ticket in complete the di self-assessment 1. enhancing teaching & learning through...

Ticket InTicket InComplete the DI Self-

Assessment

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Enhancing Teaching & Enhancing Teaching & Learning ThroughLearning Through

Differentiated Instruction Differentiated Instruction (DI)(DI)

Upper Dublin School DistrictFebruary 2015

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SessionSession ObjectivesObjectives

• Recognize and respond to differences among learners

• Identify techniques and processes that teachers can use to adjust instructional delivery to meet their students’ needs

• Actively engage learners

• Plan for Differentiation

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Today’s AgendaToday’s Agenda• Honor/Assess Current Knowledge and

Expertise• Set Personal Learning Goals• Establish a Culture of Engaged Learning

o Anchor Activitieso Parking Lot of Engagement Strategies

• Develop Common Language around DI• Know the Learner• Provide Student Choice• Apply Strategies in Personal Practice

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Checking InChecking InYour DI Self-Assessment

Getting Started Along the WayRegular /Frequent

Practice

Collaboration Line-Up(day of birth)

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In pairs, share the evidence you based your self-assessment on.

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Processing the Processing the Activities…Activities…

• What did we do?• Why did we do it?• How does it support differentiation?

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for this for this SessionSession(one per post-it)

Wish 1 - What do you want to learn to do better or differently with regard to differentiation?

Wish 2 - What aspect of teaching or learning do you hope to enhance?

Wish 3 - What question/clarification do you have/need regarding differentiation?

Norms for Working Norms for Working TogetherTogether

• Equity of Voice• Active Listening• Respect for All Perspectives• Safety and Collegiality

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Anchor ActivitiesAnchor ActivitiesCharacteristics Role

o Independent learning level

o Meaningfulo Respectfulo Supportiveo Routine basedo Introduced graduallyo Limited preparation timeo Varied

o Supports small group instruction

o Permits differentiationo Fosters self-regulatory

behaviorso Teaches time

managemento Provides additional

practice

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Potential Anchoring Potential Anchoring ActivitiesActivitiesJust a few-

•Journals/Learning Logs•Student Reflection•Writers Workshop•Vocabulary Work•Independent Reading•Computer-Based Activities•Listening/Video Center

Today’s Anchoring Today’s Anchoring ActivityActivity

Text passage –

The Role of the Teacher in a Differentiated ClassroomDifferentiating Instruction: Rules of Thumb

Explore the Rules of Thumb – “general guidelines that make differentiation possible.”

Use the graphic organizer, or create your own, to help you process the reading.

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Processing the Processing the Activities…Activities…

• What did we do?• Why did we do it?• How does it support differentiation?

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Let’s recall…Let’s recall…

What is Differentiated Instruction?

Quick Write5 words or ideas that come to mindTurn and Talk

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What Is What Is DIFFERENTIATION?DIFFERENTIATION?

Differentiation is…

• “…a process which teachers can use to increase achievement by improving the match between learner's current unique characteristics and curriculum components.

- Dr. Deborah Burns, University of Connecticut

• “…planning instruction in a variety of ways to meet the needs of a variety of learners.”

- Dr. Kathie F. Nunley, Differentiating the High School Classroom

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Differentiated Differentiated Instruction is…Instruction is…

Engaging instruction that is -

• Challenging and grounded in essential learning

• Responsive to students’ varying background knowledge and learning preferences/needs

• Varied and flexible

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Why Differentiate?Why Differentiate?• All kids are different

oOne size does not fit all

• Best practiceo Effective instruction

• Maximize potentialoGrowth and access

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Why Differentiate? Why Differentiate? • Standards-based classrooms• High expectations for ALL children• Multicultural diversity• Student diversity• Research on human learning• Rapid technological change

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““Not all students will make the same Not all students will make the same journey as they learn, but this diversity of journey as they learn, but this diversity of

learning styles enriches the classroom learning styles enriches the classroom community.”community.”

- Jennifer, Student Teacher- Jennifer, Student TeacherAdapted from Adapted from Touch the Future…Teach!, Touch the Future…Teach!, 2006 2006

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Differentiated Differentiated Instruction means…Instruction means…

Following the DI Rules of Thumb Curriculum Clarity

Ongoing Assessment

Critical and Creative Thinking

Engagement

Choice

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Differentiated Instruction Differentiated Instruction

requires…requires…

1.Flexibility ofa. Teaching b. Learning

2.Ongoing assessmenta. Formalb. Informal

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Check and PerfectCheck and Perfect

• What is DI?

• Add/Adjust/Extend

• Turn and Talk – Someone Different!

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Processing the Processing the Activities…Activities…

• What did we do?• Why did we do it?• How does it support differentiation?

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Knowing the LearnerKnowing the Learner

Student Learning Profiles

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Stand-Up & Team-UpStand-Up & Team-Up

Numbered Heads Together

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What powerful What powerful differences exist among differences exist among

students?students?• Prior Knowledge or Skill

Expertise• Learning Rate• Cognitive Ability• Learning Style Preference• Motivation, Attitude, Effort• Interest, Strength, Talent• Gender• Culture• Language• Economics

As a result, which As a result, which groups of students groups of students

may have a learning may have a learning gap?gap?

• Low income• Culturally diverse• English language learners• Special education• Disengaged• Male or female students• Career and technical education students• American students (NAEP/TIMSS)• Gifted education

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The Roots of Student The Roots of Student DifferencesDifferences

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FAMILY

SCHOOL

COMMUNITY

ACADEMIC

SOCIALand

EMOTIONAL COGNITIVE

StudentDifferences

Nature

Nurture

GENETICS

Critical Components of Critical Components of DifferentiationDifferentiation

Get to know your students Build Community in your classroom Assess students regularly

Formal/Summative−end of unit tests, essays, product)

Informal/Formative−pretests, exit cards, KWHL, student surveys

(thumbs up/down, questioning)

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Learning StylesLearning Styles

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Multiple IntelligencesMultiple Intelligences

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Learning Styles vs. Learning Styles vs. Multiple IntelligencesMultiple Intelligences

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Your Profile CardYour Profile Card

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Quick CheckQuick Check

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How comfortable were you completing this task?

Very NOT So-So

What more might you seek to learn about your students?

Processing the Processing the Activities…Activities…

• What did we do?• Why did we do it?• How does it support differentiation?

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Engaging through Engaging through ChoiceChoice

Learning Menus

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What is a Learning What is a Learning Menu?Menu?

A learning menu is an array of independent learning

activities presented in a ‘choice’ or ‘menu’ format to

provide students with options for extending or enriching the

essential curriculum.

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Why use a Learning Why use a Learning Menu?Menu?

• Satisfies “Rules of Thumb” by promoting engagement, allowing choice and offering challenge

• Increases motivation- Students’ choices reveal their interests, abilities and learning styles

• Allows teachers to provide for students at varying degrees of readiness

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Advantages of Learning Advantages of Learning MenusMenus

• Strategy spans all curricular areas

• Can target specific learning activities for an individual student or small group

• Promotes higher level thinking skills

• Encourages the development of independent thinking

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Many Different Names Many Different Names for Learning Menus…for Learning Menus…

• Dinner Menu• Choice Board• Think-Tac-Toe• Agendas• Must Do – Can Do• Extension Menu

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Classroom Uses of Classroom Uses of Learning MenusLearning Menus

• Follow-up activity • Culminating

activity• Anchoring activity • Learning center • Independent

activity• Extension activity

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Menu by ContentMenu by Content

Fractions Fractions Fractions

Decimals Decimals Decimals

Percents Percents Percents

42

Menu by ReadinessMenu by Readiness

Basic Basic Basic

Mid Mid Mid

Advanced Advanced Advanced

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Menu by Learning ProfileMenu by Learning Profile

Visual Auditory Kinesthetic-tactile

Visual Auditory Kinesthetic-tactile

Visual Auditory Kinesthetic-tactile

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Guidelines for Guidelines for Development & UseDevelopment & Use

(What and How)(What and How)

• Informed choice

• Vary offerings (based on intent)

• Structure accountability

• Discuss the process and develop management guidelines

• Provide early feedback45

You ChooseYou ChooseDifferentiated Instruction Choice Board

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Who…Who…

Did the same as you!

•Share your product (30 seconds each)•Be prepared to share your partner’s with the larger group (Random Reporter)

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Processing the Processing the Activities…Activities…

• What did we do?• Why did we do it?• How does it support differentiation?

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Planning to Planning to DifferentiateDifferentiate

The Purposeful Design of Learning

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Let’s recall…Let’s recall…

• Why must I plan to differentiate?

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Before you begin, ask Before you begin, ask yourself…yourself…

• Am I clear about what I want students to know, do and understand in this unit?

• What pre-assessments and formative assessments will I use?

• What instructional strategies will actively and cognitively engage the learners?

• How will I balance student-selected and teacher-assigned tasks and groupings?

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1. Class Meeting, Overview, or Introduction

2. Pre-assessment

3. Large Group Teaching and Learning Activities

4. Small Group Activities− Small Group Instruction

− Differentiated Learning Activities

− Anchoring Activities (Differentiated and Independent)

5. Large or Small Group Problem Solving and Application Activities

6. Debriefing and Reflection

7. Extension Activities53

One Possible One Possible Instructional Instructional Sequence:Sequence:

Next StepsNext StepsWhat do I do now?What do I do now?

• Focus/Plan• Apply – Choose from:

• Anchor Activities• Learning Profiles• Choice Board/Menu• Engagement Strategies from

Today• Share (February 26th half-day PD)

• See “Sharing of Application” Handout

• Try again… 54

• What personal wishes were you granted?

• As a result of our learning, what aspects of your teaching and student learning will be enhanced through differentiated instruction?

• What wish remains for follow-up?

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My 3 WishesMy 3 Wishes

dgaffney@mciu.org

Tear and DepositTear and Deposit

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Parking LotParking LotRunning Record of Engagement Running Record of Engagement

StrategiesStrategies

• Think-Write-Pair-Share• 10-2• Check & perfect• Numbered Heads • Graphic Organizer• Choice Options• Find Someone Who• Random Reporter• Exit Slip

• Ticket In• Parking Lot• Collaboration Line-Up• Self-/formative

Assessment• Self-Directed Learning• Group Norms• Anchor Activity

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