1. A LOOK AT DIFFERENTIATEDINSTRUCTIONPresented by Amy Johnson & Griff Powell

2. Todays Objectives:I will be able to:Define differentiationIdentify examples of differentiationList and explain the three types of differentiationArticulatewhat differentiation looks likeExplain how differentiation applies to an IEPExplain how differentiation is used in classroomsExplain my role in differentiated instruction 3. Agenda: Mini-Lecture Define differentiation Game:Is It Identify examples ofDifferentiation or differentiationIs It Not? Mini-Lecture List and explain the threeContd w/types of differentiation Activity #1- Interest Partner Activity # 2-Learning ProfileActivities Activity #3- Readiness 4. Agenda: Articulate what differentiationMini-Lecture looks like Explain how differentiation applies to an IEPTwo Para Explain how differentiation isEducator used in classrooms Perspectives Group Brainstorm: Explain myGroup Activity role in differentiated instruction Share responses 5. What is Differentiation?A systematic approach toIt is notplanning curriculum andWHATwe instruction for academicallyteach; diverse learners that providesit isHOWstudents of different abilities,we interests, or learning needsteach equally appropriate ways to learn (Tomlinson & Strickland 7). 6. What is Differentiation?What it is: What it is Not:Teaching with variance inNewmindTracking orResponsive teaching ratherthan one-size-fits-allstreamingteachingIEP for every childMeeting kids where theyConstant group workare not where we wishOccasional variationthey would be of teaching stylesShaking up the classroomOn-the-spotsostudents have multipleadjustmentsoptions for making sense ofinformationChart from Strickland, Differentiation of Instruction at the High School Level. ASCD, 2012. 7. That students differ may be inconvenient, but itis inescapable. Adapting to diversity is theinevitable price of productivity, high standardsand fairness to the students. 8. GAME:IS IT DIFFERENTIATIONOR IS IT NOT??? 9. GAME: Is It Differentiationor Is It NOT?DIRECTIONS:1) Find a group of fourYes No2) 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 10. GAME: Is It Differentiationor Is It NOT? As we review the responses to thegame items, please keep track of thenumber of items you answeredcorrectly. There were 27 labels in total. You will be asked to refer to your score(total # correct) in a later activity. 11. NODifferentiation isnot streaming orleveling ortrackingEven in homogenousclasses, there isconsiderableIs this an example of heterogeneity in termsdifferentiation?of readiness, interest,and learning profile(Strickland 2).Strickland, 12. YESDifferentiation ismeeting kids wherethey are not wherewe wish they wouldbe (Strickland1).Differentiation isresponsive teachingIs this an example ofrather than one-size-differentiation?fits-all teaching(Strickland 1). Strickland, 2012 13. YESDifferentiationis intentionalplanning asopposed toon-the-spotIs this an example of adjustments.differentiation? Strickland, 2012 14. NODifferentiationis not simplygroup work,nor is itconstantIs this an example of group work.differentiation? Strickland, 2012 15. NODifferentiationis not an IEP(IndividualizedEducationIs this an example of Plan) fordifferentiation?every child. Strickland, 2012 16. YESDifferentiationis everywhere.Is this an example ofdifferentiation? Strickland, 2012 17. YESIT IS NOT NEW 18. YES NO Students select one of the On Monday, studentsfollowing options to learnabout the development and watch a documentaryrole of the radio in American concerning the creationhistory:and use of the radio. On View a historical documentaryconcerning the creation and useTuesday, students listenof the radioto a radio broadcast from Listen to a radio broadcast the 1920s. Onconcerning the creation and useof the radioWednesday, students set Students later work in groups up their own radio stationto create a radio broadcast onand deliver a broadcasta 1920s topic of their choice.concerning an assigned1920s topic. Review of the answers to the game: Is It Differentiation or Is It Not? 19. YES NO Students select one set of Students must completeproblems to complete for either problems 1-20 oddhomework according toor problems 1-20 evenwhat interests them thefor homework.most. #1-5 involves a data setconcerning sports statistics #6-10 involves a data setconcerning the stock market #11-15 involves a data setconcerning iTunes hits #16-20 involves a data setconcerning fashion sales Review of the answers to the game: Is It Differentiation or Is It Not? 20. YESNO Students enter their Students enter theirscience classroom to findscience classroom to findfive stations concerning theplant cell. Each station five stations concerningcontains a different 40plant cells. Students areminute activity that isbroken into groups ofdesigned to arrive at thefour. Each group visitssame KUD. Students are each station for 10broken into four groups.Each group selects one ofminutes. By the end ofthe five stations (with thethe class, all groups haveactivity that speaks to them visited all stations andthe most) to completecompleted five tasks.during the class period. Review of the answers to the game: Is It Differentiation or Is It Not? 21. YESNO The teacher asks each The teacher puts a Post-student to answer an exitquestion on a post-it note. The It note on each studentsteacher reviews this formativedesk and asks the classassessment and forms 3tiered groups the next dayto record their questionsaccording to: 1) who had aand thoughts for the daystrong grasp of the informationthat was taught, 2) who knewon the Post-It note. Atthe concept but struggled tothe end of class,apply the information, and 3)who needed to be re-taughtstudents submit theirthe concept. Each group was Post-It notes.then assigned a differentactivity designed to meet theirrelevant learning needs. Review of the answers to the game: Is It Differentiation or Is It Not? 22. YESNO A class of students is A class of students isgiven an article to read.given an article to read.After reading the article, All students are theneach student completes paired with their elbowa series ofpartner to complete acomprehensionseries of readingquestions. Studentscomprehensionchoose to complete questions.these questions eitherindependently or with apartner of their choice. Review of the answers to the game: Is It Differentiation or Is It Not? 23. YESNO Students are asked to visit Students line themselvesthe corner of the room thatup according to birthindicates their level ofinterest (on a scale of 1 to date. The teacher then5) in a particular science partners the students bytopic. Students are then birth date. Together, eachasked to partner with apair completes a labstudent with a similar level activity.of interest in the topic.Together, the pair selectsone of three possible labactivities to complete basedupon their shared interest. Review of the answers to the game: Is It Differentiation or Is It Not? 24. YES NO Students receive a mini- On Wednesday, studentslecture concerning a newreceive direct instructionmathematical concept. Afterthe mini-lecture, studentsas a whole class. Onselect one of the following Thursday, students workoptions to apply theiras pairs to complete aknowledge of this concept:series of word problems. Independently work on a On Friday, students workseries of word problemsin groups of four to solve Work in pairs to complete aseries of word problems a multi-step real world Work in a group to solve aproblem.multi-step real world problem Review of the answers to the game: Is It Differentiation or Is It Not? 25. YESNO The teacher has pieced Students take turnstogether selections fromdifferent leveled texts to reading the text out loudcreate one article. Theone paragraph at a time.teacher has pre-determined The first student in thethe Lexile level of eachparagraph. The teacher row reads the firstintentionally selects aparagraph, the second inspecific student to readeach paragraph out loud, the row reads the secondthereby ensuring that each paragraph, and so forthstudent is appropriately and so on.challenged by the texthe/she is asked to read. Review of the answers to the game: Is It Differentiation or Is It Not? 26. YES NO Students are grouped Students enter theaccording to readingclassroom and arelevel. Each group reads divided into groups. Eacha text selection that isgroup reads a section ofappropriate for their an article and orallyreading level and thenshares information fromshares the informationtheir section with thefrom their text selection entire class.with the entire class. Review of the answers to the game: Is It Differentiation or Is It Not? 27. YESNO An entire class re-enacts The entire class re-a historical event enacts a historical eventaccording to a script. The according to a script.teacher assignsStudents all play differentappropriate historical roles assigned by theroles to the studentsteacher.based upon their readinglevels. Review of the answers to the game: Is It Differentiation or Is It Not? 28. 3 Ways to DifferentiateWhat a A studentsCurrentstudent enjoyspreferred knowledge,understanding,learningmode ofand skill level aabout, thinking learning student has(Tomlinson & Stricklandabout, and6). related to adoingparticular(Tomlinson & Strickland sequence of6)learning(Tomlinson & Strickland6). 29. Differentiating by INTERESTWhy?When we differentiate by Because interest we shouldinterest is a consider student:great motivator Because Passionsinterest relates Hobbiesto relevancy (for Familyinterest or pursuitsthe students) Clubs or sports TV shows they watch Music they listen to Friends Electives they takeStrickland 3 30. Example of Differentiating byInterest inthe Transition ProgramAt the onset of the year,Coaster Companystudents participate in The informationgathered determines theconversations, interests, job each student fulfills andin the CoasterCompany.surveys concerning their job Sales Team- works theinterests.cash register and isresponsible for sales Product Team- cuts theThe informationcork and assembles the gathered coasters Graphic Artists-determines the job training designs, draws, orsite that the students in photographs the pictureon the tops of the 31. Example of Differentiating by Interest in Math Look for examples of vectors in your after school activities. Record what you find in one of the following three ways: Explain these examples in writing Illustrate these examples Prepare a 2 minute explanation to shareorally with the classDifferentiation by Differentiation byInterestLearning Profile Example adapted from Strickland 3 32. Example of Differentiatingby Interest inScience, Health, or Social StudiesSelect one of the following roles toassume as we discuss the tobaccoindustry in North Carolina: Tobacco farmer Lobbyist for the tobacco industry Person with emphysema Teen who smokes Oncologist Example from Strickland 3 33. Ways to get the information you need todifferentiate by INTERESTIn General: Within an Instructional Unit: Administer a student Create an assignmentinterest survey in August:that involves a personal What is your favorite sport? Why?profile Who is your favorite team? Why? What is your favorite TV show? Why? Assign journal entries Who is your favorite musical artist? that ask your students to Why? What is your favorite thing to readrelate to your subject about? Why? Ask the question: What Hallway chats are some of the things Personal relationshipsthat you hope we doduring the unit? 34. Ways to Differentiate by INTEREST Three Ways to Incorporate Differentiation by Interest1. Show how current topics relate to or enhance skills required for success in various student activities like previous Math example2. Design assignments that relate your subject matter to current events (that the students are likely to relate to) Like Special Education example3. Ask students to share their personal experience with, preferred perspective, or interest in the topic of study like previous Tobacco example Strickland, p. 3- 4 35. ACTIVITY #1 Take two minutes to think about and discuss the following with your elbow partner: 1) How do you identify the interests of thestudents you work with? 2) Once you know these interests, how do youincorporate these interests into the interactionsyou have with your students to increase theirlearning? SHARE YOUR EXAMPLE WITH AN ELBOW PARTNER 36. 3 Ways to DifferentiateWhat aA studentsCurrentstudent enjoys preferred knowledge, understanding,learning about,mode of and skill level athinking about,learning student hasand doing (Tomlinson & Strickland, 6). related to a(Tomlinson & Strickland 6) particular sequence of learning (Tomlinson & Strickland 6). 37. Differentiating by LEARNING PROFILEWhy?When we differentiate Because efficiencybyresults whenLearning Profile welearners are taught shouldin ways that arenatural for consider student:them(Tomlinson & Learning StylesStrickland 7)Visual Kinesthetic Auditory Group Orientation Intra personal Strickland 5 Inter personal 38. Example of Differentiating byLearning Profile in Language Arts To get started with todays work on alliteration in poetry, you may choose to: listen to poems using alliteration read poems using alliteration write a poem using alliterationExample from Strickland 5 39. Example of Differentiating byLearning Profile in Science Water Cycle Activity: Choose one of thefollowing options to complete:CHOICE ADesign a cartoon that illustrates your journey as awater droplet. Include appropriate captions.CHOICE BDraw an accurate version of the water cycle thatincludes all steps. Be sure to show the processthat gets a water droplet from one step to another.CHOICE CCreate a fictional story about the journey of awater droplet. Base it on your water dropletsjourney.CHOICE D Create a local version of the water cycle. Be sure to include the names of local rivers, bays, oceans, mountains, and so on.Activity taken from Sample 9.3- Water Cycle Activity Options on pg.343 of Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiationin practice: A resource guide for differentiating curriculum: 9-12. 40. Example of Differentiating byLearning Profile in ScienceWho would benefit from selecting eachof the choices? Choice A, C, D high levels of creative intelligence Choice B high levels of visual/spatial intelligence Choice E high levels of naturalistic intelligence Tomlinson & Strickland 327 41. Example of Differentiating byLearning Profile in the PSD Classroom The teacher selects readings todeliver the content, which the classreads out loud as a group. However, students are given thefollowing options if they do not wish toread as a class: Read independently in the back office Read independently in the back of theroom 42. Ways to get the information you need todifferentiate by Learning ProfileHelp Students Determine their Learning Preferences Survey concerning Learning Styles (Auditory, Visual, Kinesthetic)http://people.usd.edu/~bwjames/tut/learning-style/stylest.html Survey concerning Garners Multiple IntelligencesMultiple Intelligences Inventory like:http://surfaquarium.com/MI/inventory.htmhttp://www.literacyworks.org/mi/assessment/findyourstrengths.html Create questionnaire for students to complete that 43. Ways to Differentiate by LearningProfile Three Ways to Incorporate Differentiation by Learning Profile1. Let students gain access to content through varied means (like reading, listening, talking, writing, etc.) Like the previous Language Arts example2. Create activities/assignments that require or appeal to various multiple intelligences for successful completion Like the previous Science example3. Allow options for students to compete against others or themselves4.Allow students to work independently or as a larger group Strickland 5-6 44. ACTIVITY # 2Take two minutes to think about and discuss thefollowing with your other elbow partner:1) Think of a student you have worked with previously.2) Identify this students most dominant learning style: Visual Kinesthetic Auditory3) Now think of a lesson that this student was taught.4) How could this lesson have been adapted to meet the learning style of this student? SHARE YOUR EXAMPLE WITH YOUR OPPOSITE ELBOW PARTNER 45. 3 Ways to DifferentiateWhat a A students Currentstudent preferredknowledge, understanding,enjoysmode of and skill level alearninglearningstudent has(Tomlinson &about,Strickland 6). related to athinking particularabout, and sequence ofdoing learning (Tomlinson & Strickland(Tomlinson & Strickland 6).6) 46. Differentiating by READINESSWhy?When we differentiate by To appropriatelyReadiness we should considerchallenge all student:learners Attitude (toward school &Goal: topic)make the work a Experience with the topiclittle(outside of school or previoustoo difficult for courses) Knowledge, understanding, andstudents at a given skill with the topicpoint in their growth- Misunderstandings about theand then to provide topicthe support they Overgeneralizations about theneedtopic Tomlinson & Strickland 6Strickland 8-9to succeed at a new General communication,thinking, & reasoning skills 47. Example of Differentiating by Readiness in the L.I.F.E. ProgramIn order to teach students about the2012 presidential candidates, the electionprocess, and the act of voting, theteacher accessed appropriate levelreadings for each student on thesetopics.For verbal students, these readingsincluded text at the appropriate readinglevels, but for non-verbal students thesereadings included symbols (which had tobe learned and repeated). 48. Example of Differentiating byReadiness in Physical WelfareA Tiered Task:Assignment A: Assignment B: A classmate had toPretend you were the leave the room today coach of your kickball team just as we weretoday. Select a key or beginning to playcritical play in todays game. kickball. Please write Pretend it happened in that student a notesome other way. What might explaining whatthe results have been? happened in todaysWhy? What principle can game, why it happenedyou infer? Be sure you pick the way it did, and what something that will help your your team could do toteam in its efforts to improve improve your over time. performance. Be asStrickland 8 49. Ways to get the information you need todifferentiate by Readiness Things all teachers canFormal assessmentsthat do to obtaininformation: can provide information: Pre-assessment EPAS data (Explore, Plan,In-class/formative ACT) assessment Read 180(during the unit)White boards AIMSWeb dataKnowledge rating chart NWEA Map dataKWLAleks dataHomework assignmentEntrance & exit slips Formal educationaltesting(WISC, WIAT) 50. Ways to Differentiate by Readiness Two Ways to IncorporateDifferentiation by Readiness1. Create tiered tasks Like previous Physical Welfare example2. Offer mini-lessons to students missing content or skills while simultaneously offering an alternate activity for enhancement to students who have mastered the content or skillsStrickland 8-9 51. ACTIVITY #3 SECOND: Complete theFIRST : Examine your results activity that corresponds withfrom our initial game (Is It your readiness level ofDifferentiation or Is It Not?) Emerging, Established, orpre-assessment. Then, useExpert.the scale below to determine Emerging: Fill in the providedthe category you are in graphic organizer withEMERGINGCorrectexamples of each type of0-13 differentiationESTABLISHED Correct Established: Identify and14-20describe a a truly differentiated lesson that youEXPERTCorrecthave observed or assisted21-27with in the classroom Expert: Reflect upon this professional development session and explain how it 52. What Does Differentiation Look Like?5 Principles for Differentiated Instruction Quality Curriculum Quality Tasks Respectful Community Continual Assessment Flexible Grouping (Tomlinson & Strickland, 2005, 16-17) 53. What does differentiation look like for students with an IEP? Differentiation is an Examples ofinstructional methodAccommodations: extended time Differentiation is alternate settingmeeting the studentswhere they arein readerterms of: modified curriculum Interest teacher notes Learning Profile use of calculator Readiness use of assistivetechnology Can apply to a group books on tapeof students 54. TWO PARA EDUCATORPERSPECTIVES 55. Questions What are some things you have beenasked to do to assist withdifferentiated instruction? What are some things you have doneto differentiate instruction for thestudents you work with? Do you see your role changing as itrelates to differentiation? 56. Review & Reflection Differentiation is a way of What doesthinking about teaching.differentiation look like? It is a systematic approach 5 Principles ofto planning instruction Differentiated Instruction It provides learners (who Examples from Paraare different) with equally Educatorsappropriate options forlearning It is good teaching Three types of How did wedifferentiation differentiate throughout Interestthe presentation? Learning Profile Readiness 57. GROUP ACTIVITYBRAINSTORM:WHAT IS YOUR ROLE AS ITRELATES TO DIFFERENTIATEDINSTRUCTION? 58. BRAINSTORM:What is Your Role withinDifferentiated Instruction?DIRECTIONS:1) There are four groups (divided by job duty). Join the group that is most related to your role. Program- Traci Hirstein Classroom- Ed Piotrowski 1 on 1- Griff Powell& Ed Nichols Direct Support-Amy Johnson2) Brainstorm your role as it is related to differentiation withthe members of your group.3) Record your thoughts on chart paper.4) Appoint a spokesperson who will share your thoughtswith the larger group. 59. References Tomlinson, Carol Ann & Cindy Strickland (2005).Differentiation in Practice: A Resource Guide forDifferentiating Curriculum: 9-12. Alexandria,Virginia: ASCD. Strickland, Cindy (February, 2012). Differentiationof Instruction at the High School Level. Alexandria,Virginia: ASCD.