day two powerpoint presentation

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Using Differentiated Instruction to Implement

Connecticut Standards (CCSS):

Day 2

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One Agenda:• Introductions• What is the philosophy that supports the differentiated

classroom?• How can we come to know our students in a short period

of time?• How do we know if we have rigorous curriculum?• How can I preassess my students?• Once I figure out the critical learning difference I will

address, how can I best use flexible small groups in my room?

• What are some sample strategies—related to choice and tiering—that I can use in my classroom to address critical student learning differences?

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Day 1Intro,

Definitions, Knowing Students, Video clip

Planning for DI,

KUDs

8:30-10:30

10:45-12:00

1:00-2:30

2:30-3:15

Gallery walk: KUDs,

Preassessment, video clip

Getting Started with

preassessments

Assignment: Gather data on a preasessment

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Day 2Gallery Walk :Preassessment

Data

8:30-10:30

10:45-12:00

1:00-2:15

2:30-3:15

Differentiation Strategies: Choice Video clip-flexible

small groups, Examples and Guided

Practice

DifferentiationStrategies:

Tiering Video clip, Examples

and Guided Practice

Debriefing, Next Steps

and Closure

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The Common Sense of Differentiation

• Crafting an environment that actively supports each student in the hard work of learning

• Having absolute clarity about the learning destination

• Persistently knowing where students are in relation to the destination all along the way

• Adjusting teaching and learning to make sure each student arrives at the destination (and, when possible, moves beyond it.

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THE DI DECISION-MAKING PROCESSCONTENTINTRODUCTIONINITIAL INSTRUCTIONPREASSESSMENTDIAGNOSIS

MANAGEMENT OF FLEXIBLE, SMALL GROUPS

CHOICE orALTERNATIVES

Adjusting the Breadth

TIERING

Adjusting the Depth

What are the CRITICAL DIFFERENCES in my students?

How can I MODIFY one or more of the 10 curriculum components to address difference?

POST ASSESSMENT: Impact of DI

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THE DI DECISION-MAKING PROCESS

What are some possible CRITICAL DIFFERENCES in my students?

InterestsLearning stylesExpression stylesQuestionsCultureGenderLanguageSexual orientation

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THE DECISION-MAKING PROCESS

How can I MODIFY one or more of the 10 curriculum components to address the ONE

targeted learning difference?

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Curriculum Components: Advance Organizer

Content

Assessment

Grouping

Introduction

Teaching Methods

Learning Activities

Resources

Extensions

Time

Products

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Grouping Strategies

Definition: The varied approaches to arranging students for effective learning in the classroom

Purpose: To enhance the depth or breadth of student learning; to promote reflection, to address student differences; to provide teachers with

opportunities to observe students in varied settings; to provide students with

opportunities to work in varied settings that nurture their unique abilities and talents; to minimize heterogeneity, to make learning more efficient

Characteristics: Aligned with the content goals, teaching methods and students’ learning needs; varied

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PROCESS

HOW STUDENTS COME TO UNDERSTAND AND OWN THE KNOWLEDGE, UNDERSTANDING AND SKILLS

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Which of these grouping formats is used for 90-95% of all teaching and learning activities? What

should the percentage be? Why?

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The Classroom Observation Study

“Across five subject areas and 92 observation days, observed students experienced no instructional or curriculum differentiation in 84% of their instructional activities.”

NRC G/T Westberg, 1993,

2003

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Comparing Small Group Options

Cooperative Groups

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-

-

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Ability Groups

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Flexible, Small Groups

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-

-

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Cooperative Groups

- Varied roles-Heterogeneous ability- Interactive-Similar tasks

Ability Groups

-Tend to be fixed-Based on prior achievement-Homogeneous by achievement-Can effect a student’s expectations

Flexible, Small Groups (FSGs)

-Flexible membership-Based on a variety of factors- Student-led-Promote ownership, leadership-Understanding enhances self- esteem

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Grouping Options

• Homogeneous

• Heterogeneous

• Cross-Grade Grouping

• Cluster

• Interest-based

• Across Class

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Flexible, Small Groups: An Operational Definition

Within class groupings in which:

•Membership varies according to purpose, learning goals, topics, learning activities, resources, or products•Group longevity varies•Group size varies (2-10)

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Within-Class Grouping: A Meta-Analysis

“To be maximally effective, within-class

grouping practices require the adaptation of instruction methods

and materials for small-group learning.”

Lou, Y, Abrami, P, Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-anal.ysis. Review of Educational Research, 66 (4) 423-458

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How Can We Use Grouping Formats to Support Differentiation?

DIFFERENCES AMONG STUDENTS

• Academic Differences– Developmental readiness– Prior knowledge/Opportunity to

learn– Reading level– Concept and skill attainment

• Cognitive Differences– Schemas– Thinking skills– Learning rate

• Cognitive Differences– Interests– Learning styles– Motivation

GROUPING– Avoid the one-size-fits-all model of

curriculum and instruction– Teach to small groups to address learners’

academic and cognitive differences– Use a variety of factors to group students– Locate contracts and centers to deliver and

manage small group learning– Develop in-class extensions around the

interests of individuals and small groups of students

– Provide opportunities for students to work in small groups or individually to pursue their own questions

– Provide opportunities for students to present their work to small groups of peers

– Offer after-school clubs and “Power Hour” programs to address students’ interests and learning needs

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Which ONE Difference Will I Address With Choice?

• Prior Knowledge?

• Learning Styles?

• Interests?• Reading Ability?

Choice Variations

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Grade 5: Explorers• STRAND 1.1 – Significant events and themes in United States history.

– 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin).

• STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text.

– 1. Locate and gather information from primary and secondary sources.– 2. Answer questions about content gathered from print and non-print sources.– 3. Summarize information about primary and secondary sources.

• STRAND 3.1 Use evidence to identify, analyze and evaluate historical interpretations

– 1. Make and support judgments about the quality of information in text material.• The Class

– Very diverse: interests, levels of motivation, ability to engage in abstract thinking

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Example 1: Grade 5: Explorers

Ms. Johnson thoroughly enjoyed the social studies unit on explorers that she covered at the beginning of school in grade 5. She always began with a story about explorers to the new world because students always enjoyed hearing the life stories of famous explorers like Columbus. She even used some primary source documents like excepts from Columbus’s ship log

Subsequently, she covered other significant explorers including Jacques Cartier (French), Henry Hudson (Dutch), and John Cabot and Francis Drake (English).

For the final project, she had each student create a log of a sea voyage. They had to include the following key terms in sentences that demonstrated they understood the meaning of the terms: colony, contagious disease, expedition, navigate, Northwest Passage, and technology.

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Example 2: Grade 5 Explorers

"We’re going to make our own definition of explorer at the end of this unit. Before we are able to make our definition, I want you to consider the names of American people on this list. When you have done some initial research about two or three, you are to choose one explorer and answer the following questions about him:

1. Who was this explorer to the Americas?2. What adjectives describe him most accurately?3. Describe the historical time period in which he lived.4. Which group(s) of people value his contribution?5. Why is the contribution valued?6. In your opinion, what impact or legacy does the exploration have on American history?7. Should students study explorers? Defend your answer.

You will use at least five resources, one of which must be electronic and one must be a primary source document. You will be making a presentation—alone, with a partner or in a group of three--to the class on your explorer in any format you wish. When everyone has made his or her presentation, we will work as a class to define the word ‘explorer,’ what role explorers played/play in the course of American history, and discuss the value of studying explorers."

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Curriculum Components: Advance Organizer

Content

Assessment

Grouping

Introduction

Teaching Methods

Learning Activities

Resources

Extensions

Time

Products

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“PEELING BACK” Purposeful Choice

• CHOICE of ALIGNED CONTENT (interest)

• CHOICE of RESOURCES (reading level)

• CHOICE of LEARNING ACTIVITIES, LEARNING PARTNERS (learning style preferences)

• CHOICE of PRODUCTS (expression style preferences)

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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 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

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The RAFT strategy…

• Forces students to process information, rather than just writing out answers to questions.

• Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials

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RAFTs can…

• Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest

• Be created by the students or Incorporate a blank row for that option

• Be used as introductory “hooks” into a unit of study

• Keep one column consistent while varying the other columns in the RAFT grid

Carol Tomlinson

Map Reading, Grade 3• Know:

– Parts of a map, map symbols, different types of maps

• Understand:– That there are many more types of

maps that we imagine– Depending upon one’s occupation,

one is more likely to use some types of maps more than other types

– That we use maps for different purposes

Do:•Strand 2.1 Access and gather information from a variety of primary and secondary sources.

• GLE Answer questions about content gathered from print and non-print sources.

•Strand 2.2 Interpret information from a variety of primary and secondary sources

• GLE Compare and summarize information from political and physical maps by using map symbols.• Compare and summarize information from charts and graphs.

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Map Reading SkillsROLE AUDIENCE FORMAT TOPIC

Tourist Friend, Teacher Post Card How far I travelled from CT to DC

Cartographer Assistant E-Mail Design a Map of Hartford

National Park Service

Hikers Elevation Map of Hiking Trails

Tri-Fold Map of Local Trails

Planning Board

Mayor or City Council

Member

Speech, Presentation

“Best Location for a Recreation Center and

Pool Complex”Meteorologis

tCompany CEO PowerPoint

with Local and Regional Maps

“Making the Case for Locating Farms That Will

Produce High-Yield Crops”

Simple Machines, Grade 7• Know:

– Key Concept Words: force, friction, gravity, weight, newton, joule, lever, fulcrum, pulley, inclined plane, energy, etc.

• Understand (Examples of Grade-Level Concepts):– Work is a scientific concept that expresses the

mathematical relationship between the amount of force needed to move an object and how far it moves.

– Simple machines can be used to do work. People do “input” work on a simple machine which, in turn, does “output” work in moving an object

– Simple machines work on the principle that a small force applied over a long distance is equivalent work to a large force applied over a short distance.

• Do:– Explain in writing how the six simple machines

make work easier but do not alter the amount of work done on an object.

PK-8 Science Curriculum Standards and Assessment Expectations (2010 edition)http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

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Simple Machines ROLE AUDIENCE FORMAT TOPIC

Fulcrum Lever Arm Conversation Why I Need a Variety of Positions

Wheel Axle Love Poem How You Make Me Go Round and Round

Pulley Ropes Venn Diagram

Describe and Explain How Fixed and Moveable Pulleys Work

Load Inclined Plane Speech “You Raise Me Up”..or Down…

Lever Class 1, 2 and 3

Diagram with Labels

and Descriptions

Label the Parts, Describe Their Function in the Simple Machine; Explain How the Classes Work;

Showcase Real-World Examples

American Revolution (AR): What’s Worth Fighting For? Grade 8

• Know:– Terms used in the American

Revolution• Understand:

– That the American Revolution was the result of a series of events linked together through cause and effect

– That the leaders of the AR played important roles in the outcome of the war

– That there are different perspectives about the AR, depending upon the side you were on

• Do:– Analyze the events leading up to the

AR; determine the causes and effects– Explain the role of leaders in the AR

• Work independently• Work collaboratively• Draw conclusions

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What’s Worth Fighting For?

ROLE AUDIENCE FORMAT TOPIC

Patriot Town Folks Speech “Get on my side!”

Loyalist English Relative Post Card What is happening in the

coloniesG. Washington Patriot Soldier News Letter Why join the

fight

Soldier Wife, Martha Letter or Poem What a great leader GW is

King George His Subjects Political Cartoon Making fun of the AR

Imagist Poems*• Know:

– Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems

• Understand:– How do we make meaning out of poetry? – What makes a poet’s voice intense, meaningful, memorable?– What are significant poetic forms and structures? How do

they make meaning?• Do

– Read, discuss, and appreciate a variety of poems– Analyze poems, poetic forms and devices– Research the cultural and historical context of poems and

poets

*CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American literature

The Red Wheelbarrowso much dependsupon

A red wheelbarrow

glazed with rain water

beside the white chickens

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Crayfish


WIlliams Tennyson Letter Why I moved away from traditional Victorian poetry

Poetry critic Poetry aficionados

Analysis The key features of Williams’ style

WIlliams His Colleagues Explanation Why RW “is real, not realism, but reality itself”

Students Other Students Interview How Williams composed one of this most famous

poemsOlder

WIlliamsYounger WIlliams

Letter to My Younger Self

How my poetry changed as I grew older

The Red Wheelbarrow (RW)

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Guided Practice

Creating a RAFT on a content area and topic of choice

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Completing Your RAFT•Target the lesson•Identify the KUDs•Select the important info and ideas•Complete one column at a time

•Brainstorm critical roles•With whom might each converse?•What is a likely format?•What are some likely topics

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KNOW:

UNDERSTAND: DO:

SUBJECT:

TOPIC:

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STRONG ROLES & AUDIENCES

• Ad agencies• Athletes• Cartoonist • Editors• Pen Pals• Animals• Historical

figures• TV Characters• Doctors• Lawyers• Politicians

• Poets• Plants• Parents• Historical events• Literary

characters• Body parts• Binoculars• Rear-view

mirrors• Musicians• Artists

• Branches of the Government

• Presidents• Military figures• Husbands/wives• Famous cooks• Political activists• Freedom

fighters• Authors• Heroes• Villains• Frontiersmen

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POSSIBLE FORMATS

• Advertisement• Anecdote• Application• Blurb• Board game• Brochure• Critigue• Dear Abby letter• Debate• Dialogue• Directins• Editorial• E-mail

• Epitaph• Free verse poem• Graffiti• Greeting card• Instructions• Interview• Journal entry• Lecture• Letter• List• Map• Math problem

• Motto• News article• Picture• Post card• Poster• Puzzle• Screen play• Ship’s log• Skit• Song• Speech• Telegram• Wanted poster

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Which ONE Difference Will I Address With Tiering?

• Prior Knowledge?

• Learning Styles?• Interests?• Readiness to

Learn?

Ways to Address Readiness

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• Books, materials/resources at different reading levels

• Highlighted texts• Materials in a student’s

first language• Small group instruction• Peer teaching• Varied homework

assignments• Provide more/less

background information

• More/Fewer examples• Pacing adjustments• Books on tape• Models of quality at the

student’s level• Skill-based learning centers•Tiering• Different vocabulary lists• Increase/Decrease the

abstractness• Increase/Decrease the

familiarity

Highlighted Texts

• About 15% of a chapter, such as introduction, conclusion, bolded text, key passages

• Great for ELL, ADHD, and weak readers

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Front-Loaded Vocabulary

WHO?• ELL learners• Students who struggle

with vocabulary • Students with learning

challenges• Students with weak

background knowledge• Students who didn’t know

the words on the preassessment

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WHAT?• Teach the few vocab

words on which the topic pivots

• Teach them before the unit to students who need extra time

• Post them; refer to them; review with them

• Teach root words as possible

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Which Components Were Modified?

Content

Assessment

Grouping

Introduction

Teaching Methods

Learning Activities

Resources

Extensions

Time

Products

Shades of Meaning

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Linda Eiler

Tepid Large

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What is TIERING?

• Tiering is a strategy teachers use to increase the match between students’ various levels of learning readiness to the content and instruction of particular lessons

• It is NOT TEARING!!

Tiering: DI vs Tiering: SRBI

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Movie TimeCorey Berg’s high school class:

• What is this teacher’s mindset?

• How does she differentiate for her students?

• What techniques does she use to manage the classroom?

• What implications does this video clip have for our practice?

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Two Minute PauseTalk in groups of 2-3Compare what you are

currently doing with the examples of tiering that we have been discussing.

Discuss the implications of your conclusions?

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Another Metaphor for Tiering

• Tricycle• Two-wheeler with

training wheels• Two wheeled

bicycle

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TIERING?

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Tiering for Struggling Learners: DECREASING the Cognitive Load

• What is the representative topic?– How can I break it down into smaller

parts?– Can I change it into something more

familiar?– Can I provide more examples to help

ensure understanding? – Can I gather reading materials that are

at students’ instructional reading level?Instructional reading level: Students recognize between 90%-95% of the wordsIndependent reading level: Students recognize more than 95% of the words

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Tiering for Advanced Learners: INCREASING the Cognitive Load

• What is the representative topic?– Make the RT less familiar– Make the RT more abstract– Use the “big idea” in the RT to require students

“bridge” across time periods, cultures, disciplines– Require comparison/contrast among two examples of

the RT– Require increasingly more difficult thinking skills (e.g.,

inference-making, synthesis (Learning activity)– Use more challenging reading materials (Resources)

6060

CT SS Grade 7: World Regional Studies

• Standard 1: Content Knowledge 1.3 (Significant events and themes in world history/international studies– (5) Explain how a civilizations/nation’s arts, architecture, music

and literature reflect its culture and history• Standard 1: Content Knowledge 1.4 (Geographical space and

place)– (9) Identify selected countries and determine the advantages and

challenges created by their geography– (10) Examine historical events and factors that help explain historical

events and contemporary issues.

• Standard 1: Content Knowledge 1.10 (How limited resources influence economic decisions)– (21) Analyze how resources or lack of resources influenced a

nation/region’s development

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Curr.Comp.

Novice Apprentice Practitioner

ContentGoal

Research the internet for information about Mexico, Guatemala, Panama and Nicaragua. Specifically, look for information about each culture’s literature, music, textiles, folklore, religious traditions, dance and cuisine. Create a Gallery Walk that showcases, in pictures with captions, the similarities and differences among the cultures of these two (4) Latin American cultureshttp://en.wikipedia.org/wiki/Latin_American_culture#Central_America

Given a variety or resources on one Latin American culture (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will propose a theory about why the culture evolved the way it did.

Given a variety or resources on two different Latin American cultures (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will compare and contrast the cultures and propose a theory about why the two cultures evolved differently.

Designing a Tiered

Lesson Plan: Grade 7

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Curr.Comp.


ContentGoal

Research on two cultures (DECREASE cognitive load)

Use of Internet (Resources) Gallery Walk (Different

product)http://en.wikipedia.org/wiki/

Latin_American_culture#Central_America

Research on ONE culture PLUS develop theory (INCREASE cognitive load) (Learning activity)

Primary sources (Resources)

Theory (Different product)

Research two cultures; compare and contrast, propose theory about why cultures evolved differently (INCREASE cognitive load through content and learning activity)

Primary sources (resources)

Theory (Different product)

Peeling Back the

Tiered Lesson Plan

6363

CT SS Grade 1-2: Local Studies

GRADE 1• Standard 1: Content Knowledge 1.1 (Significant events and themes

U.S. history)– (1) Apply terms related to time (e.g., past, present, future, hours

days weeks, months, years)

GRADE 2• Standard 1: Content Knowledge 1.1 (Significant events and themes

U.S. history)– (1) Apply terms related to time (e.g., decades, centuries and

generations)

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Curr.Comp.


ContentGoal

Create a timeline by drawing pictures and writing a 3-4 word description on a pre-labeled timeline

Create a timeline by drawing pictures, writing a one sentence description, and labeling each event.

Create a timeline by drawing pictures, writing 2-3 sentences that capture cause and effect and labeling each event

Designing a Tiered Lesson Plan: SS, Gr. 1-2

65

Curr.Comp.


ContentGoal

3-4 word descriptionPre-labeled timeline (DECREASE cognitive load)

One sentence description for each event (INCREASE cognitive load)No pre-labeled timeline INCREASE (cognitive load)

Two or three sentence descriptionNo pre-labeled timelineAddition of cause and effect statement (INCREASE cognitive load)

Peeling Back the Tiered Lesson Plan

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Developmental Readiness in Mathematics

Concrete(50%)

Representational(30%)

Abstract(20%)

Gravitate to hands-on materials or manipulatives

Experience difficulty explaining their mathematical thinking

Draw pictures to represent mathematical thinking

Make modelsTalk about mathematical

thinking in wordsAre able to relate the

mathematical concept to real-life experiences

“See” concepts abstractly

Explain readily their mathematical thinking

See and articulate relationships among mathematical processes

Make connections readily between mathematical concepts and prior experiences

Express mathematical concepts in multiple ways

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Gr. 1 Addition & Subtraction CC.1.OA.6 Add and subtract within 20, demonstrating fluency for

addition and subtraction within 10.

EXAMPLE 1Katie Martin prepared to teach her 1st grade students about the sums of two one-digit numbers. She gathered together gummed stars in two colors and construction paper. She gave pairs of students construction paper on which she had written an addition fact. Each child was asked to display an addend with different colored stars and then the pair was asked to add all the stars by counting on from the greater number of stars. The students displayed all their work to make a “sky” full of addition facts.

EXAMPLE 2Ms. Brennan knew from her preassessment that her grade one students were at very different developmental levels with respect to their understanding of addition. Of two one-digit numbers. One group of students needed manipulates to visualize the addition and subtraction facts. They used manipulatives, like dominos, and counters to “count on.” Another group was working on accuracy and speed with their facts. They worked in pairs to check each other’s work. A final group, ready for more abstract thinking, was invited to use a 100s chart to note patterns among the columns and rows (e.g., 10s, 9s) and present their findings to the class.

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Content

Assessment

Grouping

Introduction

Teaching Methods

Learning Activities

Resources

Extensions

Time

Products

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Know: Names of New World Explorers Key Events of contribution Principle / Generalization

Understand: Exploration involves risk Exploration involves costs and benefits Exploration involves success and failure

Do:Group A: Using a teacher provided list of resources –primary and secondary—and a list of product options, show how two key explorers took chances, experienced success and failure, and brought about both positive and negative change to North America. Provide proof/evidence.

Group B: Using reliable and defensible research, as well as primary and secondary sources, develop a way to show how the New World explorers were paradoxes. Include and go beyond the unit’s principles.

New World Explorers: Grade 8

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New World Explorers: Grade 8 CCSS Standards

• STRAND 1.1 – Significant events and themes in United States history.

– 1. Analyze how specific individuals and their ideas and beliefs influenced U.S. history.

–

• STRAND 2.1 Access and gather information from a variety of primary and secondary sources including electronic media, recordings and text.• 1. Gather information from multiple print and digital sources.• 2. Cite specific textual evidence to support analysis of primary and

secondary sources. • 3. Determine the central ideas or information of a primary or

secondary source and provide an accurate summary.• 5. Analyze how a text makes connections among, and distinctions

between, individuals, ideas, or events. • 6. Conduct short and sustained research projects based on focused

questions, demonstrating understanding of the subject under investigation.

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Content

Assessment

Grouping

Introduction

Teaching Methods

Learning Activities

Resources

Extensions

Time

Products

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6th Grade Vocabulary

CC.6.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

CT.6.R.1 Vocabulary: Use word origins to determine the meaning of unknown words. CT.6.R.2 Vocabulary: Use abstract, derived root words, prefixes and suffixes from Greek and Latin to analyze the meaning of complex words, e.g., process, procession.

CT.6R.3 Vocabulary: Define vocabulary critical to the meaning of content-area texts and use that knowledge to interpret the texts , e.g., property in science or social studies

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6th Grade Vocabulary

EXAMPLE 1Mr. Jenkins pretests his students on the required lists of vocabulary words at two week intervals. When students demonstrate at least 80% mastery on the list, they do not have to write out the words, a definition, and an accompanying sentence. He does require all students to take the posttest at the end of the two week period because he want to make sure everyone really knows the words.

EXAMPLE 2Mr. Forrester pretests his students on the required lists of vocabulary words at two week intervals. Students have a vocabulary notebook in which they write the next ten words. Each writes the word, a definition, and a sentence. Students work in pairs, correcting each other’s work, which is then reviewed by the Mr. Forrester. Peers administer the quizzes. Words missed are recycled into next week’s list. Repetitions help students internalize key spelling patterns. Students who demonstrate mastery are provided with other words that emphasize roots and/or students’ own personal list of vocabulary words.

EXAMPLE 1Ms. Stanwood introduced this beginning lesson on slope by explaining what students would learn: “Today we will learn about slope, which is an important concept in algebra. We will spend about three weeks on this unit and by the time we are finished with the unit, you will see how civil engineers, builders, surveyors, and landscapers use this concept in their work.She invited students to arrange themselves in groups of four because they were about to begin a scavenger hunt about slope (www.quia.com). Small groups were a way of differentiating because they were responsive to students’ individual questions. As groups, they were going to use the web to find the answers to the following questions:

– What is slope?– What letter of the Greek alphabet is used to represent slope?– If a line rises from let to right is the slope positive or negative?– What is the slope of a vertical line? Horizontal line?

While students were working, she rotated among the groups, responded to questions, and listened to students’ questions. Later in the period, Ms. Stanwood assigned them some homework, which she knew would help students internalize the concept of slope and answer that arose in their small group work.

Algebra, Grade 8CCSS Mathematics: Standard 8- (Gr. 6-8): Students will understand and apply

basic and advanced properties of functions and algebra

EXAMPLE 2Mr. Grenke prepared to begin a 3 week algebra unit on slope with his 8th graders. From past

experiences, he anticipated that there would be critical differences among his students with respect to conceptual understanding and abstract thinking, so he gathered a variety of resources as he planned his teaching strategies. He would begin with a motivating problem, that could “double” as a hook: “How Steep Can a Ramp Be?” (www.figurethis.org) He would listen carefully to students’ mathematical discourse about the problem to diagnose students’ foundational understanding and misconceptions. Based upon his diagnosis, he would initially divide the students into two groups: those who had incomplete or missing foundational concepts and those who already had some knowledge of the concepts and skills.

For the first group, he would scaffold mini-lessons around the concepts students didn’t know. He might use a geoboard applet (www.enc.org) that allows students to use virtual elastics and pegs to draw conclusions about rise and run. He would use demonstration, the concept attainment model, Socratic questioning and feedback to support the first group’s learning.

He went on the web and located another real-world problem related to slope that would extend the second group’s understanding of slope and rate of change: “The Lost House Keys.” (http://mathcentral.uregina.ca) Working in a small group, he would invite students to discuss and answer a series of open-ended questions: What is this problem about? What are some of the factors that are important when you set up the ladder? What is causing the steepness if the ladder to change? What is the relationship between the amount of vertical distance covered with respect to that covered by the horizontal distance? How is this problem similar/different to the one done by the whole class? Can rise and run be expressed mathematically? What new questions do I/we have? He planned to use Socratic questioning and feedback to support the second group’s learning.

Based upon student learning at the outset of this lesson, he would reevaluate group membership before proceeding with the next phase of the lesson, determine their learning needs and the best teaching strategy to support their learning.

Algebra, Grade 8CCSS Mathematics: Standard 8- (Gr. 6-8): Students will understand and apply

basic and advanced properties of functions and algebra

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Core Science Curriculum Framework

ENRICHMENT CONTENT STANDARDS for HIGH SCHOOL SCIENCE: High School Chemistry

• Reaction Rates Chemical reaction rates depend upon factors that influence the frequency of collision of reactant molecules– The rate of reaction is the decrease in concentration of reactants or

the increase in concentration of products with time.– Reaction rates depend upon factors such as concentration,

temperature and pressure.– Equilibrium is established when forward and reverse reaction rates

are equal.– Catalysts play a role in increasing the reaction rate by changing the

activation energy in a chemical reaction.

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Reactions and Interactions

EXAMPLE 1Ms. Barnes prepared for the lab on simple reactions between metals and acids. At the conclusion of the experiment, she wanted students to understand that there is a direct relationship between the concentration of an acid and the reaction rate. To help them understand this important direct relationship, she set up different test stations for students to observe. Each station had the same mass of a given metal. Each of the containers held increasing concentrations of HCl. Students had to combine the reactants and analyze the data for trends in the reaction rates.

EXAMPLE 2Mr. Luther knew at the outset of his chemistry unit on reaction rates that he had students who not only had different levels of prior knowledge about aspects of chemistry, but also learned more quickly than others in the class. He decided to provide most of his students with a hands-on lab that helped students understand that there is a direct relationship between the concentration of an acid and the reaction rate. He provided the remaining students with the same metal and solutions as the other group, but invited them to find the ideal conditions for the fastest reaction time.

Enrichment Content Standards for High School Science (Appendix) from Core Science Curriculum Framework. .

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Making Lab Activities More Open-Ended

• Who decides the question?

• Who decides the procedure?

• Who decides what to observe and data to collect?

• Who decides the response?

• Who decides the format for communicating the results?

Level Problem Method Answer

0 Given Given Given

1 Given Given Open

2 Given Open Open

3 Open Open Open

http://www.exploratorium.edu/IFI/resources/workshop/lab_activities.html

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Phy. Fitness and Weight TrainingAnalyze the effects of regular participation in a self-selected program of moderate to

vigorous physical activities EXAMPLE 2

Jean Mee, a PE teacher and coach, was deeply committed to teaching to her PE standards. Equally important, she knew that her students varied widely on their physical abilities and interests. Some girls wanted to look better in jeans; others wanted to quit eating junk foods. Many of her young men longing for a “six-pack,” wanted upper body, torso and abdominal training suggestions.

With her students’ help, she conducted pre and post assessments to not only ascertain each student’s beginning level of fitness, but also their end point and physical wellness growth. Collaboratively with individual and small groups of students, she developed wellness plans around:

• Aerobic Capacity (running, tread mill programs, stairs, cycling, elliptical training, walking)

• Upper Body Muscle Strength and Endurance (Shoulder girdle exercises, bicep crunches, triceps extensions, chest presses, lat pulls)

• Lower Body Muscle Strength and Endurance (ham string extensions, compliments of leg presses and extensions)

• Flexibility (yoga and general stretching)• Back, Abdominal and Torso Strength and Flexibility

EXAMPLE 1Mary Trainer, a high

school PE teacher and basketball coach, was a

strong believer in health, fitness and wellness. She

was familiar with her physical education

standards and knew that each student needed a

wellness plan to support life-long health.

To that end, she insisted that all of her students completed prescribed

exercises in 4 categories: flexibility, muscular

strength/endurance, upper body strength, and aerobic endurance. She provided different proficiency levels

for her young men and women.

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Grade 8+: Biology, Mitosis

EXAMPLE 1Mrs. Clark began her unit on cell reproduction by asking students to work

in small groups. She asked them to write down what they already knew about mitosis. She reconvened the class and discovered than some students had more prior knowledge than others. She decided to form cooperative groups for the duration of the unit. She would place students with more background knowledge strategically in the cooperative groups to assist those who were less familiar with the process of mitosis.

She then proceeded to introduce key vocabulary (cell, cell division, chromosome, DNA, interphase, prophase, metaphase, anaphase, telophase). Later, she asked students—in small groups—to visit www.sfscience.com/admin/pdf/6A2_1BLM.htm and complete a worksheet in preparation for a class discussion. After the class discussion, she had pairs of students visit The Cell Cycle website http://www.biology.arizona.edu/CELL_BIO/tutorials/cell_cycle/cells3.html that included an animated presentation about mitosis. She reconvened the whole class to review their learnings.

Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and diversity?

.

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EXAMPLE 2Ms. Sims knew at the outset of her unit on cell division that her 28

students varied widely in prior knowledge. Furthermore, her ELL students would need extra support. She began the lesson with an engaging animation, Anatomy of a Splinter, to illustrate how cells multiply to help repair injuries. She knew this would make her students curious about the topic.

She grouped her grade-level learners together into three groups of seven students. She placed one of her ELL students in each of the grade-level groups. Each group was responsible for viewing the website, The Cell Cycle: http://www.biology.arizona.edu/CELL_BIO/tutorials/cell_cycle/cells3.html and creating a poster illustrating and explaining two of the phases (controlled choice). Ms. Sims provided her ELL students a vocabulary table that included everyday terms to describe each of the phases. Poster materials included construction paper that was cut into the shapes of chromosomes and cells that could be used to graphically reproduce the process.

.

Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and diversity

.

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EXAMPLE 2

Above-grade level students were asked to view a University of Arizona Biology site for on online onion root tip activity http://www.biology.arizona.edu/Cell_BIO/activities/cell_cycle/cell_cycle.html Students were invited to categorize 36 pictures of onion root tip cells in various stages of the cell cycle, categorize them according to stage, determine the percentage of cells at each stage and generate an hypothesis about which stage takes the longest.

Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and diversity

.

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Mitosis: Key Words

Interphase Prophase Metaphase Anaphase Telophase

• Mother chromosome

• Father chromosome

• Make copies• Replicate• Duplicate• Double

• Daughter chromosome

• Stick together

• Combine• Condense

• Move to the center

• Line up

• Separate• Divide

• Move apart• Move to

opposite places

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Sample Teacher Prompts for Stages in Second

Language Acquisition Stage Characteristics:

The student: Approx.

TimeTeacher Prompts

• Preproduction • Has minimal comprehension

• Does not verbalize• Nods “yes” and

“no”• Draws and points

0-6 months • Show me…• Circle the…• Who has…• Point to…

Hill, J. D & Bjork, C. L. (2008). Classroom instruction that works with English Language Learners. Alexandria, VA: ASCD

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Early Production

• Has limited comprehension.

• Produces one- or two-word responses.

• Uses key words and familiar phrases.

• Uses present-tense verbs.

6 months-1 year

Yes/No questionsEither/or questionsWho…?What…?How many…?

Speech Emergence

• Has good comprehension.

• Can produce simple sentences.

• Makes grammar and pronunciation errors.

• Frequently misunderstands jokes.

1-3 years • Why…?• How…?• Explain…?• Question requiring

phrase or short-sentence answer

Stage Characteristics Approx.Time

TeacherPrompts

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Inter-mediate Fluency

• Has excellent comprehension.

• Makes few grammatical errors.

3-5 years • What would happen if…?

• Why do you think…?• Questions requiring

more than a sentence response

AdvancedFluency

• Has a near-native level of speech.

5-7 years • Decide if…• Retell

Stage Characteristics Approx.Time

TeacherPrompts

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Thermal Energy Transfer: Grade 9

EXAMPLE 1To capture her students’ interest in the upcoming lesson,

Ms. Winkler began her 4-day unit on con with a film about rogue waves. Then, she led them into a class discussion about the movement of the upper layer of the ocean, its currents and the Earth’s rotation. She prepared a lab that would simulate the Coriolus Effect (drawing a straight line on a rotating disc). She rotated to student groups, asked questions and checked their answers. Ms. Winkler concluded her first segment of the unit with a discussion about how their “data” matched real-life current deflection.

Over the next two days she led several student discussions about thermohaline currents, and she provided students with maps to illustrate the complexity of the ocean’s conveyor belt.

STRAND 1: Energy Transformations, 9.1 Energy cannot be created or destroyed; it can be converted from one form to another. D2. Explain how energy is transferred by conduction, CONVECTION and radiation

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Thermal Energy Transfer

EXAMPLE 2Ms. Connors began her 7-day earth science unit with two activities. First, she and her students created a concept map to illustrate the relationships among the sun, ocean currents (convection), thermohaline circulation, climate and evaporation. Second, she had students complete the Nike Shoe Investigation (May 1990). It peaked students’ curiosity as well as required them to utilize critical map skills and draw scientific conclusions about surface ocean currents (gyres).

She downloaded three versions of “Surface Ocean Currents to accommodate her 29 students’ diverse reading levels www.windows.ucar.edu/tour/link=/earth/Water/ocean_currents.html She invited students to use the Test Rendering Protocol to deepen their understanding of the text. Finally, they discussed and made models to simulate the Coriolus Effect.

She invited students to speculate about water movement in the deeper part of the oceans. She showed a 10 minute Flash presentation about surface currents, thermohaline circulation, and upwelling.

Finally, she showed segments of “The Day After Tomorrow,” a movie that depicts a world ravaged by an instant ice age touched off when global warming disrupts warm currents in the Atlantic Ocean She asked students to prepare an analysis of the movie’s scientific accuracy.

STRAND 1: Energy Transformations, 9.1 Energy cannot be created or destroyed; it can be converted from one form to another. D2. Explain how energy is transferred by conduction, CONVECTION and radiation

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Greenhouse Effect: High School-Example 1

Mrs. Moore began her week long unit on the Greenhouse Effect and global warming with two journal prompts: What is your definition of global warming? and How does it affect our environment?

Students read, Early Signs of Spring and Global Warming (http://www.ucsusa.org/global_warming/science_and_impacts/impacts/early-warning-signs-of-global-10.html), and Mrs. Moore asked questions such as: What is the urban heat-island effect and how does it contribute to our understanding of global warming? In addition, she reviewed the greenhouse effect as well as the enhanced greenhouse effect.

The concluding activity was a simulation and students could choose the membership for their groups. Each group became an organization concerned about global warming and was about to attend an international global warming summit. Each group had to name themselves and come up with a series of strategy statements to better control greenhouse gases. They were invited to use any resources and given the following questions:

What are greenhouse gases?What effects do the gases have on our environment?What solutions are already in place to restrict the emission of greenhouse gases?What other solutions would your team like to put into place?

STRAND III: Global Interdependence: Science and Technology in Society – How do science and technology affect the quality of our lives? 9.8 - The use of resources by human populations may affect the quality of the environment. D23 Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes

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Greenhouse Effect: Example 2Ms. Jason began her two week unit with clips from “An Inconvenient Truth” to hook her students into the content of the upcoming lessons and a preassessment to determine her students’ background knowledge about this critical contemporary topic.

She spent the next several days explaining—with the aid of her text and visual and audio internet resources—the greenhouse effect and the enhanced greenhouse effect. She used heterogeneous small groups and reciprocal teaching to ensure that students, understood these abstract processes. Above-grade level students were invited to find, summarize and post their findings on 3-5 of the most current articles on the impact of global warming. She rotated to the groups to determine misconceptions and ask critical, leading questions.


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Greenhouse Effect: Example 2, con’tMs. Jason left the last week for a culminating project in

which students had to summarize the evidence for/against the role of human activity in global warming. Based on her observations, she assigned students to one of five groups based on their ability to handle abstract, complex material: (1) coral bleaching; (2) warming of the oceans; (3) glacial melting; (4) the relationship among the formation of ozone holes, global warming and the greenhouse effect; and (5) the chemistry of the enhanced greenhouse effect and gas concentrations over time. Each group was responsible for a 5-8 minute presentation to share their evidence and conclusions about the extent of the role of human activity in global warming. Extension for interested students: View “An Inconvenient Truth in its entirety with the following question in mind: Is there any evidence that Gore’s hypothesis may be “hot air?” http://www.bbc.co.uk/blogs/today/tomfeilden/2009/09/an_inconvenient_truth_about_gl.html


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Fine Arts: Beginning InstrumentalPerforming on instruments, alone and with others, a varied repertoire of music.

EXAMPLE 2Scott Shuler, a long-time high school music teacher, always

auditioned his instrumental students to determine their skill level. Although he assigned students to “chairs” as they progressed through their high school years, he also recognized his responsibility to cultivate achievement and talent in all of his students. Thus, he mixed his top students in different sections, asking all students to not only carry the melody, but also the harmony parts.Furthermore, he often disaggregated his orchestra. For example. when he knew that the wind players were strong and reasonably comfortable with a piece of literature, he excused them from whole group practice. This strategy provided him with more time to work with the rest of the orchestra members who needed more intense practice and a smaller teacher-student ratio.

He used his chamber groups to further differentiate his curriculum and instruction. His chamber groups were often co-operative clusters of students, and this grouping strategy allowed him tailor the literature to the expertise of the students.

For his highest level students, Scott always found time to work with them on solos for school and community based programs.

EXAMPLE 1John Vee, a long-time,

high school music teacher, loved his instrumental

music classes. He especially loved his

ensemble group that often played at school and town

functions. He always auditioned his players to ascertain their skill level and—as they

progressed through their high school years—moved them through the “chairs” in the orchestra. His top

students were able to carry the rest of the

students, who often “made it” by simply playing

along imitating the section leaders. Some of his top

students continued to play after high school,

including two students who now play with the

Philadelphia Orchestra.

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Instrumental Music

One critical student learning difference

– Interest– Learning Profile– Readiness/Prior

knowledge– Motivation

– Literature• Grouping: (e.g., chamber

ensembles, solos, jazz band)• Technical demand of the piece• Complexity of the music notation• Rhythmic demand• Range of the instrument’s

requirements– Part Assignment– Techniques for approaching

instruments in each family (e.g., percussion)

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Guided Practice

Create a TIERED LESSON in a content area and topic of choice

Your Turn• Identify a grade level and select a unit of your choice. • Check your standards to make sure you are “on target.”• Write down the “essential understandings:” facts, concepts and

principles (KUDs) related to your unit.• Anticipate ONE critical student difference that might emerge

from preassessment data (e.g. prior knowledge, reading, learning rate).

• Brainstorm 2-3 different ways to differentiate the unit to attend to the targeted student difference.

• Vary the content, teaching strategies, learning activities, resources, and/or products to address students’ readiness levels

• Explain in 3-4 sentence why you believe the differentiation will address your targeted student difference.

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Creating a Tiered Lesson1. Identify grade level and subject2. Target the concepts/principles that may

require tiering3. Target the critical students difference to

be addressed (e.g., learning rate, prior knowledge, readiness)

4. Visualize the differences in prior knowledge for above-grade level, on-grade level and below grade level students

5. Vary the content, teaching strategies, learning activities, resources, and/or products to address students’ readiness levels

6. Reflect

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Reflecting On My Tiered Lesson• Did I stick to my

concepts/principles?• Is each of the tiers respectful

to learners?• Do I have rubrics to share

with students?• What resources will I need?• How will my students be

grouped?• What other management

issues do I need to consider? (e.g. anchor activities, how completed work will be shared?)

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Component Novice Apprentice Practitioner

Goal

Teaching

Learning

Product

Resources

Designing a Tiered Lesson Plan

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Tiering: Pluses/Minuses

Pluses1.2.3.4.5.

Minuses1.2.3.4.5.

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Planning Next Steps…

1.2.3.4.5.6.7.8.

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Creative Tension…Any change comes from creative tension. Creative tension is the difference between the vision (where we want to be) and current reality (where we are). By harnessing creative tension, we can learn to use the energy it creates to move current reality toward the vision. Our role is to make sure that there is both an accurate picture of the current reality and a complete picture of the desired future.

Senge, P. (1990). The Fifth Discipline: The Art and Practice of The Learning Organization. New York: Doubleday

The Differentiated Instruction Design Team:• Megan Alubicki, Consultant, SDELynmarie Thompson, Consultant

LEARN• Shauna Brown, Assistant Principal, Middletown Public Schools• Francine Carbone, Language Arts Curriculum Specialist, Bridgeport

Public Schools• Rosanne Daigneault, Leader in Residence, SDE• Harriet Feldlaufer, Chief, Bureau of Teaching and Learning• Dr. Tony Gasper, Assistant Superintendent, Ansonia Public Schools• Marie Salazar Glowski, ELL/Bilingual Consultant, SDE• Alice Henley, Assistant Executive Director, SERC• Dr. William Howe, Consultant, SDE• Lynmarie Thompson, Consultant LEARN• Dr. Jeanne Vautour, Consultant, EASTCONN• Iris White, Consultant, SDE

The following educators for their participation in the vetting sessions:Amy Radikas, Consultant, SDEBarbara Senges, Assistant Superintendent, Middletown Public SchoolsCasi Skahan, Teacher, Bridgeport Public SchoolsDenise Carr, Teacher, Meriden Public SchoolsDr. Maureen Ruby, Adjunct Professor, Eastern CT State UniversityHarry Gagliardi, Executive Coach, CASKim Goodison, Math Interventionist, Region 16Kim Traverso, Consultant, SDELaurelle Texidor, Principal, Jennings School, New LondonMaura Graham Vecellio, Teacher, Meriden Public SchoolsMichelle Eckler, English Department Head, East HartfordMichelle LeBrun Griffin, Consultant, SERCMichelle Levy, Consultant, SDENancy Boyles, Professor, Southern CT State UniversityOona Mulligan, History Teacher, Newtown High SchoolPatricia Foley, Consultant, SDEPeggy Neal, Education Specialist, CRECPeter Madonia, Chair, Educational Leadership, Southern CT State UniversitySharen Lom, Alternate Route to CertificationSuzanne Goodison, Adjunct Professor, Central CT State UniversitySuzi D’Anolfo, Adjunct Professor, University of HartfordTara Gleason, Teacher, Region 5

day two powerpoint presentation

Documents