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4j Differentiation Workshop
Session 1 K-1
Presented byElizabeth Hynes, Raquel Gwynn, Kathy Luiten, Marlee Litten, and Kerri Sage
Get ready for blast off!
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Goals for TodayLearn about the key components of differentiation.
Acquire tools to help with differentiation in the classroom
Collaboration time with colleagues
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Norms for Collaborative Work
•Equity of Voice
•Active Listening
•Safety to Share Different Perspectives
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“To get through the hardest journey we need take only one step at a time, but we must
keep on stepping”
Chinese Proverb
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Differentiated Instruction
What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.
-Carol Ann Tomlinson
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What is Differentiation?• Differentiation can be defined as a way of teaching in
which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.
• Differentiation is a way of thinking about teaching and learning that seeks to recognize, learn about, and address the particular learning needs of each student. To that end, teachers use varied approaches to curriculum, instruction, and assessment.
• Differentiation adapts what we teach, how we teach, how students learn, and how students show what they have learned based on the readiness levels, interests, and preferred learning modes of students.
Tomlinson, C.; Brighton, C; Brimijoin, K.; Callahan, C.; Hertberg, H.; Moon, T.; Canover, L.; Reynolds, T. (2003). Differentiating instruction in response to
student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted,
27 (2/3), pp. 119-145
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Why Differentiate?• The number of English Language Learners in classrooms across the country
is increasing. (Center for Immigration Studies, 2001). English Language learners face the daunting task of mastering complex subject matter even as they learn a new language.
• The achievement gap for minority learners continues in schools across the country. (Haycock, 2001) Closing the achievement gap and increasing student achievement are a major goals of most school districts in our state.
• Special education has moved steadily toward the goal of inclusive instruction for many students with disabilities. (U.S. Department of Education, 2006). This is based on the premise that ALL students are an important part of general education, both benefiting and benefitting from interactions with a wide variety of learners.
• Our brightest students may be losing academic and motivational ground in classrooms ill-equipped to ensure that they, like other students, are expected to progress at least a year’s worth in an academic year. (Callahan, et al., 2000)
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Video
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Pre-Assessment
Unless a teacher uses some form of pre-assessment to make decisions about instruction, students’ levels of readiness, interest, and learning profiles will remain untapped.
-Carol Ann Tomlinson
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Zone of Proximal Development
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Smart Goal•S- specific, significant, stretching
•M- measurable, meaningful, motivational
•A- agreed upon, attainable, achievable, acceptable
•R- relevant, realistic, reasonable, rewarding, results
•T- timely, time-based, tangible
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Readiness
Readiness vs. Ability
Readiness levels vary over time, topic, and circumstance
Zone of proximal development
Student self efficacy
General cognitive proficiency
Prior learning and life experiences
Attitudes about school
Habits of mind
Readiness is influenced by:
A student’s knowledge, understanding, and skill related to a particular sequence
of learning. (Tomlinson, 2003)
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Learning ProfileThe ways in which we learn best as
individuals
Learning-Style preferences
Intelligence Preferences
Culture-Influenced Preferences
Gender-Based Preferences
The Categories of Learning Profile Factors:
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Interest
By drawing on existing student interest:Teachers help students realize that there
is a match between school and their own desire to learn.
Teachers demonstrate the connectedness between all learning
Teachers Use skills or ideas familiar to students as a bridge to ideas or skills less familiar to them
Teachers enhance student motivation
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Affect
Students emotions and feelings
How students feel about themselves, their work, and the classroom as a whole
Positive affect is more likely to support student learning than negative or neutral affect. (Given, 2002; Wolfe, 2001)
“All children can learn” does not mean “all children learn the same.” Furthermore, diversity is not merely about external characteristics. If
we’re really going to take this seriously, that means we start looking at diversity on the inside as well as diversity on the outside.
-Donald Reeves
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10 Minute Break
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How is pre-assessment different from other
assessments?
Summative Assessments- Assessments OF learning
Formative Assessments- Assessments FOR learning
Pre-assessments- Assessments directing us where to start (formative)
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Types and Frequency of
Pre-assessmentsReadiness- Prior to introduction of a new skill set or unit
Interest- One time, usually beginning of the year
Learning Profile- One time, usually beginning of the year
Affect- One time, usually beginning of the year
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Rate Yourselfteaching art
teaching math
driving in the snow
getting up in the morning
hearing an argument
riding on a plane
going to the mall
bright lights
not having enough time
having a schedule change
attending a district training
the IIPM model
listening to music
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Compare Results At your table discuss:
1.What did you have in common?
2.What was different?
3.Think how this might also be true for your class
4.How might you use this in your class?
5.What might you ask them to rate?
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Using Pre-assessments
to build a differentiated class
environment
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Components of a Class EnvironmentPhysical and visualFurniture, materials, sensory, wall space, etc.Routines and expectationsOpening, large group, small group, etc.AtmosphereSafe, inviting, active learning, respect, etc.
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How might you use information from pre-assessments to create
a differentiated environment?
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ActivityBuilding a
differentiated class environment
Find your sample class (Class A, B, or C)
Gather materials- poster paper, felt pens, etc.
Overview of activity
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Activity- Part 1Physical/Visual
Look at your class description
Draw a physical layout of the room
Furniture and wall items
List materials you would have available
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Activity- Part 2Routines/Expectations
List or create examples of specific routines you would establish in your class
List class expectations (may have more than one set based upon activities) that would help support a differentiated classroom
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Activity- Part 3Atmosphere
Describe what someone would see when they visited your classroom that would show evidence of:
safety respect learninginclusion of all students
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Followed by our Gallery Walk and debrief of the activity
Break
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Pre-assessment of
Readiness
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Readiness
Readiness vs. Ability
Readiness levels vary over time, topic, and circumstance
Zone of proximal development
Student self efficacy
General cognitive proficiency
Prior learning and life experiences
Attitudes about school
Habits of mind
Readiness is influenced by:
A student’s knowledge, understanding, and skill related to a particular sequence
of learning. (Tomlinson, 2003)
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What information do we already
have?•EasyCBM benchmark data
•Weekly/Unit assessments from the core
•Progress Monitoring
•Teacher observation and work samples
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OAKS
EasyCBM Benchmark
Pre-Assessment
Unit/Weekly Test
State
District
Grade Level
Classroom
Individual Diagnostic
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Susan Bray Video
•Look for systems and routines she has in place that facilitate differentiation.
•Look for examples of how she used pre-assessment.
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Examples of Pre-assessment for
ReadinessEntry/Exit Cards
Quick Response
Walk arounds or observational notes
White boards
Walk through your tool kit & discuss
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Pre-assessing Readiness
Know where you want students to be (clear goals)
Begin where they are
Don’t assume that they are low in all areas if they are low in one area
Keep groupings flexible
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Zone of Proximal Development
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Preparing Pre-assessments
Readiness1.Look at your instructional unit
2.Choose one strand of the Big 5
3.Identify the focus skill for that strand and unit (e.g. comprehension- sequence of events)
4.Identify what you want your students to know, understand, and demonstrate. (Clear Goal)
5.Match a pre-assessment format that will tell you the readiness levels of your students for the desired goal.
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Establish Clear GoalsGoal (what I want students to know):•Sequence the events in the story. (EL.01.LI.06)
Understand (big ideas, principles, generalizations):•Good readers think about how parts of a story are organized. They do this to better understand what they read.
Demonstrate (what I want my students to be able to do):•Identify important information•Identify sequence words in reading (e.g. first, last, then, after, next, second)•Use sequence words to write, illustrate, and/or retell
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Which Pre-assessment?1.After reading aloud a short story,
students will select 4 pictures from the story to place in order to show the stories sequence.
2.After reading aloud a short story, students will draw pictures or write about the sequence of events that occurred in the story
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Descriptor Student
•Sort pre-assessments into 4 groups
•Describe one student in each group to use as a guide to help you plan your differentiated smart goals
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Lesson Planning TemplateActivity
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Planning a Differentiated
Lesson1.Clear Goal- What do I want students to know, understand, and do?
2.Pre-assessment tool3.How students performed4.Description based on one student per
level5.Differentiated goals (Next session)6.Differentiated instruction (Next session)
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A differentiated start, based upon pre-assessment of a clear goal
+Differentiated goals based upon student
growth +
The use of research based instructional strategies in instruction of the skills
=
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STUDENT SUCCESS
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Homework•Using a planning sheet in your tool kit packet, identify what you want your students to know, understand, and demonstrate. (Clear Goal)
•Match a pre-assessment format that will tell you the readiness levels of your students for the desired goal.
•Give the pre-assessment
•Group your students according to the sample student descriptions you come up with from your pre-assessment
•Next time we will work on differentiating goals, products, and process.