1 enhancing your instructional skills through differentiated instruction differentiated instruction...

1

Enhancing Your Instructional Skills Through Differentiated Instruction

Differentiated Instruction Academy

Day 1

Presented by:Dr. Mark W. Kandel

2

“ If a teacher isn’t clear about what all students should

understand and be able to do when the learning experience ends, he or

she lacks the vital organizer around which to develop a

powerful (differentiated) lesson.- Thomlinson, The Differentiated

Classroom

3

“ Learning must be guided by generalized principles in order to be widely applicable. Knowledge learned at the level of rote memory rarely transfers: transfer

most likely occurs when the learner knows and understands underlying concepts and principles that

can be applied to problems in new contexts. Learning with understanding is more likely to

promote transfer than simply memorizing information from a text or a lecture.”Bransford, et. al., How People Learn

4

ObjectivesParticipants will

• gain an overview (review) of differentiated instruction;

• gain an overview of planning for effective instruction;

• Develop standards-based lessons; and

• Identify strategies for managing large and small groups of students.

5

New Vocabulary from Vegas

• Crack Kids• CEO• PORK• Helicopter Parents• BMW• “We may all arrived

on different ships, but we’re in the same boat now”

6

Why Differentiate?

• All kids are different.

• One size does not fit all.

• Differentiation provides all students with access to all curriculum.

7

What Is Differentiation?

• A teacher’s response to learner needs

• The recognition of students’ varying background knowledge and preferences

• Instruction that appeals to students’ differences

8

Content Process Product

According to Students’

Readiness InterestLearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

9

Comparing Traditional and Differentiated Classrooms

• Consideration of student differences

• Use of assessment

• Use of student interest and learning style

10

Comparing Traditional and Differentiated Classrooms

(continued)

• Instructional format

• Assignment options

• Factors guiding instruction

11

Instructional Continuum

• One size Total

Fits all_________________Individualization

1 2 3 4 5 6 7 8 9 10

12

Discussion Question

What are you already doing to differentiate instruction in your classroom?

13

Tips for Implementing Differentiated Instruction: Your Classroom

• Start slowly.

• Organize your classroom space.

14

Teacher Station 1

Teacher Station

2

Group

AssignmentsSchedule

Inboxes

Bookshelf

15

Tips for Implementing Differentiated Instruction: Your Classroom (continued)

• Start student files.• Start student portfolios.• Use a clipboard.• Use technology.

16

Implementing Differentiated Instruction: Your District or School

• Start with committed staff.

• Look for existing resources/infrastructure.

• Start with one or two strategies.

• Try it and be willing to alter and extend.

17

Implementing Differentiated Instruction: Additional Considerations

• Teacher support

• Professional development

• Adequate planning time

18

Where Do I Go From Here?Resources

• Online discussion forum:http://www.k8accesscenter.org/discuss

• Effective classroom strategies– Differentiated instruction

• Middle school Listservs:• mstorm@air.org

• Collaboration

19

Resources (continued)

• Assessment:– Curriculum-based measurement www.studentprogress.org

• National Center on Accessing the General Curriculum (NCAC): www.cast.org/ncac/

• Access Center: www.k8accesscenter.org

The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Programs Cooperative Agreement #H326K020003

20

Differentiation Strategies

• All strategies are aligned with instructional goals and objectives.

• Specific strategy selection based on – Focus of instruction– Focus of differentiation

21

Teaching in a Standards-Based World

Using Bloom Taxonomy

22

Think About This

• In the Age of Standards, “teaching to the test” is not only the job, but the obligation of each teacher. By teaching to the test, we are following the standards and putting the “building blocks” in place so students can be successful year after year in their educational careers.

23

Standards

• Remember the definition of standards – Standards are open and public statements about what students should know and be able to do to achieve at the highest levels in all academic areas.

24

Getting to Know the Standards

• There is some essential information we should know about the standards:

• Am I the first teacher to introduce this standard to students?

• Is the standard being repeated from another grade?

• Is this standard being combined with another standard that was previously taught or mastered?

• Am I the only teacher responsible for teaching this standard to this group of students?

25

ExampleMeasurement & Evaluation

• 2.3.3.A. (Grade 3) Compare measurable characteristics of different objects on the same dimension (e.g. time, temperature, area, length)

• 2.3.5.A. (Grade 5) Select and use appropriate instruments and units for measuring quantities (e.g. perimeter, volume, area, weight, time)

• 2.3.8.A. (Grade 8) Develop formulas and procedures for determining measurements (e.g. area, volume, distance)

• 2.3.11.A. (Grade 11) Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

26

Bloom’s Taxonomy of the Cognitive Domain

• It is important to understand that the standard is a “building block” upon which future content rests.

• The Taxonomy helps arrange what we want students to know in a hierarchy from less to more complex.

• IDENTIFY THE KEY WORD(S) WITHIN THE STANDARD AND MATCH TO THE LEVEL OF BLOOM

27

ExampleMeasurement & Evaluation

• 2.3.3.A. (Grade 3) Compare measurable characteristics of different objects on the same dimension (e.g. time, temperature, area, length)

• 2.3.5.A. (Grade 5) Select and use appropriate instruments and units for measuring quantities (e.g. perimeter, volume, area, weight, time)

• 2.3.8.A. (Grade 8) Develop formulas and procedures for determining measurements (e.g. area, volume, distance)

• 2.3.11.A. (Grade 11) Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations.

28

What if you do not teach a lesson from the objectives in the standards at the

correct level?

• If we don not teach to the level of the standard, the student is not learning at the correct level and we are not creating the necessary “building blocks” needed for later lessons.

29

Final Thoughts

• Prioritize content.

• Not every essential question will necessarily be addressed in each unit, nor will every essential question have only one unit question.

• Formulating essential questions and unit questions gives you the framework in which to differentiate activities.

30

“ Assessment is today’s means of understanding

how to modify tomorrow’s instruction. “

- Carol Tomlinson

31

On-going Assessment:A Diagnostic Continuum

Preassessment(Finding Out)

Formative Assessment(Keeping Track & Checking -up)

Summative Assessment(Making sure)

Feedback and Goal Setting

Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning

Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalkaround Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review

32

Pre-assessment Is…

• determining a student’s current level of readiness or interest in order to plan appropriate instruction

• Pre-test• Inventory• Checklist• KWL• Observation• Self-evaluation

33

Pre-Assessment

• Cover the entire unit• Recall facts• Ask students to use

information• Ask students to

interpret info• Ask open-ended

questions

34

What Now????

• Use information for flexible grouping to:

• establish your timeline for your unit of study

• determine the number of students at different levels of mastery

35

Formative Assessment Is…

• monitoring student’s progress to help make instructional decisions that will improve his/her understanding and achievement.

• Conferences• Peer evaluation• Journal entry• Portfolio check• Quiz• Exit card

36

Exit Cards

• Students are asked to respond to a predetermined prompt on an index card at the end of a class period.

• “Today you learned about hyperbole. List three things you learned. Write a least one question you have about the topic.”

37

EXIT CARDSToday you began tolearn about

decimalfractions• List three things

you learned• Write at least one

question you have about this topic

38

EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.

What questions do you have about this topic?

39

EXIT CARDSWe have begun a study of author’s craft.

List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

40

EXIT CARDS

On your Exit Card---

Explain the differencebetween prime andcomposite numbers.You may wish to give some examples of eachas part of yourexplanation.

41

EXIT CARDSOn your exit card---

Explain the differencebetween simile andmetaphor. Give some examples of each aspart of your explanation.

42

Summative Assessment Is…

• A means to determine a student’s mastery and understanding of information, skills, concepts, or processes.

• Product/exhibit• Demonstration• Portfolio review• Unit Test• Performance task

43

Based on pre- and ongoing assessments,

what and how will you differentiate??

44

Planning Instruction

Do You Know Your Learners and What They Need to Know,

Understand and Do?

45

K.U.D.

• What students will Know (e.g., key knowledge and skills)

• What students will Understand (e.g., big ideas, specific understandings, & misconceptions)

• What students will be able to Do (e.g., what they should be able to do as a result of knowledge and skills)

46

Modifying Curriculum & Instruction

Curriculum Ladder

47

Enhancing Your Instructional Skills Through Differentiated Instruction

Differentiated Instruction Academy

Day 2

Presented by:Dr. Mark W. Kandel

48

Differentiating Content

• Vary the presentation to reflex learning styles/strengths

• Adjust the degree of complexity of the skills and concepts and principles

• Use varied materials

• Use varied teaching methods/strategies

• Target instruction to readiness level

49

Differentiating Content con’t

• Provide scaffolded support

• Examples

• Visual Strategies to Support Reading (Graphic Organizers)

• Curriculum Compacting

• Concept Mastery Routine

• Concept Comparison Routine

50

Visual Strategies to Support Reading

Text Structure and Graphic Organizers

51

The Interactive Elements of Reading

Reader

Text FeaturesClimate

52

Three Interactive Elements of Reading

Reader (What the reader brings to the learning experience)

• Climate (The learning context or environment)

• Text Features (The characteristics of the written text)

53

Text Features

• Reader Aids

• Vocabulary

• Text Structure

54

Reader Aids/Text Features

• Typographical & visual elements (how the text looks on the page)

• Headings• Boldfaced words• Graphic aids

55

Vocabulary

• Vocabulary knowledge is the single most important factor contributing to reading comprehension (Laflamme, 1997)

• Content area vocabulary is different from vocabulary in literature-based lessons:

• A. Content area vocabulary often consists of major concepts; • B. Content area vocabulary terms are rarely associated with concepts students already know;• C. Content area terms are often semantically related.

56

Text Structure• Organization of a piece of writing

• 1. Descriptive or listing

• 2. Sequence or time order

• 3. Compare and contrast

• 4. Cause and effect

• 5. Problem and solution

• 6. Concept/definition

• 7. Generalization/principle

• 8. Episode

57

Strategies for Vocabulary Development

• 1. Concept definition Mapping

• 2. Frayer Model

• 3. Semantic Feature Analysis

• 4. Semantic Mapping

• 5. Student VOC Strategy

• 6. Word Sorts

58

Strategies for Narrative Text

• 1. Character Map

• 2. Directed Reading/Thinking Activity (DR/TA)

• 3. Story Grammar/maps

• 4. Venn Diagram

59

Strategies for Informational Text

• 1. Anticipation Guide/Prediction Guide• 2. Graphic Organizers• 3. Group Summarizing• 4. Informational Paragraph Frames• 5. K-W-L• 6. Pairs Read• 7. Prereading Plan (PreP)• 8. Semantic Mapping• 9. Structured Note-taking

60

Curriculum Compacting• Curriculum compacting is an instructional

technique designed to make curriculum modifications that allow for both acceleration and enrichment. (Dr. Joseph Renzulli).

• Allows students to finish in less time and progress at their own pace.

• Students are only taught concepts that they do not already know.

61

Curriculum Compacting: Phase 1

• Exploratory Stage

• Pre-assessment:

- Test, conference, portfolio conference

• To find out what the learner:

- Knows, needs to know, wants to know

62

Curriculum Compacting: Phase 2

• Analyze data• Mastery : Skills, concepts What have they mastered?• Needs to Master: What else do they need to know?• How will they learn it? Whole class, independent study, homework,

mentor/buddy in or out of school, online?

63

Curriculum Compacting: Phase 3

• Advanced Level Challenges

• Investigations, service learning, projects, contracts

• Opportunities to be analytical, practical, creative

• Assessment

64

Concept Mastery Routine

Research-based Strategies

University of Kansas

SIM

65

Concept Comparison Routine

Research-based Strategies

University of Kansas

SIM

66

Differentiating Process

• Modifying the “sense-making” of the lesson• Teachers can offer more than one way to process the

ideas and concepts.• Examples:• Learning Centers• Role-playing• Hands-on activities• Parallel tasks• Tiered/Adjusted assignments• Learning contracts• Choice boards

67

Differentiating Process con’t

• Use flexible groupings

• Use varied teaching methods/strategies

• Create learning stations

• Establish learning contracts

• Allow student self assessments and goal setting

68

Creating a Layered LessonJohn Lester

1. Identify the grade level for the lesson.2. Introduce the standard to the students (objective of

your lesson)3. Teach either an initial lesson or a partial lesson.4. Diagnose students in order to create instructional

groups and layers (pre-assessment)5. Create the instructional layers based on

instructional need from the pre-assessment.

69

Creating a Layered Lesson (con’t)

5. Engage each student in instructional layers according to instructional need.

6. Provide instructional assistance to each group based on need.

7. Share student products either individually or in groups.

8. Provide teacher feedback and facilitate student reflection.

9. Provide assessment methods for mastery of the objective in the lesson.

70

Tiered Lesson/Assignment

Examples

71

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.

72

THINK-TAC-TOEBook Report

Draw a picture of the main character.

Perform a play that shows the

conclusion of a story.

Write a song about one of the main

events.

Write a poem about two main

events in the story.

Make a poster that shows the order of events in the story.

Dress up as your favorite character

and perform a speech telling who

you are.

Create a Venn diagram

comparing and contrasting the

introduction to the closing.

Write two paragraphs about

the main character.

Write two paragraphs about

the setting.

73

Beginning Intermediate Advanced

Outcome/Objective

Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.

Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.

Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.

Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.

Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.

Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.

Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.

Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom

74

Anchor Activities

What Do I Do When I am Finished??

75

R.A.F.T.

Role, Audience, Format, & Topic

76

Cubing

A technique that will assist students to consider a concept from six

points of view, by giving students suggestions on how to conceptualize a

particular concept

77

Bloom’s Taxonomy

Knowledge Comprehension Application

Analysis Synthesis Evaluation

78

Now It’s YOUR Turn!

79

Learning Contracts

Strategy for DI

80

I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

81

Learning Contract #2To demonstrate what I have learned about ____________________, I want to

_ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

82

Learning Centers

Strategy for DI

83

Definition

A classroom area that contains a collection of activities or materials designed to teach, reinforce or extend a particular skill or concept.

Kaplan, et al. 1980

84

Suggested Learning Center

1. Transitional Center – for those students who have not met the necessary knowledge and skill levels <re-teach or remediate>

2. Essential Center – for those students who are about to meet the levels <instructional>

3. Exploration Center – for those students who are ready for independent work

85

Critical Reminders!

1. Based on ongoing formative assessments, students are placed in the appropriate center.

2. Students may need to be reassigned based on ongoing assessment.

3. Students are allowed to “test” out of each group.

86

Benefits

1.Allows the teacher to better understand each student as a learner

2.Reduces time between instruction and assessment

3.Students may self - assess work

4.Students may peer – assess work

87

Bloom and Learning Centers

• Transitional Level:• Knowledge and Comprehension

• Essential Level:• Application and Analysis

• Exploration Level:• Synthesis and Evaluation

88

Potential Challenges

1. Creating formative and exit assessments

2. Preparation needed to create learning centers

3. Physical space available in the room

89

Differentiated Product

• The product assignments must match the essential learning and include expectations for quality.

• Examples:

• Cubing

• Exit Cards

• Assessments

90

Assessment in the Differentiated Classroom

• Ongoing

• Instruction-dependent

• Student-dependent

• Informative for continuedinstruction

91

Differentiation Practice

Differentiation Scenario

92

Differentiation Activity – ReadingYour task is to take the following instructional objective and identify two

differentiation strategies that might be used to teach the objective.

Objective: Students will complete a report on the book Charlotte’s Web.

Identify the pros and cons of using both strategies in a class of 25 students that includes these 5 students:

Sherry likes to be asked to do things by the teacher. She is interested in fitting in and speaks out often in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level.Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, is a solid reader, and enjoys excelling and being the “best.” He gets very excited to start new books, but they don’t hold his attention for long.Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work.Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.