Differentiating ContentThrough Student

Choice and Control

Review: Recall these basic dimensions of differentiation presentedin our class meeting introducing differentiated instruction.

Content Process Product

According to Students’

Readiness InterestLearningProfile

DifferentiatingThis is where we start!

Review: Constantly refer to this model and the next slide (Framework for Differentiated Instruction) to orient yourself to where we are in the overall journey.

Content Process Product

According to Students’

Readiness InterestLearningProfile

DifferentiatingThis is where we start!

4

Framework for Differentiated Instruction

Curricular Design Models Understanding by Design Universal Design Learning Cycles

Dimensions of Differentiation1) Content Broad based issues, problems and concepts Powerful ideas - Important, meaningful, valuable Efficiently organized, accelerated, sophisticated, depth Authentic methods (structure of the discipline)

2) Process Carefully crafted Questions / Tasks / Words Multidimensional Discovery / Inquiry / Problem Based Learning Project Based Learning Choice Higher level thinking (Bloom or Marzano) Open-Ended Curriculum Compacting Depth of processing Flexible pacing / second chances

3) Product Resulting from Real Problems Addressed to Real Audiences Generalizable Support originality Variety of formats/self-selected format Displays broad range of abilities Opportunity for reflection (metacognition) Reflective/authentic/formative/summative/self assessment

1) Learning Theory Behaviorism Brain development Information Processing Constructivism Piaget Vygotsky

2. Student Motivation Expectancy-Value Model Protecting students self-worth Mastery (not performance) orientation Student Interests Belonging

3) Student Diversity Special needs Diverse cultures & languages Advanced learners Students living in poverty Characteristics of students (readiness, interests & learning profiles

Context Multidimensional classroom Student Sense of Belonging: connections to student identity, values, & culture) Safe-to-take-risks environment Support of social networks

Classroom Culture

Content & Pedagogy

Students’ Funds of Knowledge ★ You are here

Review: Recall this map of the strategies we will focus on.

Mapping Differentiated Instruction

Open Assignments Parallel AssignmentsInquiry Based Instruction Choice BoardsProblem Based Learning Tiered LessonsConstructivism Centers/stationsConceptual Understanding Flexible

Grouping Higher Level Thinking Contracts (& Compacting)

Based on student readiness, interests, learning stylesPre-assessment

Interest inventoriesMultiple Intelligences Learning Preferences

There are many ways to Differentiating Content. This week we will focus on theoretical background (readings) & strategies that employ student choice/control (starred below).

Mapping Differentiated Instruction

Open Assignments Parallel AssignmentsInquiry Based Instruction ★ Choice

Boards/Menus/RAFTsProblem Based Learning Tiered LessonsConstructivism Centers/stationsConceptual Understanding Flexible

Grouping Higher Level Thinking Contracts (& Compacting)

Based on student readiness, interests, learning stylesPre-assessment

Interest inventoriesMultiple Intelligences Learning Preferences

Example 1 – Differentiating ContentLearning Menu

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of photosynthesis.

Role Audience Format Topic

writer artist  character scientist  adventurer  inventor  juror  judge  historian  reporter rebel therapist journalist

self peer group government parents fictional character committee jury judge activists animals or objects

journal editorial brochure/booklet interview video song lyric cartoon game primary document critique biographical sketch newspaper article

issue relevant to the text or time period topic of personal interest or concern for the role or audience topic related to an essential question

RAFT(Role, Audience, Format, Topic)

Example 2 – Differentiating ContentRAFT – Each Student Chooses a Role, Audience, Format, Topic

1. Comic Strip – Create a comic strip using at least 7 of your spelling words

2. ABC Order – Write your spelling list in ABC order

3. Learning Aid- Choose five spelling words you think are the most difficult. Make a learning aid to help you learn the spellings.

4. Word Connect – Use graph paper to make at least 15 of your words connect.

5. Alliterative Sentences – Write five alliterative sentences with your spelling words.

6. Picture – Create a picture using your spelling words. You must include 15 of your spelling words and the picture must be colored.

7. Stair Step Spelling – Complete Stair Spelling with 15 of your most difficult spelling words.Example:CCACAT

8. Story – Write a story using 15 of your spelling words. Underline the spelling words in your story

9. ZYX Order – Put your spelling words in backwards ABC order.

Example 3 – Differentiating ContentTic-Tac-Toe / Bingo

Learning Contract

To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

Example 4 – Differentiating ContentLearning Contracts

Learning Contract

To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

Example 5 – Differentiating ContentLearning Contracts

Work your way through the remainder of this Online Learning Cycle to learn more about

Differentiating Content Through Choice& to apply what you learn to your own teaching.