Shaking up your lessons plichta & elliott
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Transcript of Shaking up your lessons plichta & elliott
“SHAKING UP” YOUR LESSONS: A LOOK AT DIFFERENTIATED
INSTRUCTION
Presented by Martha Elliott, Brian Keller, Lisa Plichta, and Jennifer Setzke
Today we want to introduce you to the 2012-2013 Institute Day Topic:
Differentiated Instruction
Objectives:•To know the three types of differentiation
•To understand differentiated instruction is a systematic way of planning and teaching that addresses the interests, learning profiles, and readiness of all students
•Participate in three types of differentiated activities
Directions: As each picture is displayed,
please answerthe following question on your
whiteboard:
Is this an example of differentiation?YES NO
Is this an example ofdifferentiation?
NODifferentiation is not streaming or leveling or tracking
Strickland, 2012.
Click icon to add picture
“Even in homogenous classes , there is considerable heterogeneity in terms of readiness, interest, and learning profile (Strickland, p. 2)”
YESClick icon to add picture“Differentiation is meeting kids where they are … not where we wish they would be (Strickland, p.1).”
Strickland, 2012.
“Differentiation is responsive teaching rather than one-size-fits-all teaching (Strickland, p.1).”
Is this an example ofdifferentiation?
YESClick icon to add pictureDifferentiation is intentional planning as opposed to on-the-spot adjustments
Strickland, 2012.
Is this an example ofdifferentiation?
NOClick icon to add pictureDifferentiation is not simply group work nor is it constant group work
Strickland, 2012.
Is this an example of differentiation?
NOClick icon to add pictureDifferentiation is not an IEP (IndividualizedEducation Plan) for every child
Strickland, 2012.
Is this an example of differentiation?
YESClick icon to add pictureDifferentiation is everywhere
Strickland, 2012.
Is this an example of differentiation?
YES
IT IS NOT NEW
What is Differentiation?
What it is: What it is Not:•Teaching with variance in mind•Responsive teaching rather than one-size-fits-all teaching•Meeting kids where we are… not where we wish they would be•“Shaking up” the classroom sostudents have multiple options for making sense of information
•New•Tracking or Streaming•IEP for every child•Constant Group Work•Occasional Variation of teaching styles•On the spot adjustments
Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
What is Differentiation? “A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).”
It is not what we teach, it is HOW WE TEACH
“ That students differ may be inconvenient, but it is inescapable. Adapting to diversity is the inevitable price of productivity, high standards and fairness to the students.” – Theodore Sizer
5 Principles for Differentiated Instruction
Respectful CommunityQuality TasksFlexible GroupingContinual AssessmentBuilding Community
3 Ways to Differentiate
Interest Learning Profile
Readiness
“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
Differentiating by INTEREST
Why? Because
interest is a great motivator
Because interest relates to relevancy (for the students)
When we differentiate by interest we should consider student:
Passions Hobbies Family Interest or pursuits Clubs or sports TV Shows (they watch) Music (they listen to) Friends Electives they take
Strickland, p. 3
Example of Differentiating by Interest in World Language
ASSIGNMENT:In order to practice ourreading fluency andcomprehension in
Spanish,pick one of the
followingarticles listed on the
right toread tonight. Be
preparedto summarize the
article in Spanish in your own
wordsfor your classmatestomorrow.
"Will 'The Hunger Games be the next "Twilight'?“
("Seran 'los juegos de hambre' el proximo 'Crepusculo'?")
"Rihanna and Chris Brown Together Again?" ("Rihanna y Chris Brown juntos de nuevo?")
Google's new glasses ("Google lanza unas gafas interactivas")
The unluckiest man in Spain ("El hombre mas desafortunado de Espana")
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 2 minute explanation to
share orally with the classDifferentiation by
InterestDifferentiation by Learning Profile
Example adapted from Strickland, p. 3
Example of Differentiating by Interest in Science, Health, or Social Studies
Select 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, p. 3
Ways to get the information you need to differentiate by INTEREST
In General: Within an Instructional Unit:
• Administer a student interest survey in August: • What is your favorite sport? Why?• Who is your favorite team? Why?• What is your favorite TV show?
Why?• Who is your favorite musical artist?
Why?• What is your favorite thing to read
about? Why?
• Hallway Chats
• Personal Relationships
Create an assignment that involves a personal profile
Assign journal entries that ask your students to relate to your subject
Ask the question: What are some of the things that You hope we do during the unit?
Ways to differentiate by INTEREST
Three Ways to Incorporate Differentiation by Interest
1. Show how current topics relate to or enhance skills required for success in various student activities• like previous Math example
2. Design assignments that relate your subject matter to pop-culture/ student interests • like World Language Example
3. 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
SHARE YOUR EXAMPLE WITH AN ELBOW PARTNER
FIRST: SELECT ONE OF THE FOLLOWING TASKS
THAT TEACHERS REGULARLY CREATE:
:
SECOND: CHOOSE AT LEAST ONE OF THE FOLLOWING STUDENT INTERESTS AND INCORPORATE IT INTO THE
TASK YOU SELECTED:An in-class activityA homework
assignmentA long-term project
Rap MusicCubs/ White SoxMarch MadnessHomecomingFriendsStudent Clubs/ActivitiesFamily Interest
Provide an example of an in-class activity that differentiates for student interest.
Provide an example of a homework assignment that differentiated for student interest.
Provide an example of a long-term project that could be differentiated for interest.
ACTIVITY #1
3 Ways to Differentiate
Interest Learning Profile
Readiness
“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
Differentiating by LEARNING PROFILE
Why?Because
efficiency results when learners are taught in ways that are
natural for them (Tomlinson & Strickland p.7)
When we differentiate by
Learning profile we should
consider student:Learning StylesSternberg’s IntelligencesGarner’s Multiple
IntelligencesEnvironmental
PreferencesGroup OrientationStrickland,
p. 5
Example of Differentiating by Learning Profile in Language
Arts“ To get started with today’s work
on alliteration in poetry, you may choose to: listen to poems using alliteration read poems using alliteration write a poem using alliteration
Example from Strickland, p. 5
Example of Differentiating by Learning Profile in Science
Water Cycle Activity: Choose one of the following options to complete.CHOICE A Design a cartoon that illustrates your
journey as a water droplet. Include appropriate captions.
CHOICE B Draw an accurate version of the water cycle that includes all steps. Be sure to show the process that get a water droplet from one step to another.
CHOICE C Create a fictional story about the journey of a water droplet. Base it on your water droplet’s journey.
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). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.
Example of Differentiating by Learning Profile in Science
Tomlinson & Strickland, p. 327
Choice A, C, D◦high levels of creative intelligence
Choice B◦high levels of visual/spatial
intelligenceChoice E
◦high levels of naturalistic intelligence
Who would benefit from selecting each of the choices?
Ways to get the information you need to differentiate by Learning Profile
Help Students Determine their Learning Preferences
• Survey concerning Learning Styles (Auditory, Visual, Kinesthetic)• http://people.usd.edu/~bwjames/tut/learnin
g-style/stylest.html
• Survey concerning Garner’s Multiple Intelligences• Multiple Intelligences Inventory like:
http://surfaquarium.com/MI/inventory.htm
• Create questionnaire for students to complete that would assist them in determining their intelligence
Ways to differentiate by Learning Profile
Three Ways to Incorporate Differentiation by Learning Profile
1. Let students gain access to content through varied means (like reading, listening, talking, writing, etc.)• Like the previous Language Arts Example
2. Create activities/ assignments that require or appeal to various multiple intelligences for successful completion• Like the previous Science Example
3. Allow options for students to compete against others or themselves
Strickland, p. 5-6
Take two minutes to think about the discuss following with your other elbow partner:
Give an example of how you could teach tomorrow’s objective (in your class) in a way that would appeal to : 1) A Visual Learner2) An Auditory Learner3) And Kinesthetic
ACTIVITY # 2
SHARE YOUR EXAMPLE WITH YOUR OPPOSITE ELBOW
PARTNER
3 Ways to Differentiate
Interest Learning Profile
Readiness
“What a student enjoys learning about, thinking about, and doing”(Tomlinson & Strickland, p.6)
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).
“A student’s preferred mode of learning” (Tomlinson & Strickland, p.6).
Differentiating by READINESS
Why? To appropriately
challenge all learners
Goal:“make the work a
littletoo difficult forstudents at a givenpoint in their growth-and then to providethe support they
needto succeed at a newlevel of challenge”
When we differentiate byReadiness we should considerstudent:
“Attitude (toward school & topic)
Experience with the topic (outside of school or previous courses)
Knowledge, understanding, and skill with the topic
Misunderstandings about the topic
Overgeneralizations about the topic
General communication, thinking, & reasoning skills”
Strickland, p. 8-9Tomlinson & Strickland, p. 6
Example of Differentiating by Readiness in Social Science
Lesson Objective: To know the positions of Malcolm X and Martin Luther King on
ways to achieve equality.
After the initial lesson, students complete an Exit Slip: Provide two examples of methods Martin Luther King used during
the Civil Rights Movement and two that Malcolm X used.
Teacher analyzes exit slip information & divides the
students into three groups
1) Students that flip-flopped the examples between the two Civil Rights Leaders
2) Students that provided only one example for each Leader
3) Students that provided at least two appropriate examples for each leader
Continued Social Science Example
The next day in class the students were placed in either Group 1, 2, or 3
Students in Group 1 sat with the teacher Teacher re-taught the objective Students filled in a graphic organizer
Students in Group 2 worked independently Read & summarized an article concerning multiple
ways of achieving equality
Students in Group 3 worked independently Read an article concerning current leaders Compared current leaders & their positions to
Malcolm X and Martin Luther King
Example of Differentiating by Readiness in Physical Welfare
A Tiered Task:
Strickland, p. 8
Assignment A:“A classmate had to leave the room today just as we were beginning to play kickball. Please write that student a note explaining what happened in today’s game, why it happened the way it did, and what your team could do to improve your performance. Be as much help as possible.”
Assignment B:“Pretend you were the coach of your kickball team today. Select a key or critical play in today’s game. Pretend it happened in some other way. What might the results have been? Why? What principle can you infer? Be sure you pick something that will help your team in its efforts to improve over time.”
Ways to get the information you need to differentiate by Readiness
Things all teachers can do to obtain
information:
• Pre-Assessment• In-Class /Formative Assessment (During the Unit)• White Boards• Knowledge Rating
Chart• KWL
•Homework Assignment•Entrance & Exit Slips
Formal Assessments that can provide
information:
• EPAS Data (Explore, Plan, ACT)
• Read 180
• AIMS Web Data
• NWEA Map Data
• Aleks Data
• Formal Educational Testing (WISC, WIAT)
Ways to differentiate by Readiness
Two Ways to Incorporate Differentiation by Readiness
1. Create Tiered Tasks• Like previous Physical Welfare example
2. 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 skills• Like previous Social Science example
Strickland, p. 8-9
FIRST : Examine your results from our initial white-board pre-assessment. Then, use the scale below, to determine the category you are in…
SECOND: Complete the activity that corresponds with your readiness level of emerging, established, or expert.
EMERGING 0-3 Correct
ESTABLISHED
4-6 Correct
EXPERT 7 Correct
Emerging: Fill-in the provided graphic organizer with examples of each type of differentiation
Established: Identify and describe a a truly differentiated lesson that you facilitated in your classroom
Experts- : Reflect upon this prof. dev. session and explain how differentiation was demonstrated.
ACTIVITY #3
Review & Reflection• Differentiation is a way of thinking about teaching. • systematic approach to planning instruction• provides learners (who are different) with equally
appropriate options for learning• good teaching
• Three Types of Differentiation
• How did we differentiate throughout the presentation?
• How can you apply today’s information to your classroom?
ReferencesTomlinson, Carol Ann & Cindy Strickland
(2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD.
Strickland, Cindy (February, 2012). Differentiation of Instruction at the High School Level. Alexandria, Virginia: ASCD.