The Marriage of DI and CCSS
Deborah Jones Riley/[email protected] Co. Public Schools
Gifted Resource Teacher
DI and CCSS pre-nupsKnow
– Mindset– Ongoing assessments– High quality connected curriculum– Teaching up– Student interest, readiness and learning profile– Respectful tasks– Common core shifts in math– Common core shifts in literacy
UNDERSTAND• The basis for differentiation must be your knowledge of
the standards that your students must achieve and of where each of them is with respect to those standards.
• Environment, curriculum, assessment, instruction and leadership create a classroom system of interdependent parts.
• Quality curriculum begins with a set of goals and objectives that represent the essence of the discipline students will study
• Quality curriculum makes explicit the knowledge, understanding and skills that students should acquire during a segment of study in order to achieve the specified learning goals
Do
• Explain how CCSS calls for attention to student differences
• Recognize the ways differentiation supports the instructional shifts of the CC
• Engage in hands on DI activities that can be readily adapted and supported by CCSS
DIFFERENTIATEDINSTRUCTION • At its most basic level,
differentiating instruction means ‘shaking’ up what goes on in the classroom while allowing each student to learn at the depth, complexity and pace that is most beneficial. It is a rich, proactive and effective approach to providing for the needs of all students so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.
• The nature of the core is of an essential, irreducible set of knowledge and skills. The common core standards establish appropriate benchmarks for all students and provide a common framework to guide each state in helping all students succeed. The CCSS do not specify how the states will implement and use these standards. Overall there is an increased level of rigor expected when using the CCSS.
General Principles of Differentiation
Teachers can differentiate…
ContentContent ProcessProcess Product
…according to students’…
Readiness Interest Learning Profile
…using a range of strategies…
tiered assignmentscontracts
Rafts Interest groups
Think-pair-shareGraphic organizers
Cubing
Learning Environment
Guided by a growth mindset and a teacher’s response to learner’s needs
Guiding Principle:
Differentiation is a PHILOSOPHY, not a “Bag of Tricks.”
1.Non negotiables for effective implementation
Quality Differentiation• Build a student-teacher
connection• Possess a growth mindset
CCSS• Believe every child is
worthy of complex curriculum, and complex thought
• Have a growth mind set
Find an elbow partner and talk about how this might look in your
classroom
Elbow
Practical, school-friendly, growth- mind setting connection strategies
• Take photo’s of students as they are working on projects
• Ask a nonparticipating student an open-ended question
• Respond nonevaluatively at least 3 times per class
• Make mistakes• Specify daily learning objectives
more strategy ideas
• Acknowledge the benefits of ‘problem’ behavior
• Be curious together• Refuse to be bias by standardized test scores
2. Non negotiables for effective implementation
Quality Differentiation • Routed in rich, meaningful
curriculum.• Differentiate to enable the
largest possible number of students to succeed
• ALWAYSTEACH UP!NEVER WATER DOWN!
CCSS• Common Core emphasizes
engagement and understanding and requires ‘teaching up!’
• FEWER STANDARDS• CLEARER STANDARDS• HIGHER STANDARDS
Teaching up supports the mathematical shifts
Common Core MathMind map
Deborah Riley
Teaching up supports the literacy shifts
• Determine the ways differentiation supports the instructional shifts in the common core.
• Discuss what it mean to challenge learners?• Review requirements/non-negotiables for successful
differentiation of Common Core standards and learning experiences
• What will teachers need help in understanding and doing?• What steps should we be commending in helping teachers
learn to “teach up”?
Common Core Literacy Mind map
Deborah Riley
K.U.D.’s are…..
• A road map to essential outcomes.• The basis of engagement• The insurance policy for student
understanding• The foundation for differentiation
On your way to the beach, you are driving through Traffic Ticket, USA. Suddenly, you realize that the local police officer is signaling to you to pull over and stop. When Officer U. R. Speeden approaches your car, you ask him, “What’s the problem, Officer?”What will Officer Speeden make certain you know? KNOW •The speed limit in Traffic Ticket, USA•The speed at which your vehicle was traveling•The procedures for paying speeding tickets
K.U.D.
Officer U. R. Speeden willmake certain you…
UNDERSTANDWhat will he make certain you understand? Speeding may cost you money, your license, or your life.
DOWhat will he make certain you do? •Demonstrate remorse for disobeying the posted speed limits.•Pay the ticket.
Planning a Focused Curriculum Means Clarity About What Students Should …• KNOW
– Facts– Vocabulary– Definitions
• UNDERSTAND– Principles/
generalizations– Big ideas of the
discipline
• BE ABLE TO DO– Processes– Skills
PRIMARILY PLANTS
• KNOW• Parts of a plant
– Root, stem, leaf, flower, seed
• Plants need:– Light, water, air, soil, food
• UNDERSTAND:1. Plants have needs that must be met in order
for them to survive.2. Each plant part has a job to do that helps the
whole plant.3. If one plant can’t do its job, the whole plant
suffers
• Do:1. Identify and describe the plant parts2. Explain the role of each plant part in meeting
the plant’s needs1. Work independently2. Work collaboratively3. Draw Conclusions
Checking your KUD
Plant needs
The names and functions of plant parts.
Life cycle of a plant
Identify and describe plant parts.
Explain the role of each plant part.
Explain what plants need.
Carry out simple experiments.
Record changes in the life cycle of a plant.
Plants have needs that must be met in order for them to grow and survive.
Each plant part has a specific job that helps the plant. If one plant part can’t do it’s job, the whole plant suffers.
A plant and its parts change as the plant grows.
Know Understand Do
ASCD 2007 Tools for High Quality Differentiated Instruction
PLANET SHOW AND TELLDirections:We have been studying the solar system. Choose the
planet that most interest you and design one of the following products to show what you have learned.
Planet Show and Tell
• Know:– Facts about the planets
• Understand:– Planets in our solar
system have many characteristics in common, but they also differ greatly from one another
• Do:– Compare another planet
to Earth
Planet MI TaskV/L
Write a story about your planet
L/M
Make a chart that compares your planet to Earth
M/R
Make up a song about your planet
B/K
Make up or adapt a game about your planet (Saturn ring-toss, etc.)
Beware of Twinky Curriculum(Engaging maybe, but pointless)
What type(s) of differentiationis this teacher attempting ?
PLANET SHOW AND TELL V/L L/M
M
B/K
Make up a story about your planet that shows the major ways in which it is similar to and differs from Earth
Make a chart that compares your planet to Earth. Be sure the chart reveals both similarities and differences
Make up a song about your planet that shows the major ways in which it is similar to and differs from Earth
Make up or adapt a game that would help your classmates discover the similarities and differences between your planet and Earth.
3. Non negotiables for effective implementation
Quality Differentiation • Is guided by on-going
assessments for planning and feedback…..NOT GRADES!
CCSS Effective implementation
requires effective use of formative assessment for
instructional planning and to guide a students’ ability to contribute to their own
growth and success
)
On-going Assessment:A Diagnostic Continuum
Preassessment(Finding Out)
Formative Assessment(Keeping Track & Checking-up)
Summative Assessment(Making sure)
Should Not Be Graded
May or May Not
Be Graded
Usually Graded
FRAYER ORGANIZER
Description
DEFINITION KEY WORDS
EXAMPLES NON EXAMPLES
Tomlinson - 02
Frayer Diagrams
DEFINE IT
LIST EXAMPLES
LIST NON-EXAMPLES
GIVE IMPORTANCE
TOPIC or CONCEPT
You can change the category
titles to suit your
instructional needs.
35
Pre-Assessing Using Graphic Organizers
Define it… Give an example…
Draw a picture Ask a question about it…
36
Define it…A prehistoric fish
Give an example…Tesselations no longer live on earth.
Give a non-example…I don’t know
Ask a question about it…Why are we studying tesselations in math?
“Tesselations” Pre-Assessment Name: Eric G.
37
Example of a Pre-Assessment Second Grade Rules and Laws UnitPre-assessment directions:I will have students take out a sheet of paper and fold it so there are four sections. I will ask a question for them to answer in each section. Students will have the choice of writing their answers or drawing pictures to demonstrate their answers. The page will look as follows, and the questions are the questions I will ask:
1. List three school rules and 2. School rules help
children. . . provide reasons for the rules. 3. What rules should you follow 4. How can you influence
while riding in a car? rule- making as a child?
38
Frayer’s can be simplified too!
39
Exit Cards/Entry Cards
Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.
Exit/Entry Cards
What does a quarter note look like?A half note?Whole note?
Entry/Exit Cards
Draw and label the parts of a plant.Why does a plant have all of these parts?
Directions: Complete the chart to show what you know about Jazz. Write as much as you can.
Origins Famous Composers
Or Performers
RhythmsJazz
Personal Experience
4. Non negotiables for effective implementation
Quality Differentiation • Results in a teacher
planning based on student readiness, interest and learning profile
CCSS States that whatever
students need to be successful, teachers will provide the pathway thus making teacher creativity and expertise in selecting appropriate strategies essential in helping each student succeed
OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By Readiness
To Differentiate Instruction By Interest
To Differentiate Instruction by Learning Profile
add or remove scaffolding٭
& vary difficulty level of text ٭supplementary materials
adjust task familiarity ٭
vary direct instruction by small ٭group
adjust proximity of ideas to ٭student experience
encourage application of broad ٭concepts & principles to student interest areas
give choice of mode of ٭expressing learning
use interest-based mentoring of ٭adults or more expert-like peers
give choice of tasks and ٭products (including student designed options)
give broad access to varied ٭materials & technologies
create an environment with ٭flexible learning spaces and options
allow working alone or working ٭with peers
-use part-to-whole and whole-to ٭part approaches
Vary teacher mode of٭presentation (visual, auditory, kinesthetic, concrete, abstract)
,adjust for gender, culture ٭language differences.
useful instructional strategies:
- tiered activities- Tiered products- compacting- learning contracts- tiered tasks/alternative forms of assessment
useful instructional strategies:- interest centers- interest groups- enrichment clusters- group investigation- choice boards- MI options
useful instructional strategies:- multi-ability cooperative tasks- MI options (Gardner)- Triarchic options (Sternberg)
CA Tomlinson, UVa ‘97
Tomlinson 08
to Differentiate Product
• Choices based on readiness, interest, and learning profile
• Clear expectations• Timelines• Agreements• Product Guides• Rubrics• Evaluation• RAFTs• Menus
to Differentiate Content• Reading Partners / Reading Buddies
• Read/Summarize• Read/Question/Answer• Visual Organizer/Summarizer• Parallel Reading with Teacher Prompt
• Choral Reading/Antiphonal Reading• Flip Books• Split Journals (Double Entry – Triple Entry)• Books on Tape• Highlights on Tape• Digests/ “Cliff Notes”• Notetaking Organizers• Varied Texts• Varied Supplementary Materials• Highlighted Texts• Think-Pair-Share/Preview-Midview-Postview• Varied Homework
Tomlinson – ‘00
TO DIFFERENTIATE PROCESS
• Fun & Games• RAFTs• Cubing, Think Dots• Choices (Intelligences)• Centers• Tiered lessons• Contracts
A RAFT is…• … an engaging, high level strategy that
encourages writing across the curriculum• … a way to encourage students to…
– …assume a role– …consider their audience – …write/produce in a particular format– …examine a topic from a relevant
perspective
• All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.
Carol Tomlinson
PLANT R.A.F.T.
Role Audience Format TopicPlant part Plant needs Picture We’re made for
each other!
Roots Stem, leaf, flower & seeds
Letter You’d be lost without me!
Flowers Stem, leaf, seeds, & roots
Ad I’m more than just a pretty face!
Seeds Flower, leaf, stem, & roots
Song or poem Here’s where you got your start
Stem Flower, leaf, seeds & roots
Chart Why you can’t do without me!
Leaf Stem, seeds, flowers, roots
2 riddles Why I’m important to you!
Checking your KUD
Plant needs
The names and functions of plant parts.
Life cycle of a plant
Identify and describe plant parts.
Explain the role of each plant part.
Explain what plants need.
Carry out simple experiments.
Record changes in the life cycle of a plant.
Plants have needs that must be met in order for them to grow and survive.
Each plant part has a specific job that helps the plant. If one plant part can’t do it’s job, the whole plant suffers.
A plant and its parts change as the plant grows.
Know Understand Do
ASCD 2007 Tools for High Quality Differentiated Instruction
READINESS DIFFERENTIATION: WRITING RAFT
The teacher will assign sets of choices to students based on preassessed skill levels in sequencing and writing: Grade level or Advanced level. Within a skill level, students will still have some learning style or interest-based choices through the format options. Levels would NOT be seen by the students.
Know: sequence; paceUnderstand: Seeing events in a logical order helps us better understand them.Do: Place items in order of occurrence; write with accuracy & completeness
G Tortoise Hare 6-panel storyboard How I won the race
G You teacher bulleted list Things I do in the morning to get ready for school
G Sports star reporter news item “Here’s how I got injured ..., and what I’ll do next ...”
A Cousin you set of directions Help me learn to play checkers
A Hermione Granger
Harry Potter
conversation or dialogue What happened to make you so suspicious of Snape?
A Marble Kid “Marble Raceway” model with exhibit card describing each tumble or turning point
Watch me roll!
Sandra Page [email protected] 2008
R.A.F.T.
Write several emails to possible readers telling them about an important thing that happened to you in the story.
R. Story’s main character
A. Readers
F. E-mail
T. Story’s main event
Make an outline to send to your publisher of your story’s plot.
R. Story’s author
A. Story’s publisher
F. Outline
T. Story’s plot
You write a weekly column I the newspaper where you review stories. Write a review of this story. Include strengths and weaknesses.
R. Newspaper critic
A. Newspaper readers
F. Column
T. Story
Tier 1 TTier 2 Tier 3
Math RAFT paper
Know:
Understand:
Do:
• R. Point
• A. Teacher
• F. Letter
• T. Convince the teacher that you have an important function
Dear Mrs. Smith,I am Pete, the point. I am one point of an endless number of
points in space. I want to ask you if you will teach your students about us points and explain how every single geometric figure is made up of us. It is very important to me because it seems that many people think of the point as a small part of geometry since we are so little. Though we are little, we are one of the most important factors in our world of geometry. Without me and all other points, there would be no geometric figures. We are their building blocks. Though all lines are drawn with one solid mark, in reality, a line is an endless set of points going in opposite directions. A sphere is a figure with all points at an equal distance from a center point like me.
So please, tell your students all about us points. It troubles me when many think of us as unimportant specks in space. Please spread the reality of our importance to the students you teach. My partners and I would greatly appreciate it.
Thank you, Pete
Differentiation by InterestSpeech - Thanksgiving - RAFT
ROLE AUDIENCE FORMAT TOPIC
Turkey The Axe Last words My last requests
Horn of Other table Introduction No one knows what Plenty settings I do
Pilgrim’s Husband List of I’m preparing food
Wife Complaints for how many?
Axe Other tools Speech to Time to look sharp! in the shed Inform
Cranberries Grocery shoppers Speech to I’m sweet – buy me!
Persuade
Stuffing Cook Begging You’re putting me
WHERE?????
Consider this…
You are a unit of measurement in math, an inch, foot or year. Think about what your job is. What items do you measure? How big are you? Where can you be found or used?
Either alone, with a partner or in a small group,
Measurement RAFT
ROLE
AUDIENCE
FORMAT
TOPIC
A unit of measurement in math: inch, foot, yard
Classmates
A Cinquain Poem
Describe your job as a unit of measure
Sample rubric to accompany RAFT assignment
Completed on Time 1 2 3 4 5Writing/project appropriatefor the audience 1 2 3 4 5Format Followed 1 2 3 4 5Information accurate 1 2 3 4 5Grammar and mechanics 1 2 3 4 5Neatness 1 2 3 4 5Creativity 1 2 3 4 5
When Tiering:
Adjust--- • Level of Complexity• Amount of
Structure• Materials• Time/Pace• Number of Steps• Form of Expression• Level of
Dependence
Think of the tiers as….Tier 1Approaching the standard
Tier 2Ready for the Standard
Tier 3Moving on
DEFINITION These students do not have the skills to be successful with the standard yet. We must scaffold for them
This is what the standard states for all students within your grade level/subject
These students have shown mastery of the standard through preassessment. They need to challenged with more depth and complexity
STUDENT SAYS “I need help” “I’ve GOT it!” “I need more!”
TEACHER’S ROLE Spend more time here
Spend some time here
Some direction from teacher, mostly independent
What’s wrong with these tasks?
Group One: Draw a picture of an acute angle.
Group Two: Write a scene in which an equilateral triangle and an isosceles triangle argue over who is more “perfect.”
Group Three: Make a list of all of the types of angles that you know.
COMPLEXITY
Team 1Here’s the data:7% sales taxDance ticket: $2.50Pizza Place:
beverage- $2.99pizza- $6.99split cost evenlyinclude tax
Music Place:CD- $15.00 (1/3 off)Include Tax
Team 2Here’s the data:6.5% sales taxDance ticket: $2.50Pizza Place:
beverage- $2.99pizza- $6.99split cost evenlyinclude tax and tip
Music Place:CD- $15.00 (25% off)Include Tax
Tiered Character MapsCharacter name________
Why the author givesTHESE clues?
The author’s bottom line about thischaracter
Clues the authorgives us about thecharacter
How the characterlooks
Character name___________
Most important thing to knowabout the character
How the characterthinks or acts
Character name____________
What the character reallyMEANS to say or do
What the character would mostly like us to know about him or her
What the character says or does
LANGUAGE ARTSStandard:
Tier 1Students create a product that shows the theme of a novel read
Tier 2:Students create a product that compares the theme in this novel with the theme in another novel.(Teacher may provide theme)
Tier 3:Students examine how the theme of the novel developed over time in the story from the beginning through the middle to the end.
Aunty Math Challenges
• www.auntymath.com
Mathematical math practices1. Make sense of problems and persevere in solving
them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning
of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
Beasley, 2012
Building a Persuasive Paragraph
KNOW: Parts that come together to create a persuasive paragraph
Purpose of a persuasive paragraph
Topic sentence, elaboration, concluding statement, persuasive paragraph
UNDERSTAND: The structure of text influences meaning.
DO: Students will…
1. Organize an individual paragraph with topic sentence, relevant elaboration, and a concluding sentence
2. Analyze a paragraph to identify key components of a persuasive paragraph
3rd Grade
Common Core: 3.W.1: Write
opinion piece supporting a
point of view with reasons.
Pre-Assessment• Administered during previous week• Writing prompt• What do you think?
– Read the following prompt and let us know what you think about this issue. Write a paragraph that would help someone know what your point of view is about the decision.
– The school board met and decided that recess would no longer be needed in school. They felt that it would help students spend more time learning without being interrupted each day for recess. What do YOU think?
• Include a question about what interests them—in order to select topics that students are passionate about.
• Results:– Group AGroup A– Writing indicated that they were comfortable with the organization of
their argument– Group BGroup B – Writing indicated that they struggled with organizing their argument
Steps in Lesson• Reintroduce the pre-assessment topic and have the students
Think-Pair-Share about their own opinion of the topic. Ask pairs to read the two sample paragraphs (both with the same opinion, but one is organized well, and another is not) and talk about which one they felt was more persuasive.
• Introduce to the whole group the vocabulary of organizing a paragraph (topic sentence, supporting details, elaboration, concluding sentence). As a class, go through each definition while all students highlight the example in the example paragraph with markers (Green – topic sentence, Blue- supporting details, Orange- elaborations, Red- concluding sentence).
Beasley, 2012
Sample Paragraph• There are many reasons why we shouldn’t have recess
during the school day. First of all, if we didn’t have recess, we would have more time to work on projects in school without being interrupted. Sometimes I am in the middle of something really, really important and then all of a sudden, we have to stop and I have to leave it behind. By not having recess, fewer students would get hurt. It seems that every time we are out on the playground, someone trips or falls and needs to go to the nurse. Finally, by not having recess, we might do better on tests. Everyone would have longer to study and we could all get A’s. So you see, if we didn’t have recess, it would be good for our school.
Beasley, 2012
Groups
• Quarter Pounder Group – Grab your boxes and meet at the left side table
• Big Mac Group – Grab your boxes and meet at the right side table
Beasley, 2012
Quarter Pounder GroupQuarter Pounder Group• Pick up the Quarter Pounder boxes. With a partner, work on the
jumbled paragraph inside your box. When you feel that it is organized, retrieve the answer key and check your work. Glue your corrected paragraph to your paper and turn in.
• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.
• Complete the following assignmentUsing the graphic organizer, choose one of the following topics and
tell us what you think about…– Whether chewing gum should be allowed in class, whether students
should be allowed to bring toys to school, whether dogs make better pets than cats.Your task will be graded according to how well you demonstrate an
understanding of the organization of a persuasive paragraph.Beasley, 2012
Sample of graphic
organizer for Big Mac Group
Beasley, 2012
Big Mac GroupBig Mac Group• Pick up the Big Mac boxes. With a partner, work on the jumbled
paragraph inside your box. When you feel that it is organized, raise your hands to have your teacher check your answer. Glue your corrected paragraph to your paper and turn in.
• Meet with teacher to talk about a model for persuasive paragraphs. Your teacher will give you a graphic organizer that will be used to organize your paragraph.
• Complete the following assignment:Using the graphic organizer, choose one of the following topics and
tell us what you think about…– Whether chewing gum should be allowed in class, whether students
should be allowed to bring toys to school, whether dogs make better pets than cats.
– If you need a hint, go to retrieve an “extra topping” from our jars!Your task will be graded according to how well you demonstrate an
understanding of the organization of a persuasive paragraph.
Beasley, 2012
Sample of graphic
organizer for Big Mac Group
Beasley, 2012
5. Non negotiables for effective implementation
Quality Differentiation • Requires teacher leadership
and flexibility with regards to classroom management
CCSS• Effective use requires an
orderly, flexible classroom so students can debate ideas, make mistakes, and learn from those mistakes. Learning becomes real.
What am I really tryingto accomplish with classroom managementor leadership?
With regard to Planning for a Differentiated Classroom ………….
Some Practical Considerations• Work from a Philosophy--& Share it
with the Kids (Build it Together!)• Give Thoughtful Directions• Establish Routines• Stay Aware, Stay Organized• Consider “Home Base” Seats• Establish Start-up and Wrap-up
Procedures• Teach Students to Work for Quality• De-brief & troubleshoot with Kids, Make them Partners
Tomlinson, The Differentiated Classroom
DeBono’s Six Thinking Hats
R5.3,, 4.3,Compare/contrast, compare, W3-5.1, W11-12.2ab
Six Thinking Hatswhite hat
What information is available?
What information do we need?
How are we going to get the missing information?
red hat
What aremy feelings right now?
What does my intuition tell me?
What is my gut reaction?
black hat
What are some possible problems?
What difficulties could we encounter?
What are points for caution?
What are the risks?
green hat
What creative ideas do we have?
What are the alternatives?
How can we overcome the black hat difficulties?
yellow hat
What are the benefits?
What are the positives?
What are the values?
Can this be made to work?
Blue hatWhere should we start?
What is the agenda?
What are the objectives?
Which hats should we use?
How can we summarize?
What should we do next?
Using your thinking cap, consider the following scenario
• Teachers using new methodologies should have a 30% pay raise.
• (Don’t worry if you agree or disagree with this statement)
Guiding Principle:
Differentiation is a PHILOSOPHY, not a “Bag of Tricks.”
Textbooks and a list of standards alone are NOT high quality curriculum!
CCSC
To make a high quality curriculum, you must combine all ingredients in an appetizing way
Only then can you get the right balance of ingredients to have a quality curriculum for all!
Without CCSS and DI