pre-webcast procedures have paper and pen/pencil handy. reflect/write your definition of...

Pre-Webcast Procedures

•Have paper and pen/pencil handy.

•Reflect/Write your definition of “differentiated instruction.”

•Set a personal/professional goal for this webcast.

HET: The Model for

Differentiating Instruction

Highly Effective Teaching: Sue Pearson

HET:

A Model for Differentiating

Instruction

What is Differentiat

ed Instruction?

HET Differentiat

es Instruction

Differentiating

Instruction: Strategies

How would you define*

differentiated instruction?

Differentiated instruction happens when you consistently and proactively create different pathways to help all your students be successful!

Why Differentiate?

•Unique brain in each student’s head

•Wide range of abilities in each class

•Gender research•State mandates•Time crunch!

Goals of Differentiated

Instruction Build relationships w/students Provide rigor and relevance for

all Maximize each student's growth Offer different learning

experiences in response to students' varied needs (Tomlinson, 2000).

Absence of Threat/Nurturing Reflecting

Thinking

Meaningful

ContentAdequat

e Time

Enriched Environme

nt

Immediate

Feedback

Movement

Choices

Collaboration

Mastery/Applicati

on

BODYBRAIN COMPATIBLE ELEMENTS SUPPORT

DIFFERENTIATION

© H.E.T. 2007

Differentiating Instruction:

4 FOCUS AREAS• Engagement• Questioning• Flexible Grouping• Assessment

☺HET Differentiation processes/strategies

Differentiation through

ENGAGEMENT•Brain information☺•LG/LS☺•Procedures☺•Agenda☺•Surveys:

Temperament/personality, Interest, MI☺

Sample Inventory Questions

• I am safe.• I have fun learning.• I like this school.• My teacher cares about me.• My teacher listens to my ideas.• My teacher believes I can learn

• SAMPLE SURVEY: http://tinyurl.com/35ld5eb

Clock Partners☺

Daily Appointment Calendar for

Name_____________________

8:00 A_____________

9:00 A_____________ 10:00 A_____________ 11:00 A_____________ 12:00 P_____________ 1:00 P_____________ 2:00 P_____________ 3:00 P_____________

4:00P______________

5:00P______________ 6:00 P_____________ 7:00 P_____________ 8:00 P_____________ 9:00 P_____________10:00P ____________11:00P ____________

THAT’S ME!Finding commonalities is a brain-

compatible way to make the brain feel safe.

Listen to my statement. If that statement is true for you, stand

and say “That’s me!”

Variation: Teacher makes statements relating to topics of study. . . “I can name 3 states of matter.”

Yearlong Research Project☺

• Select a topic of personal interest (can be within or out of grade level curriculum)

• Create something new with the information.

• Present to class, parents, other classes• Teach research skills• Provide one hour weekly as group-other

times when work is completed (3C’s)• Offer presentation projects using MI• Share at year-end celebration!

Time to ChooseWhich engagement strategies will you use to provide differentiation?

•Clock/Appointment Partners☺•That’s Me•Yearlong Research Project☺

Differentiation through

QUESTIONING•Teacher and Students•Safe to ask/post☺•Closed/Open Questions•Use as assessment tool•Bloom’s Taxonomy☺•Model higher level thinking questions-variety is key!☺

• Evaluation:

– Why do you agree/disagree?

• Synthesis:

– How would you create a…?

• Analysis:

– How is this alike/ different from…?

• Application:

– How could you use…?

• Comprehension:

– Given ___ what would you predict___?

• Knowledge:

– Who, what, when, where is___?

Bloom’s Taxonomy☺

Park your questions here!

Going Around in My Brain

•Enlarge to poster size.

•Laminate.

•Students post their questions on Post-it notes to the chart.

•Assess/Discuss

GIVE ME !

•Meet with _____ appointment partner.

•Students touch own hands as they share information about the story they just read.

•Model with book. Give graphic organizer and ask students to fill in their own answers to the questions.

•Give students hand organizer to complete.

*Note: Organizer may be filled out before or

after meeting w/partner.

Give Me Five!

What mental picture do I see?

What does this remind me of?

What do I know now, even though I wasn’t given the info in the text?

What might happen next?What was this mostly about?

Time to ChooseWhich questioning strategies will you use to provide differentiation?

•Hot Questions☺•Parking Lot•Going Around in My Brain

•Give Me Five

Differentiation through FLEXIBLE

GROUPING• Planned/Random• Whole group• Partners/Triads/Quads☺• Learning Club☺• Small groups-varying degrees of

readiness• Small groups-like readiness• Interest groups☺• Independent☺

Groups-Accountability

• Teach collaborative strategies• Set agreements • Mingle as groups are working• Daily reflection• Individual/group evaluation*Other considerations: try all

boy/girl groups-brain research (Michael Gurian)

Group Roles☺• Leader: facilitates; keeps group

going• Timekeeper: monitors time• Materials Manager: Gets materials• Recorder: Summarizes group work

in writing• Reporter: Summarizes group work

orally• Scout: Seeks info from other

groups• Encourager: Cheerleader for group

Brainstorming: A to Z☺

1. For a singular topic; develops vocabulary.

2. Develop a list BEFORE reading; generate ideas, make connections to what they think will be in the content.

3. Review content: after completing a lesson/unit, invite students to work w/clock partner. Create list of words all words related to that topic.

Brainstorming A to Z

A: angleB____________C: circleD___________E___________F___________G___________H___________I____________

J____________K____________L____________M____________N____________O____________P____________Q____________R____________

S____________T: triangleU____________V____________W___________X____________Y____________Z____________

Topic: Geometry

Numbered Heads Together☺

• Put students into groups of 4.• Count off 1, 2, 3, 4.• Pose question/raise issue for discussion• Put heads together; provide process time;

make sure everyone knows the answer.• When you call out a number, that person in

each group will stand (try spinner).• Call on one student for an answer or ask for

a choral response.

Multiple Content Areas and grade levels-Kagan; Cooperative Learning 1999

4-6-8 CHARACTERS SETTINGS EVENTS

1. Harry Potter2. Hank the

Cowdog3. Fudge4. Wilbur

1. in school2. at the football

game3. at the movies4. in the park5. at the mall6. at the beach

1. losing money2. getting scared3. hanging out4. having a party5. going skating6. playing ball7. finding cash8. seeing friend

Time to ChooseWhich flexibility strategies will you use to provide differentiation?

•Group Roles/Reflection☺•A to Z: Brainstorming☺•Numbered Heads Together☺•4-6-8

Differentiation through ONGOING

ASSESSMENT• Guides and drives instruction• Assess before, during and after

instruction• Provide numerous opportunities for

students to demonstrate understanding in a variety of formats

• Give timely feedback• Discuss correct and incorrect

information

HET Inquiries☺• Support both steps in two-step

learning-pattern to program building.

• Support the “key” points• Connect to prior experiences

and skills• Offer differentiation & choice• Allow students to see, practice

and apply concepts and skills in real-world context

Brain Basics: Assessment

The brain:• Needs 29-50 times of doing

something (pattern) before it becomes a program (repeatable at will)

• Needs immediate feedback-e.g., homework, class work, tests

• Wants to know what is being assessed

• Should be assessed on what is valuable learning for life

GREETINGS the 4-H WAY☺

• Assess 1st thing in morning

• Reset their brains – acknowledge how they feel

• Australia-quiet area, executive timer, guest book, music (40-60- beats per minute)

Would you like a

Handshake,Hug,

High FiveOr

How would you like to be greeted?

According to Howard Gardner…

• An intelligence isn’t strong or weak; it is developed or less developed.

• One can develop a less developed intelligence.

• The Intelligences are used to solve problems and produce products.

• They provide opportunities for us to give information out-not take it in!

Multiple Intelligences☺

http://surfaquarium.com/Mi/inventory.htmKids: http://tinyurl.com/n6xopw

Mind Your Own Business

• Invite students to design their own business cards (index card/real cards)

• Post expertise in academic & non-academic areas. Identify LG/LS strengths.

• Add clip art.• Hand out or post.*Note: Can make REAL business cards or facsimile

Sample Business Cards

Line Up!

Pre-assessment

I know a lot about this topic

I know something about

this topic

I know little or nothing

about this topic

Line Up!

Pre-assessment

I know a lot about this topic

I know something about

this topic

I know little or nothing

about this topic

Signal Cards!• Use 3 index cards (5X8) per

student.• Label one “YES”, one

“MAYBE” and one “NO”.• When you ask a question,

students hold up card that indicates whether or not they know the answer.

• Call on students with “YES” cards to hold them accountable.

YES

NO

MAYBE

Time to ChooseWhich assessment

strategies will you use to provide differentiation?

• MI Surveys☺• Mind Your Own Business• Line up!• Signal CardsYES

CLOSURE!Reflect on:•Your original per./prof. goal

•Strategies you chose•Final Quotation

“I never teach my pupils. I only

attempt to provide the conditions in which

they can learn.”

To Quote Einstein . . .

Resources

Betty Hollas

Vicki Gibson

&

Jan Hasbrouck

Diane Heacox

Free Spirit Publishing

Next Webinar~June 17

HET: Citizenship Teaching and Using the Lifelong Guidelines

and LIFESKILLS IN and OUTSIDE of the

Classroom

Contact Me?

•Sue Pearson•susanpiti@aol.com

Differentiate Learning:Ten Take-Away

Tips

Tip 1: Various Forms of Media

• White/Smart boards• Digital cameras• Audio clips• Animations• Net books• Cell phones (surveys)• Digital books (Kindle, etc.)

Tip 2: Use Immediate Feedback

• Remote response systems (clickers)

• Cell phones (surveys)• Computer software programs

that quickly diagnose trouble areas and reroute students

• Customize lessons for specific students

Tip 3: Give Students Options

• Remote response systems (clickers)

• Cell phones (surveys)• Computer software programs

that quickly diagnose trouble areas and reroute students

• Customize lessons for specific students

Tip 4: Automate Basic Skill Practice

• Use software for basic skill practice

• Software can identify specific weaknesses

• Teacher reviews daily and assigns lessons based on those reports

Tip 5: Teach Independent Work Skills

• Set kids up to work alone or in groups

• Provide clear expectations• Write procedures for

social interactions• Practice! Practice!

Practice!

Tip 6: Create Weekly Lists

“Must do” and “May do”• Offer an array of

different, personalized tasks to do

• “What to do When You are Done” list

• Yearlong Research Project

Tip 7: Pretest Student Knowledge

• Assess prior knowledge-formative

• Use results to help guide and/or tailor lessons for students

• Can be as simple as “Thumbs up” – “Thumbs down”

• As rigorous as a one-on-one conversation

Tip 8: Be Flexible When

Plans Go Awry• Expect the unexpected• Model problem-solving skills• Invite students to come up

with alternatives• Power outages-no technology!• Every experience is a

learning experience.

Tip 9: Let Students Drive

• Put tech tools in kids’ hands

• Work at own pace• Use skills they know and

develop new ones• Discover ways to work

around challenges

Tip 10:Share the Work of Differentiating

• Work as a team to create lessons or

• Divide up the tasks• Select who will write lessons

for above higher-skilled kids, lower-skilled kids, etc

• Meet via technology if no time for person-to-person