Differentiated learning: differentiated instruction, differentiated assessment
The Why and How of Differentiated Instruction Leading and Learning November 21-22, 2008.
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Transcript of The Why and How of Differentiated Instruction Leading and Learning November 21-22, 2008.
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The Why and How ofDifferentiated Instruction
Leading and LearningNovember 21-22, 2008
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Change is constant in education. What teaching practices have you explored in an attempt to address the changing
needs of your students?
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Changes in Teaching Practice
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Workshop Objectives
•Reflect on the changes in education that impact student learning
•Make connections between where we have been and where we are going
• Explore differentiated instruction as an effective teaching practice
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Shift in Education
Curriculum Instruction Assessment
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Students with Special Needs in Red Deer Public 07/08
440 students with severe special needs 500+ students with mild – moderate special
needs 95 children with severe special needs 56 children with mild-moderate special
needs Students with behavior disorders Majority in regular classrooms
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English as a Second Language
37 500 students in Alberta 1500 new students per month 200 students in RDPSD 35% increase in one year
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Societal Changes
Technology advancement Family structure Economical influences Societal expectations
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Why examine teaching practice?
Increased student diversity Increased awareness that students of
same age differ in readiness, learning styles, interests, etc.
Decreased stigmas about being different
Decreased exclusion from curriculum, programs and activities of the school
Increased accountability for student achievement.
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Teacher
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Getting students in the zone!Too Easy
•I get it right away…
•I already know how…
•This is a cinch…
•I’m sure to make an A…
•I’m coasting…
•I feel relaxed…
•I’m bored…
•No big effort…
On Target
•I know some things…
•I have to think…
•I have to work…
•I have to persist…
•I hit some walls…
•I’m on my toes…
•I have to re-group…
•I feel challenged…
•Effort leads to success…
Too Hard
•I don’t know where to begin…
•I can’t figure it out…
•I’m spinning my wheels…
•I’m missing key skills…
•I feel frustrated…
•I feel angry…
•This makes no sense…
•Effort doesn’t pay off…
THIS is the place to be…..This is the achievement zone…..
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What do we want students to know and
be able to do?Curriculum
How will we knoweach student has
acquired the intended knowledge
and skills?Assessment
How will we respond
when students are or are not
achieving the objectives?Instruction
Responsive Teaching
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Differentiate between types of assessment Assessment OF and FOR Learning
Plan learning opportunities with the end in mind
Differentiate Instruction
Make adjustments
Assess learning
Define outcomes from the Program of Studies in student friendly language
Curriculum and Instruction:A Planning Guide
Adapted from Tomlinson 05
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Assessment
Identify what achievement looks like prior to teaching
Involve students in peer and self assessments
Adjust teaching based on assessment evidence
Plan questions
Provide specific, descriptive feedback to promote next steps in learning
Use Exemplars
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Product
Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
Differentiation
Is a teacher's response to learner’s needs
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile Environment
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Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Interesting Engaging Challenging In the ZONE
Think Pair Share
Jigsaw
Think Pad Brainstorming
Preassessment
Summative Assessment
Formative
Think, write, pair, share
GraffitiFour Corners
Rally Table
Round Robin Place Mat
Gallery Walk
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Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process Process
Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process Product
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Content
Essential
Questions
Reading
comprehension
Vocabulary
Instruction
Compacting
Using varied text
and resource
materials
Learning
contracts
Minilessons
Varied
Support
Systems
Audio/Video
recorders
Note-taking
Organizers
Highlighted Print
Materials
Lists of Key Ideas
Peer or Adult
mentors
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Process
Flexible groupingGraphic
Organizers
Tiered
assignments
Anchor Activities
Framing
Questions
Learning LogsLearning Centres
Learning
contracts
Literature Circles
Writing
Workshops
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Products
Develop games Write books
Give a
presentation
Write a song
Conduct a
debate
Make a video
documentary
Present a
puppet show
Write a photo
essay
Develop web
pages
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Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
Product
Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile Environment
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Teaching according to:
Skills
Concepts
READINESS INTEREST LEARNINGPROFILE
ContentKnowledge
• Interest Surveys• Interest Centers• Self-Selection
•Areas of Strengthand Weakness•Work Preferences•Self Awareness
ENVIRONMENT
•Still/Active•Flexible/Fixed•Warm/Cool•Quiet/Noisy•Many Displays/Few Displays
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Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
Product
Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile Environment
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Time is a factor!
GradingMeetings
TeachingRecess Duty
Report Cards Phone Calls Conferences Planning
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LO-PREP Tools are Your Solution!
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Quick Assessments
Fist of 5 Hardest First Continuum Line Four Corners Graphic Organizers Cards Voting Techniques
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Windshield Check
Clear – “I get it!” Bugs – “I get it for the
most part, but I still have a few questions.”
Mud- “I still don’t get it.”
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Directions: Complete the chart to show what you know about Voice. Write as much as you can.
Definition
Non-Examples
Words that come to mind
Examples
Useful for Pre - Assessment
Writing with
Voice
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Picture Words
Voice
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Knowledge Rating Chart
1. I’ve never heard of this before
2. I’ve heard of this, but I am not sure how it works
3. I know about this and how to use
____ Direct Object
____ Direct Object Pronoun
____ Indirect Object
____ Indirect Object Pronoun
____ Object of Preposition
____ Adjective
____ Interrogative Adjective
Example of Pre-assessment Readiness
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Questions
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Compose
Create
Cubing – Generic Cubes
Who
WhenWhere
Why
How
What
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My Family in the Past and Present Cube
Make a video or tape recording, interviewing members of your
families telling about their responsibilities.
Create a timeline with pictures and/or
words showing changes in your
family over time.
Create a song or rap that tells about how
your family has changed over time.
Present an argument that convinces others
how your family is different today than
it was in the past.
Create a collage with digital pictures showing changes in
your family over time.
Create a play that demonstrates
changes in your family over time.
Make a video or tape recording of a family member, describing how your family has changed over time.
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Leveled Writing Prompts
Our school is considering having longer class periods. Do you believe this is a good idea? Why or why not?
As Canadians, we enjoy many freedoms. Which freedom do you believe is the most important? Why?
People have many choices of what to do during free time. What is your favorite thing to do during free time, and why is the best choice?
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Leveled Questions with Reading
What were your feelings after reading the opening chapter(s) of this book?
Return to a place in the story that you loved, hated, or questioned. How did this event change the way you looked at the story?
What was the author trying to sayabout life and living through this novel?
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Exit Cards: Decimals and Fractions
Name:___________ How is a decimal like a fraction?
How are they different?
What’s a light bulb moment for you as you’ve thought about fractions and decimals?
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Student Survey
At school, I like _____________________
Because___________________________
I do not like_________________________
Because___________________________
If I have free time, I prefer to __________ or _____________.
My favorite thing to read is_____________.
Carolyn Chapman / Rita King 2005
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Student Survey
Name ________ Date_________Answer the following questions with either a yes or no answer or fill in the blank.
Yes NO
I like to read. 4 3 2 1I like to make up songs. 4 3 2 1I am challenged by things that are difficult to do. 4 3 2 1Taking things apart and reassembling 4 3 2 1 them intrigues me.I like to play outside. 4 3 2 1I prefer to work by myself. 4 3 2 1I enjoy working with others. 4 3 2 1I like to draw my own pictures. 4 3 2 1I like school. 4 3 2 1
Carolyn Chapman / Rita King 2005
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Interest Inventory
Diane Heacox, 2002
1. What is your favorite activity or subject at school? Why? Your least favorite? Why?
2. What are your best subjects: What makes them easiest for you?
3. What subjects are difficult for you? What makes them the hardest?
4. What subject make you think and work the hardest? Why is it the most challenging?
5. What are your favorite games or sports?
6. If you could learn about anything you wanted to, what would you choose to learn about?
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Other LO-PREP Tools
Flexible groups Varied materials Open-ended activities Jigsaw Digital Images Interactive Websites Online reading
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Collaborate to add one high-prep per term
Cubing Learning contracts Varying organizers Tiered activities Choice boards Literature circles Learning stations
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Compose
Create
Cubing – Multiple Cubes
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Poetry Contract
Create A Rhyming Wheel
Use your spelling lists as a w ay to get started
Use Your Rhyming Wheel
Write a poem that sounds like Shel Silverstein might have written
Write an Acrostic Poem
Be sure it includes alliteration
Write
A cinquain ( check with another cinquain writer to make sure you got the right pattern
Computer Art
Use clip art to illustrate a simile, metaphor, or analogy on your class list, or ones you create.
Write about you
Use good descriptive words in a poem that helps us know and understand something important about you
Interpret
“How to Eat a Poem”
Research a Famous Person
Take notes. Write a clerihew that uses what you have learned. (It can have more than one stanza.)
Illustrate a Poem
Find a poem we’ve read that you like or one on your own. Write about why you illustrated it as you did.
Student choice #1 Student choice #2 Student choice #3
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Graphic Organizers
Flow Chart
KWL
Timeline
Venn Diagram
Character Map
Story Board
Circular Story
Compare and
Contrast
Listen-Draw-Pair-SharePMI
Retell-Relate-Reflect
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Planning Tiered Assignments
Concept to be UnderstoodOR
Skill to be Mastered
Below-LevelTask
On-LevelTask
Above-LevelTask
Create on-level task first then adjust up and down.
“Adjusting theTask”
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1. Find a friend & measure the length and width of the classroom. Draw onto paper in centimeters.
2. Work at the Graphing Centre to complete 2 activities. Place into your Math folder when done.
3. Measure your height, the height of 2 friends and the height of an adult. Rank order from smallest to tallest.
Graphing and Measuring: Student Choices
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Writing BingoTry for one more BINGO this month. Be sure to use your writing goals and our class rubric to guide your work .
Recipe
Invitation
Newspaper Article
Advertisement
Letter to Your Teacher
Directions to one place to another
Rules for a game
Letter to the editor
Thank- you Note
Email request for Information
Letter to a pen pal, friend or relative
Skit or scene Interview
Schedule for your work
Grocery or shopping list
FREE
YOUR Choice
Short Story
Design a web page
Journal for a Week
Proposal to Improve Something
Cartoon Strip Poem Instructions Greeting Card
Book Think Aloud
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Interest-Based Assignment
Select a person in one of the folders and write a composition describing that person as thoroughly as you can,
Athletes
Authors
Artists
Film Stars
Scientists
Musicians
Political Leaders
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Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
Product
Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile Environment
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Set a Goal!Set a Goal!
It is perfectly acceptable to take small steps
AS LONG AS WE ARE
STEPPING
FORWARD!
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If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just
know that when you do, there will be a temporary loss of sanity. So know
when you don’t quite know what you are doing, you are probably growing.
Madeline Hunter
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Give Yourself a HandGive Yourself a Hand
You deserve it. Teachers ROCK!