differentiating instruction to create a culture to support diverse learners

Differentiating Instruction to Create a Culture to

Support Diverse Learners

Our TargetsParticipants will KNOW… Common DI definition, key concepts/principles,

and why DI is important The importance of respectful tasks, knowing

your target, and knowing your learner as a foundation for quality teaching & effective DI

Basic information about six DI strategies, including anchor activities, tiered activities, multiple intelligences, learning contracts, RAFTs, and student choice

Ways to gather and compile learner profiles

Our Targets

Participants will UNDERSTAND… The need for differentiated instruction to

create a culture to support diverse learners That we are all leaders and learners and, as

such, it is important that instruction be differentiated for both adults and students

Our Targets

Participants will be able to DO the following… Identify two DI strategies that BLTs will study

and implement in their Building PD Plan Begin development of a Building PD Plan

that aligns with the District PD Plan and supports the study and implementation of DI in all classrooms

Session OverviewWhat Is Differentiation? Why use it?

Respectful Tasks, Know Your Target, Know Your Learner

Differentiated Strategies

Resources

Think of a Time…

Turn to a partner at your table and talk about a time when you were really engaged in learning…What did that look like?What did that sound like?Why do you think you were so engaged?

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.

Howard Gardner

Differentiation is a Way of Differentiation is a Way of Thinking About Teaching Thinking About Teaching

and Learningand Learning

Dear Miss Brin,

Yesterday you got really really mad at me in class. I didn’t argue with you, because that just makes you madder and being yelled at makes my stomach feel funny and I can’t think. But I want to say what happened. Maybe you will understand why it looks like I don’t pay attention in class.

You told us to open our books to chapter 4 and read silently. Then you asked everyone to put your hand up if we had finished the third page and Sean didn’t. You waited for him to finish the page. Then you told us to take turns reading out loud. When you got to me, I asked you what paragraph to start on, and you started yelling at me. You asked me a lot of questions but you didn’t let me answer any of them. You answered them yourself but the things you said weren’t true answers!

This is what happened. I started reading when you said. I finished the chapter and stopped because you get mad if I read any more. I didn’t get out another book because that makes you mad too. I didn’t doodle or do math or talk to Sarah or get up or walk around because those things make you mad. So I worked on my Greek in my head until you called on me.

I tried to keep track of where the other kids were when they were reading. And I had the right page. I just didn’t hear where Kim stopped. Her voice is sooo quiet and the verb I was saying was too loud in my head! So it’s not true that I was day dreaming! And I’m not stuck up or arrogant or insolent or any of the things you said I was! I TRY to follow along but I CAN’T read that slow!!

You said you got mad because I was wasting everybodies time. But I just asked “which paragraph Miss Brin?” Look at your watch and say it too. It takes 2 seconds. You could have said “the third paragraph.” That takes 21 seconds. I timed it too. Then Sarah and Amy R and Amy B would have 6 minutes to read aloud. Instead you yelled at ME for 6 minutes and they did not get to read any thing!

Peter takes almost a whole minute to read “Ben heard the bear cough behind him.” I timed him. It’s a game I made up to pay attention instead of doing Greek or making up poems in my head. If I ask you what paragraph and you tell me it still takes me less than half a minute for me to read a whole paragraph. So I guess I don’t understand why you are mad or why you used 6 minutes to tell the class what a bad stupid mean person i am because I wasted their time for 4 seconds. I think YOU wasted their time!!! And I think YOU were mean to call me those names in front of everybody!!!!

Miss Brinn I want to do what you tell me! I don’t understand why I can’t keep reading at the end of a chapter. Or get out my other books. or study my Greek. Or draw or doodle or write in my journal. But you don’t want me to do that so I don’t. But I can’t sit and stare at the wall. If i try to do that I just start thinking about something else! I don’t know HOW to not think! I don’t know HOW to read slow! Please tell me what to do so it won’t make you mad at me all the time. And PLEASE don’t yell at me in class.

love, your sad student,

Anne

I know it’s been a long time since you heard from me. I wanted to let you know what I am doing now and that I think of you often, even though I have not been a particularly faithful correspondent.

When you last saw me, you must have had some doubt about what I might do with my life. The interesting thing, though, is that if you did have doubts, you never let me know about them. You treated me as though I had all the possibilities in the world in my hands. The fact that I could not pass a vocabulary test seemed incidental to you. What mattered was what I could do.

I didn’t get that at the time. I was too exhausted from years of lugging around my disabilities.

You need to know that I will be receiving a Masters Degree in just a few days. My mom asked who I wanted to know about that from back home. You need to know. Your belief in me when I had no belief in myself opened the door that led here. . .

R.G.

“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”

Carol Ann Tomlinson

Foundations of Differentiated Instruction:

WHAT IS DI?

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Quality Curriculum Flexible grouping Building Community

Teachers Can Differentiate Through:

Content Process Product Affect/Environment

According to Students’

Readiness Interest Learning Profile

Through a range of strategies such as:

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTSCompacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning Centers

Respectful Tasks Assessment for Instruction

Differentiationmust be an extension of

not a replacement forhigh qualitycurriculum.

Differentiationmust be an extension of

not a replacement forhigh qualitycurriculum.

Let’s delve deeper… How does a differentiated classroom

differ from a traditional classroom?


WHAT IS DI?

“Differentiation is not so much the ‘stuff’ as the ‘how.’ If the ‘stuff’ is ill conceived, the ‘how’ is

doomed.”

Carol Ann Tomlinson

All people are different.

One size does not fit all.

Differentiation provides all students with access to all curriculum.


WHY DIFFERENTIATE?


RESPECTFUL TASKS

Respectful tasks recognize student learning differences. The teacher continually tries to understand what individual students need to learn most effectively. A respectful task honors both the commonalities and differences of students but not by treating them all alike.


RESPECTFUL TASKS

A respectful task offers all students the opportunity to explore essential understandings and skills at degrees of difficulty that escalate consistently as they develop their understanding and skill.


KNOW YOUR TARGET

Teachers answer the critical question— What do we want all students to know and be able to do?

They clearly identify & communicate KUDs

What students will.. Know

Understand &

Do………. as a result of the unit/lesson

Knowing your target is essential to quality formative and summative assessment.

KNOW (facts, vocabulary, dates, rules, people, etc.)ecosystemelements of culture (housing/shelter, customs, values, geography)

UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts.

Culture shapes people and people shape culture.

DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs)

Write a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data

KNOW (facts, vocabulary, dates, rules, people, etc.)ecosystemelements of culture (housing/shelter, customs, values, geography)

UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that . . . ) All parts of an ecosystem affect all others parts.

Culture shapes people and people shape culture.

DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs)

Write a unified paragraphCompare and contrastDraw conclusionsExamine varied perspectivesWork collaborativelyDevelop a timelineUse maps as data

Tomlinson * 02

Learner Profile FactorsGroup Orientation

independent/self orientationgroup/peer orientation

adult orientationcombination

Learning Environment

quiet/noisewarm/coolstill/mobile

flexible/fixed“busy”/”spare”

Cognitive Style

Creative/conformingEssence/facts

Expressive/controlledNonlinear/linear

Inductive/deductivePeople-oriented/task or Object oriented

Concrete/abstractCollaboration/competitionInterpersonal/introspective

Easily distracted/long Attention spanGroup achievement/personal achievement

Oral/visual/kinestheticReflective/action-oriented

Intelligence Preference

analyticpracticalcreative

verbal/linguisticlogical/mathematical

spatial/visualbodily/kinestheticmusical/rhythmic

interpersonalintrapersonal

naturalistexistential

Gender &Culture


KNOW YOUR LEARNER

Discussion QuestionNow that you have a general awareness of what Differentiated Instruction is…

What examples of differentiated instruction can you identify in your classroom and/or building?

What examples of differentiated instruction can you identify in your building professional development?

Why would it be important to differentiate for adults, as well as students?

Six of many DI StrategiesStudent ChoiceTiered ActivitiesLearning ContractsRAFTsAnchor ActivitiesMultiple Intelligences

Differentiation Strategies

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

Diner Menu – PhotosynthesisAppetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

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

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

Differentiation Strategy: STUDENT CHOICE

THINK-TAC-TOEBook Report

Draw a picture of the main

character.

Perform a play that shows the conclusion of a

story.

Write a song about one of the

main events.

Write a poem about two main

events in the story.

Make a poster that shows the

order of events in the story.

Dress up as your favorite character

and perform a speech telling who you are.

Create a Venn diagram

comparing and contrasting the introduction to

the closing.

Write two paragraphs

about the main character.

Write two paragraphs

about the setting.

Differentiation Strategy: STUDENT CHOICE

Beginning Intermediate Advanced

Outcome/Objective

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

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

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

Instruction/Activity

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

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

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

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

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

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

Writing a Persuasive Essay: 4th–6th Grade ClassroomDifferentiation Strategy: TIERED ACTIVITY

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

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

Differentiation Strategy: LEARNING CONTRACT

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

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

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

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

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________My project will be completed by this date _____________________________

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

Differentiation Strategy: LEARNING CONTRACT

What is a RAFT?

RAFT stands for… Role

Audience

Format

Topic

Differentiation Strategy: RAFT

Parts of a RAFTRole Audience Format Topic

Students assume a role that is related in some manner to the task.

Students create the product for an identified person, group, object, to the subject or often the title of the piece of work, etc.

Refers to type of product that will be used to explain the topic to the audience

Refers to the subject or often the title of the piece of work


Courage – RAFT Project Created by Kathleen Kryza – www.kathleenkryza.com Used with permission Know: Attributes of courage Understand: People show courage in

different ways and for different purposes Do: Create a project from the perspective

of a character that shows understanding of the concept of courage


Courage – RAFT Project Created by Kathleen Kryza www.kathleenkryza.com Used with permission

Role – A character from Iron Will, White Fang or novel with a theme of courage

Audience – Teenagers today Format – Song/Poem/Rap, Comic Strip,

Motivational Speech, Public Service Announcement, Children’s Book

Topic – Share what this character learned about courage, and give advice about how to be courageous in today’s world.


DNA RaftRole Audience Format Topic

Nerve cell Brain Rap Demand that the brain listen to your pain

Zygote Friends Travelogue Describe your journey from one cell to a multi-cellular organism

DNA Molecule mRNA Commercial Entice messenger RNA to help you transcribe and translate

Source: http://www.cobb.k12.ga.us/~smitha/dna/dna.html#Raft


http://www.cobb.k12.ga.us/~smitha/dna/dna.html#Raft

What Do I Do If I Finish Early? Read – comics, letters,

books, encyclopedia, poetry, etc.

Write – a letter, poetry in your Writer’s Notebook, a story, a comic, etc.

Practice your cursive or calligraphy

Keyboarding Help someone else Create math story

problems or puzzles

Work on independent study of your choice

Play a math or language game

Find out how to say your spelling words in another language

Practice ACT / SAT cards

Solve a challenge puzzle with write it up

Practice anything! Get a jump on

homework Use your imagination

and creativity to challenge yourself!

Differentiation Strategy: ANCHOR ACTIVITIES

Differentiation According to Sternberg’s Intelligences

Know: What makes a Tall Tale

Definition of fact and exaggerationUnderstand:An exaggeration starts with a fact and stretches it.

People sometimes exaggerate to make their stories or deeds seem more wonderful or scarier.

Do: Distinguish fact and exaggeration

Analytical TaskListen to or read Johnny Appleseed and complete the organizer as you do.

Practical TaskThink of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall tale about something that happened. Write or draw both the factual or true version of the story and the tall tale version.

Creative Task --- RAFT AssignmentRole Audience Format Topic Someone Our Diary entry Let me tell youin our class class what happened while Johnny A. and I were on

the way to school today….

Tall Tales

Grade 3

Johnny Appleseed’sFacts Exaggerations

Differentiation Strategy: MULTIPLE INTELLIGENCES

From Attache Magazine

Students in a differentiated classroom do not need to work the

system . . . . .because the system works

for them!

Where are you on the continuum of DIFFERENTIATION?

What will it take for you to move?

What roadblocks are in your way? How can you remove them?

My teacherdid not care

as much aboutpage 51

as she didaboutME!

S. Kronos

differentiating instruction to create a culture to support diverse learners

Documents

di strategies

didnt doodle

sean didnt

implementation of di

differentiated instruction

knowcommon di definition

district pd plan

right page