DIFFERENTIATING INSTRUCTION. English and Social Studies November 8, 2005.

DIFFERENTIATING DIFFERENTIATING INSTRUCTIONINSTRUCTION

English and Social StudiesEnglish and Social Studies November 8, 2005 November 8, 2005

Welcome & IntroductionsWelcome & Introductions

Anne Druzolowski, Anne Druzolowski, Ass’t SuperintendentAss’t Superintendent

Patricia Hans, Patricia Hans, Literacy FacilitatorLiteracy Facilitator

Nikitoula Menounos, Nikitoula Menounos, PrincipalPrincipal

Barbara St. Onge, Barbara St. Onge, ConsultantConsultant

Mary Skelly, Mary Skelly, ConsultantConsultant

Mission Statement The mission of the Connecticut Technical High School System is to provide

a unique and rigorous high school learning environment that: Ensures both student academic success, and trade/technology mastery and

instills a zest for lifelong learning

Prepares students for post-secondary education, including apprenticeships, and immediate productive employment; and

Responds to employers’ and industries’ current and emerging and changing global workforce needs and expectations through business/school partnerships.

http://www.state.ct.us/sde

CTHSS VisionSchool Year 2005-2006

THE BIG PICTURE

STUDENT

ACHIEVEMENT

ASSESSMENT

QUANTITATIVE QUALITATIVE

BehavioralLife Space Crisis Intervention (LSCI) - BeckBehavioral Strategies for Improved Instruction - Knies

Character Development

Flippen Training Teen Leadership

Capturing Kid’s Hearts Leading the Way

Strategic LearningStrategic Instructional Model Instructional Technology

Curriculum

Implementation

Objective of the Day:Objective of the Day:

Teachers will be able to use Teachers will be able to use

the tools and strategies the tools and strategies

of differentiated instruction of differentiated instruction

as they plan their instruction.as they plan their instruction.

AGENDAAGENDA

A.M. SESSIONA.M. SESSION

I.I. Welcome & IntroductionWelcome & Introduction

II.II. Myths & Realities of Myths & Realities of Differentiated InstructionDifferentiated Instruction

III.III. Curriculum DifferentiationCurriculum Differentiation

AGENDAAGENDA

P.M SESSIONP.M SESSION

IV. Breakout Group Work SessionIV. Breakout Group Work Session

V. Wrap up & EvaluationV. Wrap up & Evaluation

Schema ActivatorSchema Activator

Think, Pair, ShareThink, Pair, Share

1.1. Locate the Teacher Reflection Locate the Teacher Reflection survey in the right side pocket survey in the right side pocket of the folder.of the folder.

2.2. Read, reflect & respond to the Read, reflect & respond to the questions (10 minutes).questions (10 minutes).

3.3. Share with a partner (5 Share with a partner (5 minutes).minutes).

Myths & Realities of Myths & Realities of Differentiated InstructionDifferentiated Instruction

Jigsaw ActivityJigsaw Activity

1.1. Locate articles in the left side Locate articles in the left side pocket of the folder:pocket of the folder:

Busting Myths about Differentiated Busting Myths about Differentiated InstructionInstruction

11 Practical Ways to Guide Teachers 11 Practical Ways to Guide Teachers Toward DifferentiationToward Differentiation

2.2. At each table, determine who has At each table, determine who has the most teaching experience.the most teaching experience.


Jigsaw ActivityJigsaw Activity3. The person with the most teaching 3. The person with the most teaching

experience is the group manager.experience is the group manager.4. The group manager needs to locate the 4. The group manager needs to locate the

group role cards in the center of the table group role cards in the center of the table & assign roles for the morning activities.& assign roles for the morning activities.

5. Teachers seated in tables numbered 1 – 10 5. Teachers seated in tables numbered 1 – 10 read assigned sections of the Myths read assigned sections of the Myths article.article.

6. Teachers seated in tables numbered 11 – 6. Teachers seated in tables numbered 11 – 20 read assigned sections of the 20 read assigned sections of the Practical Ways article.Practical Ways article.


Jigsaw ActivityJigsaw Activity7. The manager will assign each 7. The manager will assign each

member of the group a section of member of the group a section of the article to read.the article to read.

8. Read & summarize(5 minutes)8. Read & summarize(5 minutes)9. Share & record on flipchart (10 9. Share & record on flipchart (10

minutes)minutes)10. One Myth group will report out. 10. One Myth group will report out.

One Strategies group will report One Strategies group will report out.out.

Why differentiate? What do we want? What goals are we trying to

achieve?

• Increased Academic Learning

• Improved Student Self-Efficacy for Learning

• Enhanced Intrinsic Motivation for Learning

• Self-Directed Learning Behaviors

The Basic Threes

• Differentiation: The “What” (what is made different)

– The Content: Material student uses to gain knowledge

– The Process: Method/strategies used to gain knowledge/organize thoughts; gain access to content.

– The Product: assessment piece to demonstrate mastery.

• Differentiation: The “How” (student selection for tasks or flexible groups) according to:

– Academic Ability: based on pre-assessment on content knowledge.

– Interest: based on interest surveys, multiple intelligence surveys or student choice

– Readiness Level: Student pacing based on readiness to work at a faster pace or more independently; based on past performance.

TTT: Things Take Time

• One unit at a time

• One lesson at a time

• One student at a time

• One strategy at a time

•One grade level at a time

THE DECISION-MAKING PROCESS

CONTENTPREASSESSMENT

MANAGEMENT OF FLEXIBLE, SMALL GROUPS

CHOICE

ALTERNATIVES

Adjusting the Breadth

TIERING

Adjusting the Depth

What are the CRITICAL DIFFERENCES in my students?

How can I MODIFY curriculum components to address differences?

POST ASSESSMENT

LINK TO NEXT UNIT

Content Problems that Exist in Some Curriculum Units

• Marketing appeal • Coverage• Fact-filled• Poor alignment with other

curriculum components• Mention and move on• Patchwork quilt• Holiday curriculum• Activity-Oriented

What is Essential or

Core Content?

• Fundamental knowledge in a discipline*• Knowledge that reveals the nature of a discipline• Knowledge that is a constant within any discipline-related topic• Knowledge that provides a scaffold for novice and expert

learners• Knowledge that spirals throughout the continuum of expertise • Knowledge that is of service to students and adults• Knowledge that adults decide students should learn

*This term does not refer to fundamental knowledge valued within a culture or to the basic survival skills

FACTS

CONCEPTS

PRINCIPLES

GENERALIZATIONS

THEORY

Process Skills, Methodologies of a Discipline

Discipline Based Knowledge

Facts/Details

A specific detail, verifiable information.

• George Washington was the first President of the United States.

• A,E,I,O,U, AND Y are vowels.

Examples of Core Knowledge Categories

Concepts

A general idea or understanding, especially a generalized idea of a thing or class of things, a category or classification.

• A (president) is the national leader of the executive branch of a democratic government.

• (Vowels) sounds are made with uninterrupted air vibrations.


Principles

Fundamental truth, law, doctrine, rule, or generalization that explains the relationship.

• Currently, in the U.S., (president) may only be (re-elected) once.

• Every (syllable) has only one (vowel) sound.


Skills (Cognitive, Research, Communication, and Methodological)

Proficiencies, abilities, techniques, strategies, methods, or tools.

• Debate, leadership, delegation, time, management, oratory.

• Spelling, poetry writing, rhyming, reading, pattern finding.


Dispositions

Inclinations, beliefs, states of mind, appreciations, attitudes.

• I would never want to be President of the United States.

• Paying attention to vowel sounds in my spelling is really worthwhile.


Application/Problem Solving

The ability to use knowledge to address an aim that was not immediately understood.

• I’d like to work on a project for campaign finance reform.

• I’d like to create some “tricks” to help students spell better with vowel sounds.


FACTS

CONCEPTS

PRINCIPLES

GENERALIZATIONS

THEORY

Process Skills, Methodologies of a Discipline

Discipline Based Knowledge

THE RELATIONSHIP BETWEEN ASSESSMENT AND CURRICULUM

STANDARDSContent Knowledge

PREASSESSMENTand resulting modifications, if warranted, are based upon critical

differences among students

TEACHING AND LEARNING ACTIVITIES AND FEEDBACK

ON-GOING & POST ASSESSMENT

The Lesson or Unit Components That Could Be Differentiated

• Content/Knowledge• Assessment• Grouping formats• Introduction• Teaching activities• Learning activities• Resources• Products• Extensions• Time

The Basic Threes









Critical Student Differences We Can Attend

ACADEMIC

• Prior knowledge

• Reading level

• Core content

• Concepts/skills

COGNITIVE

• Developmental readiness

• Schemas

• Working memory

• Thinking skills

• Learning rate

SOCIAL/ EMOTIONAL

• Interests

• Learning styles

• Motivation

• Self-efficacy

One Possible Instructional Sequence:

1. Class meeting , overview, or introduction

2. Pre-assessment

3. Large group teaching and learning activities

4. Small group activities

Small group instruction

Differentiated learning activities

Anchoring activities (differentiated)

5. Large or small group problem solving and application activities

6. Debriefing and reflection

7. Extension activities

Examples of Grouping Formats

Whole group instruction

A grouping strategy that is used to enhance learning when all students have approximately the same level of prior knowledge and no critical differences in learning style preferences, interests, effort or motivation.

Cooperative learning groups

A grouping technique in which learners participate in small teams on similar tasks. The strategy is based on social learning theory which states that increased learning results when students engage in discussions, think alouds, and other forms of verbal interaction.

Flexible, small groups

A grouping strategy that is used to enhance learning when significant differences exist among students. Flexible, small, groups of students (2-10 members) are formed for short periods of time to address critical differences in students’: interests, learning style preferences, questions, motivation, expression style preferences, prior knowledge, readiness to learn, and learning rate. Group tasks are different and honor student differences. These groups can be facilitated by a teacher or students. They may support collaborative teaching and learning activities.

Dyads A grouping strategy in which students are paired for a variety of purposes: to share thinking, to complete a task, to analyze and reflect on a completed task, or to check each other’s work.

Tutoring A grouping technique in which the teacher works one-on-one with a student. It is used to address unique facets of a learner’s prior knowledge, cognitive, or social and emotional profile.

Civics

EXAMPLE 1

Mr. Rowland loved teaching his students about the Constitution. He especially liked the simulations he had collected over his career that dealt with the debates that occurred between the Federalists and the Antifederalists over the ratification of the Constitution.

Another of his favorites was the interdisciplinary, culminating activity in which students were required to take on the role of a responsible citizen and voice their opinion about a local matter. Each had to compose a letter to the editor of a local newspaper and express their opinion about a community issue.

EXAMPLE 2

As she began the unit on the Constitution and the Bill of Rights, Ms. Bysiewicz realized that she had students with widely differing reading abilities in her classrooms. She designed a simple plan to scaffold for her students.

She divided her class into two groups based upon her knowledge of their reading comprehension. For the struggling learners, she developed a one sheet, two-column table that listed each of the 10 amendments in the Bill of Rights in the left-hand column and definitions of troublesome words in the right-hand column. Using this information, students were asked to write down their own understanding of the meaning of the first ten amendments.

Ms. Bysiewicz provided her more advanced readers with the original text of each amendment and asked them to derive, in their own words, the meaning of each.

At the conclusion of the lesson, students reconvened as a whole group to share their new understandings about the Bill of Rights.

Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

Concept Map: Migration

Movementacross time and space

Ideas LIVING THINGS

MigrationThe study of interactions among people and other life forms located in different places, times, and

different environments

Goods

People Animals

Cultural Reasons

Push Factors

Pull

Factors

Famine

Lack of

Freedom

Religious Speech Political

Barriers

Conflict

Effects/Changes

Economic Cultural Physical

Land Wealth

People Land

People

Leaving Indigenous

People Former

Land New Land

Dissension

Refugees InnovationDiffusion Acculturation Assimilation

Determining Cause and Effect

Reasons for leaving Europe:1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________

Effects of the migration:1. _____________________________________2. _____________________________________3. _____________________________________4. _____________________________________5. _____________________________________

Leader: ______________Colony: ______________

Making Generalizations-Causes/Effects of Migration (Colonization)

Generalization (s):

Evidence to support the generalization (s):

It’s Your Turn…

Content Standard 1: Reading and Responding1.9-10.12 Students will use the literary elements (theme, symbolism, imagery, etc.) to draw conclusions about a text

1.9-10.13 Students will understand that a single text may elicit a wide variety of responses

Stopping By Woods on a Snowy Evening by Robert Frost

Whose woods these are I think I know. His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year. He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake. The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.

11th Grade American Lit

EXAMPLE 1

Mr. Johnson spent a bit more than a week on Robert Frost’s poetry, including “Stopping By Woods on a Snowy Evening.” He wanted his students to appreciate the “down hominess” of Frost’s poetry. He had students read selected poems aloud to appreciate the sounds and cadence of each selection. With respect to “Stopping,” he asked students to write responses to the following questions:How do you interpret the speaker’s attraction to the woods?What do the last three lines suggest about everyone’s life? Why did Frost repeat the last line? What is the effect of the repetition?

EXAMPLE 2

Ms. Mody wanted her students to understand that poetry can evoke many viable interpretations from the skillful use of literary elements by the author. At the same time, she knew that her juniors were at very different levels with respect to abstract thought. For one group of learners, she provided a list of symbols (the owner of the land, the horse, the woods. promises, sleep), some possible interpretations for each, and asked them to interpret the poem from their point of view in a one-page essay.

For a second group of learners, she provided the poem only. She asked them to identify the symbols, think about how they interact within the poem, and generate a reflective essay about its meaning to their lives.

For the sophisticated learners, she provided them with a copy of the poem and carefully selected quotations by Frost reflecting on his art. She asked them to select one or two of Frost’s quotations and explain,in a short essay, how there can be so many irreconcilable interpretations of “Stopping,” the poem that Frost called his “best bid for remembrance.”

Content Standard 1: Reading and Responding1.9-10.12 Students will use the literary elements (theme, symbolism, imagery, etc.) to draw conclusions about a text1.9-10.13 Students will understand that a single text may elicit a wide variety of responses

Selected Quotations“It should be the pleasure of a poem itself to tell how it can. The figure a poem makes. It begins in delight and ends in wisdom.” The Figure a Poem Makes, 1939

[Metaphor]: saying one thing and meaning another, saying one thing in terms of another, the pleasure of ulteriority*. Poetry is simply made of metaphor.” The Constant Symbol, 1946

“Like a piece of ice on a hot stove the poem must ride on its own melting.” The Figure a Poem Makes, 1939

*Ulteriority: Lying beyond what is evident or revealed)

The Teaching Strategies Continuum

• Lecture• Drill and recitation• Direct instruction• Strategy-based instruction• Coaching• Concept attainment• Demonstration• Socratic Questioning• Visualization

• Role playing• Cooperative learning• Simulation• Inquiry-based instruction• Problem-based learning• Shadowing experiences• Mentorships• Independent study• Independent investigations

Direct

Indirect

Evidence of Differentiation

Domain Component Evidence of DifferentiationPlanning

Knowledge of Students

Instructional Goals

Use of Resources

Instruction

Assessing Student Learning


Domain Component Evidence of DifferentiationPlanning

Knowledge of Students

Use of learning profiles; accommodations in content and pedagogy may be made for a variety of differences among students including, for example, interests, abilities, skill level, developmental level, learning style preferences, prior knowledge, readiness to learn, cultural heritage.

Instructional Goals

Several learning goals may be used within a curriculum unit; Instructional goals take into account the varied learning needs of individuals and subgroups of students

Use of Resources Different, yet aligned, resources are available for students to use; they are differentiated according to readability, degree of support available, abstractness, learning preference, etc;. Resources include print materials, CDs, videos, audiotapes, software, etc.

Instruction Learning activities take into account critical learning differences among students; use of flexible, small groups; lesson structure has different pathways according to student needs

Assessing Student Learning

Pre and post assessments are aligned with the content goal; data from pre and post assessments is used to inform practice; students are aware of the procedures regarding preassessment; students are aware of how they are meeting the established learning goals


Domain Component Evidence of DifferentiationClassroom

Environment

Teacher/

Student Interaction

Pride in Learning

Classroom Procedures

Management of Materials


Domain Component Evidence of DifferentiationClassroom

Environment

Teacher/

Student Interaction

The full range of learners is acknowledged and respected

Pride in Learning All students are engaged in high-quality work; students demonstrate an understanding of the differences that may exist with respect to learning goals, use of resources, and varied assignments; a variety of student products may be visible in the room

Classroom Procedures

Flexible small groups work independently and productively; “anchor” stations may be used to support students who finish early

Management of Materials

Students assume responsibility for the efficient operation of many classroom responsibilities

Evidence of DifferentiationDomain Component Evidence of Differentiation

Instruction

Directions

Questioning and Discussion Techniques

Student Engagement

Responsiveness

Evidence of DifferentiationDomain Component Evidence of Differentiation

Instruction

Directions A variety of methods are used to communicate with students the procedures for facilitating differentiated learning activities(e.g., written instructions, charts or cards, audio-taped instructions); rules for working in small, flexible groups are posted in the classroom

Questioning and Discussion Techniques

Questioning techniques respond to learner differences; while all are high quality, they address students’ skill levels, readiness to learn, level of abstraction, need for support; all students have the opportunity to contribute in discussions

Student Engagement

All students are cognitively engaged; student may initiate or adapt projects and activities to enhance their understanding; a “hum” or “purr” is evident in the classroom

Responsiveness Teacher roves to small groups of students and/or students rotate to the teacher; teacher addresses the learning needs of small groups of students; use of persistence in seeking effective approaches for the full range of learners; use of a wide variety of instructional techniques and resources to address students’ learning needs; student membership in flexible, small groups changeover time and across content areas.


Domain Component Evidence of DifferentiationProfessional Responsibility

Student Progress

Communication with Parents

Professional Growth


Domain Component Evidence of DifferentiationProfessional Responsibility

Student Progress Use of a system to track student progress; students are knowledgeable and contribute information to the records

Communication with Parents

Parents are aware of their children’s progress, as measured by preassessments, post assessments, and gain scores

Professional Growth Teachers seek out opportunities for professional development related to curriculum differentiation; may conduct action research about aspects of differentiation; initiates activities to share information verbally or in print with colleagues and new teachers

The Basic Threes









Component Original Revised

Teaching

Learning

Product

Resources

Extensions

Designing Curriculum Components

Component Option 1 Option 2 Option 3

Goal

Teaching

Learning

Product

Resources

Designing Alternatives

Component Novice Apprentice Expert

Goal

Teaching

Learning

Product

Resources

Designing a Tiered Lesson Plan

TTT: Things Take Time

• One unit at a time

• One lesson at a time

• One student at a time

• One strategy at a time

•One grade level at a time

Patricia Hans, Literacy Facilitator

Norwich THS

590 New London Turnpike

Norwich, CT 06360

(860) 889-8453, extension 2220

[email protected]

Special Thank You to:

Anne Druzolowski, Ass’t SuperintendentNikitoula Menounos, PrincipalBarbara St. Onge, ConsultantMary Skelly, Consultant

Faye Gage, CT Writing Project, Fairfield UniversityKC Nelson-Oliveria, SERC, Middletown, CTJeanne Purcell, SDE, Hartford, CT

Table Units - Breakout Group(See Curriculum Guide for unit themes)

1 Middle East

2 Asia

3 Sub-Saharan Africa

4 U.S. Constitution

5 Bill of Rights/The Amendments

6 Laws and Our Society

7 1920’s

8 Great Depression

9 World War II

10 Holocaust

Table(s) Literature Units - Breakout Groups

11 & 12 Romeo and Juliet/ drama

13 Julius Caesar/ drama

14 Autobiography of Ben Franklin/ Personal connections – code of ethics, aphorisms

15 Winter Dreams/ time element, social restrictions

16 & 17 Oedipus Rex/ drama

18 & 19 Novel - discuss techniques & strategies for teaching a novel

20 The Sniper/comparing themes

DIFFERENTIATION:DIFFERENTIATION:

WHERE AM I?WHERE AM I?

3 – 2- 1 EXIT SLIP3 – 2- 1 EXIT SLIP

3 - Describe 3 tools and/or 3 - Describe 3 tools and/or strategies, I learned today.strategies, I learned today.

2 - Describe 2 things, I learned 2 - Describe 2 things, I learned today, that surprised me.today, that surprised me.

1 - List 1 item I still have a 1 - List 1 item I still have a question about or need more question about or need more follow-up on.follow-up on.

DIFFERENTIATING INSTRUCTION. English and Social Studies November 8, 2005.

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