

Choice Board assessments DATA, DATA, DATA

https://www.teachingchannel.org/videos/differentiating-instruction-strategy

DI Example



Student Pre Post 6.1-3 6.1-36.1.4

76.1.4

76.2.1,2,5

6.2.1,2,5

6.2.3-4

6.2.3-4 6.3.4-6

6.3.4-6 6.3.1 6.3.1

6.3.2-3 6.3.2-3

18 19 1 5 2 4* 3 4 5 1 5 4 5 2 4 3.416667

18 25 1 5 3 5 2 5 4 5 5 5 5 5 3 5 4.142857

15 1 2 4 1 1 3 2 4 2 3 2.3

19 26 3 4 4 4 4 3 2 5 5 4 4 4 3 3.769231

11 19 1 2 4 2 1 3 2 3 0 5 4 4 4 2.692308

14 1 4 3 3 3 2 4 3 2 3 2.8

12 24 2 1 5 2 4 4 4 2 5 3 4 4 5 3.461538

12 20 0 5 3 5 1 3 5 5 1 5 4 5 3 4 3.5

11 20 0 5 3 4 2 5 3 5 2 4 5 4 5 3.615385

19 26 2 5 5 4 3 4 4 4 2 5 5 5 5 4.076923

22 3 2 3 2 4 4 3 4 5 5 5 3 3 3.538462

10 19 3 4 3 4 2 4 4 4 4 5 5 3 4 3.769231

13 21 3 4 5 3 5 4 4 3 0 5 3 4 3 4 3.571429

11 20 3 4 2 4 4 2 4 5 1 3 2 3 4 3.153846

26 5 3 5 3 4 3 4 3.857143

13 24 3 5 5 4 4 5 4 5 1 5 4 5 3 3 4

9 2 4 0 4 2 4 3 4 3 4 4 5 0 3 3

12 20 2 5 1 4 4 5 3 4 1 4 4 1 4 3.230769

10 9 1 2 3 4 2 4 4 5 0 5 5 5 4 4 3.428571

10 17 3 5 2 4 1 5 3 5 1 5 2 5 1 5 3.357143

18 23 1 5 3 5 2 4 3 4 2 5 5 5 4 3 3.642857

15 3 2 1 4 2 4 2 2.571429

8 13 0 3 3 4 1 2 3 2 2 1 3 5 1 5 2.5

8 18 3 5 4 4 1 3 3 3 5 5 4 2 4 3.538462

Total 12.4 19.8 1.83 4 3.06 3.95 2.23 3.7619 3.476 3.955 1.75 4.304 3.68 4.43 2.81 3.87 3.37033

Science

Student Core Standard Progress Chart Pre and Post Quizzes

Name:_________________________ The goal for every student is 4/5 or 80% which represents a mastery level on that particular standard(s).

5 4 3 2 1 0 Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po

Core Standard

6.1-3 6.1.4-7 6.2.1,2,5 6.2.3-4 6.3.4-6 6.3.1 6.3.2-3

Parent Signature: ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____

Dear Parents/Guardians: My name is Mr. Bundridge and I am your child’s science teacher. Hopefully your child has talked about our science class and how we take indicator quizzes on the Indiana core state standards. These core standards are what ISTEP + are based off of and will give a great prediction on how well your child will do on this test in the spring.

I have developed a tracking system for your child so they can keep a database of their indicator quiz scores. The score that we strive for in class is an 80%, or 4/5, which indicates that they have mastered that standard. They will be tracking their quiz scores and bringing home this tracking system for you to see and sign. They will be rewarded with stamps when they return their data sheet signed the next day. Please help your child track their progress and promote their success in science. Thank you for all of your help. Thanks again, Mr. Bundridge

Math RemediationSTUDENTS

WxFRWxF

R FRxFRFRxF

R W/F W/F F/F F/FX&/10

X&/10 x/. x/. dw/. dw/. ./. ./. Ratio Ratio % %

3 2 0 3 2 3 1 1 3 4 3 1 2 4 2 3 1 3 4 3

1 4 0 2 5 5 1 5 3 5 5 5 3 4 0 4 4 5 2 4

4 2 4 3 3 4 4 2 4

2 4 1 5 4 4 3 4 3 4 3 5 3 4 4 4 4 4 3 4

2 5 1 5 2 3 2 4 3 3 3 5 5 2 2 3 5 5 3 5 1 5 0 3 3 5 2 4 4 4 4 5 4 4 2 4 2 5 3 4

0 4 0 5 2 3 4 3 3 4 3 4 2 2 0 5 2 4

3 4 1 3 3 3 1 2 2 2 4 5 2 4 0 1 3 1 2 5

1 2 2 2 2 3 2 2 2 5 5 5 4 3 3 2 4 4 4 2 2 1 4 3 5 0 4 2 4 2 4 4 4 4 2 5 1 3 1 4 0 5 3 5 4 5 2 4 5 5 5 5 4 4 5 5 4 4

2 5 1 5 3 4 5 3 4 4 5 5 5 4 4 5 5 3 4 1 4 0 5 1 3 2 3 2 4 5 5 5 5 4 4 4 4 4 5 2 5 1 4 3 5 3 5 5 4 2 5 4 4 4 5

3 2 2 4 1 5 2 2 2 5 4 5 4 5 4 5 4 5 5 4

3 3 1 5 5 5 4 4 3 5 5 5 5 5 5 5 5 5 4 5

5 4 4 4 5 3 5 5 5 5 5 5 4 0 2 1 4 4 5 3 5 1 5 4 5 5 4 4 5 5 4 5 4

3 3 2 2 5 4 3 4 4 4 4 4 5 2 2 3 5 3 5

1 3 2 5 3 3 1 5 1 4 5 5 4 4 0 3 2 4 2 5 3 5 3 4 5 5 1 4 4 5 5 3 4 5 4 5 5 5 4 4 2 4 1 4 4 5 3 4 4 4 4 4 4 4 3 3 5 2 4 4

5 3 4 2 5 1 3 1 4 3 4 2 5 1 3 3 5 4 2 5 2 5 4 5 1 4 2 5 5 4 5 5 3 1 3 5 2 2 1 5 1 5 3 5 4 5 3 3 4 4 5 4 1 4 5 5 4 3 2 2 5 4 3 0 4 2 5 4 4 5 4 4 4 4 5 4 4

Total 1.82 3.65 1.174 4.13 3.13 4.2 2 3.84 2.7 4.042 4.1 4.3 3.96 4.27 2.8 3.5 3.5833 4.5 3.2174 4.0741

DI Resource

http://www.doe.in.gov/highability/tiered-curriculum-project



DI Resources

https://www.teachingchannel.org/videos/differentiating-instruction https://www.teachingchannel.org/videos/differentiating-instruction-strategy https://www.teachingchannel.org/videos/personalize-reading-workshop https://www.youtube.com/watch?v=3jO9cDzxaqg http://www.doe.in.gov/highability/tiered-curriculum-project http://www.k-5mathteachingresources.com/ http://www.illustrativemathematics.org/ http://insidemathematics.org CONSTRUCTED RESPONSE WRITING

http://www.brighthubeducation.com/help-with-writing/33366-constructed-response-essay-question/

http://prezi.com/v5vfrfkxly6a/constructed-response-formula/ http://www.doe.in.gov/assessment/englishlanguage-arts-rubrics http://writingfix.com/RICA/constructed_response.htm http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html

CONTENT AREA READING https://www.teachingchannel.org/videos/strategy-to-build-student-vocabulary?fd=1 https://www.teachingchannel.org/videos/reading-teaching-strategy

CONTENT AREA WRITING http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strate

gy-content-290.html https://www.surveymonkey.com/mp/education-surveys/ http://images.pcmac.org/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/

DocumentsCategories/Documents/Low+Prep+DI+Strategiesnew.pdf

https://www.teachingchannel.org/videos/differentiating-instruction

https://www.teachingchannel.org/videos/differentiating-instruction



https://www.teachingchannel.org/videos/personalize-reading-workshop

https://www.teachingchannel.org/videos/personalize-reading-workshop





http://www.k-5mathteachingresources.com/

http://www.illustrativemathematics.org/

http://insidemathematics.org/

http://insidemathematics.org/



http://prezi.com/v5vfrfkxly6a/constructed-response-formula/

http://www.doe.in.gov/assessment/englishlanguage-arts-rubrics

http://writingfix.com/RICA/constructed_response.htm

http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html

https://www.teachingchannel.org/videos/strategy-to-build-student-vocabulary?fd=1

https://www.teachingchannel.org/videos/reading-teaching-strategy

http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html

http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html

https://www.surveymonkey.com/mp/education-surveys/

http://images.pcmac.org/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/DocumentsCategories/Documents/Low+Prep+DI+Strategiesnew.pdf

http://images.pcmac.org/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/DocumentsCategories/Documents/Low+Prep+DI+Strategiesnew.pdf

Discussion ?

Should students be able to re-take the post-quiz since it is for a grade??????

Remediation???? What is the real goal? Questions?

Date post:	27-Dec-2015
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