THE DIFFERENTIATED JOURNEY:EXPLORING NEW TERRITORY

June Preszler, TIE, Wall School District

Dec. 7, 2007http://jpreszler.tie.wikispaces.net/

GOALS:

Defining differentiation Considering choice Finding differentiation through choice Using differentiation and choice

PATH OF DIFFERENTIATION What exactly is differentiation?

ONE POSSIBLE DI DEFINITION Differentiation is classroom practice

that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

(From Carol Ann Tomlinson, ASCD)

BEAUTY OR HAG?

WHAT DI IS…

Multiple approaches Student centered Ebb and flow Different learning modalities Student competes against self Flexible use of classroom time Carol Ann Tomlinson, The Differentiated Classroom, 1999

BELIEFS BEHIND DI Learning profiles differ Making meaning priority Opportunity for choice

Differentiation of InstructionDifferentiation Strategy Booklets, 4-6guided by general principles of differentiation

such as:

respectful tasks flexible grouping ongoing assessment teachers can differentiate

Content Process Product according to students’

Readiness Interests Learning Profile

through a range of instructional and management strategies

PREP STEPS

Start small—one strategy, one area. Start with what is—mine ideas;

determine what all students will do, what some students will do; identify basic and advanced activities.

Get students ready—discuss differences, organize, “fair” not “same.”

POWER OF CHOICE

Choice Theory (Glasser and Erwin) Five basic needs that drive all

behavior: Survival Love and belonging Power Freedom Fun

POWER Power over Power within Power with

COUNTING COUP The concept: Counting Coup What do you think it means? Think-Ink-Pair-Share—Content Area

Writing, 12-13

THE ENEMY IN FRONT OF US Not a person But a thing “The biggest enemy our children have

are those things sitting in front of you and they’re called books.”—Gerard Baker

THE WARRIOR “What do you do with your enemies?

You conquer them.” “We have to redefine our enemies and

conquer them.”

COUNTING COUP “We have to count coup on books.” Three-Minute Pause (Write) (Struggling

Readers, 21) Vocabulary Notebook/Map

Define Counting Coup in your own words Compare it to something else Draw it Explain it

HOW DID WE DO? In what ways did the Counting Coup

activity differentiate? How could you use this type of activity

or a variation of it when teaching vocabulary?

THE (BATTLE) PLAN Identifying the enemy Empowering the student Becoming a warrior Conquering the enemy

BEFORE YOU BEGIN…

Know Understand Do Differentiate, 4-12, pages 6-7

Let’s apply it to Counting Coup

I WANTED YOU TO Know the historical context of counting coup. Understand that counting coup can be

applied to more contemporary situations, including the struggles that students face in schools.

Do a drawing depicting your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students.

BEFORE YOU BEGIN… Unit: Virtual Worlds Lesson: Second Life—Virtual Communities Know:

What it is, what it looks like, its economy, its residents and visitors

Understand: Blurring boundaries between virtual and reality,

how its evolution may impact us Do:

Show how your understanding has evolved. Navigate the world. Share what you’ve learned with a colleague.

On Target, Differentiating Grades 4-12, pages 6-7

ACTIVATION THE ABC WAY Virtual World of Second Life Independently work chart Share with partner or small group Share with class Write a prediction of what you think

you’ll learn On Target, Reading Strategies to Guide

Learning, page 7

IRA LEVIN’S SCIENCE FRIDAYHTTP://WWW.SCIENCEFRIDAY.COM/VIDEOS/WATCH/14

CNN I-REPORT HUB IN SECOND LIFE

CNN enters the virtual world reporting the news as it happens in Second Life(11/13/07)

CSI: SOLVING CRIMES IN SECOND LIFE HTTP://WWW.YOUTUBE.COM/WATCH?V=KFXB6ZB6UPCHTTP://ALPHA.CBS.COM/PRIMETIME/CSI_NY/SECOND_LIFE/#

EVEN 2ND LIFE HAS TO UPGRADE!

SECOND LIFE INVESTIGATION In your group, read the article provided. As you learn more information, jot down the

ideas on your ABC chart. As you read, mark on the text as follows:

???—To show questions that arise !!!—New and interesting ideas

Variations of Insert Notes, Reading Strategies to Guide Learning, page 19

Share one new and interesting thing you’ve learned.

THINK-TAC-TOE (CHOICE BOARDS) Allows students choice Incorporates learning preferences Takes readiness into account (basic and

advanced) Provides framework

On Target Differentiated Instruction , Grades 4-12, pages 14-15

http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/tictactoeoceania.htm

CHOICE BOARD

del.icio.us Avatar Argument

You Tube Assessment Code of Honor

Science Fiction

Island Power Point

MENU APPROACH Main dish: Everyone Side dish: Pick and choose Dessert: Optional but irresistible

On Target, Differentiated Instruction, Grades 4-12, pages 10-11

DID WE SUCCEED? Know:

What it is, what it looks like, its economy, its residents and visitors

Understand: Blurring boundaries between virtual and reality,

how its evolution may impact us Do:

Show how your understanding has evolved. Navigate the world. Share what you’ve learned with a colleague.

On Target, Differentiating Grades 4-12, pages 6-7

TIERED INSTRUCTION Make slight adjustments within same

lesson to meet individual needs. Students learn same skills and

concepts but through varying modes and activities.

Appropriately challenges ability levels On Target, Differentiated Instruction, Grades

4-12, pages 8-9

STEPS IN TIERING Identify key concepts and understandings Pre-assess based on readiness, interests or

learning profiles Identify how you will cluster groups/activities Select elements to tier (content, process,

product) Create variations for each group

CUBING

Looks at topics from different angles

Eliminates flat thinking Includes six commands and a

prompt Describe, compare, associate,

analyze, apply or use, argue for or against

On Target, Differentiated Instruction, Grades 4-12, pages 12-13

THINKDOTS

Strategy used to review, demonstrate, and extend thinking

Can be developed to respond to learner readiness, learning profiles, student choice

Variation of cubes; works well with older students

LAYERED CURRICULUM Kathy Nunley Levels or layers of learning The 3-layer model requires more complex

thinking to earn a higher letter grade. Focus on quality of learning and thinking

rather than quantity of time and activities for higher grades

On Target Grades, Differentiated Instruction, 4-12, page 19

THE LEVELSC Level reflects what EVERY student must be able to KNOW, UNDERSTAND and DO.

A LITTLE LIE GOES A LONG WAYS Three Facts and a Fib Strategies to Help Struggling Readers,

page 25

THREE FACTS AND A FIB1.When I took my son to college, I camped

out in the dorm parking lot for the first night…just in case.

2.I played soccer for a championship youth team in Brazil in the 1970s.

3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets.

4. I began my professional career as a recipe writer for the Aberdeen American News.

EXIT CARDS Easy strategy for assessing student

learning Students respond to prompts or

questions; turn in cards as they leave Teacher uses card to help create

groups, monitor student progress, revise lessons

On Target, Strategies to Help Struggling Readers, page 27

EXIT CARDS

Today you began to

learn about Second Life

List three things you learned

Write at least one question you have about this topic

Students who are struggling with the

concept orskill

Students withsome understanding

of concept or skill

Students whounderstand theconcept or skill

Group 1

Group 2

Group 3

Readiness Groups

EXIT CARD GROUPINGS

Montgomery County Public Schools, Rockville, Maryland

UNDERLYING KNOW, UNDERSTAND, DO

Know: What Differentiated Instruction is, what it might

look like in the classroom Understand:

How DI might affect my teaching and students’ learning, the ways that DI synthesizes other strategies (literacy, Marzano)

Do: Develop a DI lesson to use with your students,

staff, audience

OUR EXIT CARD List three things you learned today. List two questions you’d still like to

explore. List one method of differentiation

and/or choice that you might apply in your classroom.

BUT BEFORE YOU GO… Differentiated lesson plan handout—

(Return here at 2:45—I’ll be here along if you need help or would like to look at books.)

When I return to Wall again: Share what you’ve tried (successes and

not so successful ) Technology and differentiation Feb. 8, 2008