dh03 making differentiation a habit (gr. k–12)...

National Conference on Differentiated InstructionJuly 15, 2013 - July 18, 2013

DH03 Making Differentiation a Habit (Gr. K–12) ADMIN

Diane Heacox, Ed.D.

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D900‐DH03‐WUP‐054958.pdf

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Heacox 2009 all rights reserved

Making Differentiation a Habit

How to Ensure Success in Academically Diverse Classrooms

Dr. Diane Heacox dgheacox @gmail.com


1. Habits for Assessment Use quick informal pre-assessments one to two weeks before you start a unit. Act on both formal and informal formative assessment data as it comes in.

Use generic rubrics whenever possible.


Assessment is an integral part of a differentiated classroom. Without pre-assessment and formative (ongoing) we do not know when and how to differentiate. Without it planning for differences is not possible.


Solar System Check-In 1.Draw our solar system listing the planets in order from the sun. 2. List any characteristics of planets

that you know. 3. Explain what causes day and night

and what causes the seasons. Use illustrations if you wish.


Entrance/Exit Slips • Quick checks for understanding A math problem or two A summary of ideas (The role of the president is…) A definition (An ecosystem is …) A sketch (Process of photosynthesis) A list (of metaphors used in the novel) • NOT pop quizzes • Not graded or recorded • Breeze through them, scan for accuracy • Sort and count, got it, almost there, clueless • For purposes of planning only


2. Habits for Working on the Standards Discard activities that are not directly related to your learning goals.

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KUDo’s What do you want your students to KNOW, UNDERSTAND, BE ABLE TO DO?

Know..facts, vocabulary, dates, rules, people, places Written as a list of things most often memorized

Understand (that)… concept, principles, generalizations Written as a sentence describing the BIG IDEAS.

Be able to do…basic skills, creative and critical thinking, life skills Describes independent action, application of learning Written beginning with a verb (usually Blooms verb)

American Novel Know (What is…): historical context Understand that: Novels may reflect the times and personal history of novelists. Be able to (How to…): Identify symbols used to convey meaning in a novel Examine characters’ actions, behavior, and reactions as they relate to the storyline. Summarize the plot of the novel. Identify the novel’s messages or lessons



3. Habits for Responding to Student Needs Pay attention to the balance of learning preferences in your teaching and in the products of your students.


Order of Operations

Task One Create a jingle, chant, or rhyme to help us remember order of operations

Task Two Construct an illustrated flow chart to help us remember order of operations.

Task Three Write an “text message” to a classmate to explain order of operations. Include clear directions. You may use abbreviations.


•Search your teacher editions for activities that might be used for differentiation. • Always select only activities that support KUDo’s • Consider activities appropriate for some but not all students • Consider activities that: >might be too hard for some students >might be too easy for some students

Do a Scavenger Hunt for Ideas


4. Habits for Grading Grade less; remark and use peer- or self-assessment more.

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The New Paradigms of Grading • never grade pre-assessments • “practice” work does not need to be graded • grade formative assessments sparely • use summative assessments as primary data for grading


Components of Grading and Reporting McTighe, Wiggins

1.Performance achievement of established learning goals

2. Progress learning progress improvement

3. Process work habits effort attitude behavior


5. The Habit of Student Choice Provide opportunities for student choice of content, process or product


Math Review Tic Tac Toe

Solve three problems using both analytical and graphing methods.

B

Create a way of demonstrating an

understanding of the concepts and ideas in the chapter.

A

Define the chapter’s vocabulary words with sketches or drawings.

B

Solve two of

the challenge

problems

A

Take end of chapter test

ALL

Complete every fourth problem in chapter review

B

Create three word

problems using

the chapter’s information.

A

Solve one even

numbered application problem from each section

B

Identify four ways

that concepts or ideas are used in the “real world”

A


Knowledge What are the parts of a plant?

Comprehension What are the steps in the lifecycle of plants?

Evaluation What are the positives and negatives of pesticide use?

Evaluation What might be some alternatives to increased use of pesticides?

Analysis In what ways do humans impact the lifecycle of plants? ALL

Synthesis In what ways could we build support for increased consumption of organic foods?

Analysis How are the lifecycles of plants and humans alike and different?

Synthesis Given the interdependence of plants and other living things, what are the most critical elements to consider in policies related to the environment?

Application What is the process of photosynthesis?


Create a topic

web with the facts

from the book.

ALL

1. Create a crossword puzzle that includes the facts.

2. Make a labeled model or create a diagram or chart with pictures and words to share the facts.

3. Make pictionary cards for the facts.

Informational Text

Heacox 2009

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Create a topic

web with the facts

from the book.

ALL

A. Create a poem, jingle, chant, or rhyme with the facts.

B. Role play a news report presenting the facts.

C. Draw a cartoon or comic strip to present the facts.

Informational Text

Heacox 2009 Heacox 2009 all rights reserved

6.The Habit of Tiering Learning Tasks

When the need arises, tier an assignment by content, process, or product, and prescribe “just right, right now” tasks.


Tiered Assignments are … teacher prescribed learning activities which are specifically designed to respond to differences in readiness, interest, or learning preference.


How do you know when you need to tier?

REFLECTING on recurring differences year after year

ANTICIPATING differences based on knowing your students

RESPONDING to differences as they appear in the teaching/learning process


Tier Assignments by: • readiness • challenge • learning preference • complexity • level of abstraction • learning resources • degree of structure


By Readiness Level Do some students need more time,instruction or practice with a skill or content and others have indicated competency?

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Task One 1.Read the article. 2.Create a poster advocating for the preservation of wetland habitat for amphibians include facts about frogs and toads.

Task Two 1.Read the article. 2.Create a poster using pictures and words describing characteristics and habitats of true frogs, tree frogs, and toads. You may wish to compare and contrast these amphibians.

Frogs and Toads Identify characteristics of amphibians


Task Two Graphic Organizer

Characteristics Habitats

True Frogs

Tree Frogs

Toads


By Challenge level Are some students best suited, at this time, to engage in more basic applications to reinforce their learning? Do other students need to engage in more advanced applications at analysis, evaluation, or synthesis levels to keep them challenged? Heacox 2009 all

rights reserved

What is social justice? Task One Read King’s “I Have A Dream”. Think about the dreams he had for social justice. 1. Which dreams are still valid today? 2. What new dreams are there for America in the 2000’s? Create an visual representation of your ideas. You may use pictures or symbols. NO words. Task Two Read King’s “I Have a Dream”. Think about King’s dream for social justice. What dreams did he have for America? Create a poster using pictures, symbols. NO words to share his ideas.


By Learning Preference Would students benefit from demonstrating what they know or understand by being “matched” with their learning preferences?


STEM High School

Task One 1. Identify an engineering design problem. Refine the design to

ensure quality, efficiency, and productivity. 2. Create a prototype, construction paper model, clay sculpture

or simulated model of your product. 3. Write an explanation of your design process and describe

the ways in which the product was refined.

Task Two 1. Identify an engineering design problem. Refine the design to ensure quality, efficiency, and productivity of the final

product. 2. Create a mechanical drawing of your product. 3. Write an explanation of your design process and describe the

ways in which the product was refined.

Heacox 2009

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S

Simple to complex applications Are simple applications of content, skills or process more appropriate for some students? Could other students benefit from more complex applications given their prior knowledge or experience or their need for greater challenges in learning?


Task One Writer’s Voice

Understand that the elements of writer’s voice include tone, word choice, and sentence construction that creates rhythm.

In your group discuss the following questions: 1.If a penguin could write, what do you think his tone would sound like? What would the tone of a cricket sound like? 2. What kind of words would an elephant use?(long, short, hard to understand, simple, polite, funny, rude)? 3. What kind of sentences (rhythm of language) would a snake use? (long and involved? short and to the point? a combination?)


Next on your own: Choose an animal from the ones discussed or one of your own choosing and write a paragraph about anything you believe the animal would be interested in. Use the tone, word choice, and sentence construction (or rhythm) that you think the animal would use. You are trying to create the animal’s voice. Be ready to share why you composed the paragraph in the way you did.

Adapted from Differentiation in Practice, Tomlinson, Eidson, 2003 ASCD Heacox 2009 all rights reserved

Task Two Writer’s Voice

Think about what you know about writer’s voice (appropriate use of tone, sentence construction) that may create rhythm, and word choice.

With your writing partner discuss the following: 1.What might the voice of thunder sound like? What

about light rain? A hurricane? (remember to consider tone, sentence construction or rhythm, word choice)

2. What is the voice of dawn? Of night? 3. What is the voice of loneliness? Of joy?


Next on your own: Write a short paragraph or poem using one of the voices discussed with your partner or one of your own creation. Write about any topic this “thing” might be interested in telling us about. Remember to use first person and to apply the elements of voice (tone, sentence construction/rhythm, word choice) to your writing. Become the “thing”!

Adapted from Differentiation in Practice, Tomlinson, Eidson, 2003 ASCD Heacox 2009 all rights reserved

From Concrete to Abstract Applications Do some students need more concrete applications of skills, processes or content to better learn? Are their other students capable of more abstract applications?

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Heacox 2009 all rights reserved Heacox 2009

Characters in a Novel

Task One 1. Collect at least 10 items to create an artifacts box representing a character in the novel. 2. Provide informational cards to explain your selections and their connections to the character and novel.

Task Two 1. Collect at least 10 artifact box items to symbolize a

character in the novel. 2. You may also include thematic references to the

novel. 3. Provide information cards to explain your selections

and their connections to the character and novel.


By Resources Do students need different resources based on reading abilities or skills? Do some students need more entry/basic resources while others need more advanced,sophisticated, or in-depth resources based on their prior knowledge?


Matching Students to Appropriate Resources Leveled Reading Resources Students are assigned resources based on reading readiness. More Advanced Resources Students are assigned resources based on their prior knowledge. Some resources are introductory information on a topic, other resources reflect more in-depth, complex, sophisticated or technical information.


By Degree of Structure Do some students need more structure, support or scaffolding to succeed in a task? Could some students benefit from an open ended task so they can determine their own direction?


Language Arts Goal: Distinguish characteristics of book characters Task One Choose four of the adjectives below that describe your character. Give examples from the book to show each characteristic. aggressive cheerful strong helpful confused hopeful caring careless angry hardworking fearful optimistic jealous kind disappointed Task Two Select four or five adjectives you would use to describe your character. Provide examples that show this characteristic from the book. Heacox 2009 all rights reserved

7. Habits for Grouping

Try new ways of grouping for instruction: by readiness, complexity, or learning preference.

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Collaborative Groups: Teacher-Prescribed • for mixed readiness • for “affective” purposes

Collaborative Groups: Random • by interest • by student choice

Grouping for Instruction:Teacher-Prescribed • based on common instructional need • based on likenesses not differences

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