Differentiated Instruction PLC

1. What is Differentiated Instruction? Snowball Activity

2. Cornmon Misconceptions about DL Community Circle

3. DifFerent ways of differentiating.

4. Video on Bryan et al. Lesson taught at DWC and WEB

5. TÍering (Chapter 7) Tier a project using Chapter 7 suggestions.

6.Differentiated Sharing Time

7. Exploring Differentiation in Action (the purple book)

Character: Proof from Text:What the character savs that is evidence of the trait:

PersonalitylCharucterTrait:

What people say about the character, that is evidence of the hait:

S ample personaiity traits :

Honest, Hardworking, Persistent, Kind, Evil, Trustworthy, Adventurous, Angry, Afrai{ Brave, Clumsy, Hatefi,ll, Mean, Energetic,

Greedy, Cowardly, Luy, Loving, Helpful, Clever, Dishonest, Humourous, Loyal, Lonely, Nervous, Cautious, Gentle, Obnoxious

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Chsracter Personality Trait Proof from Novel

elnuJol e 'sdels l0 les e ,a¡e¡dual e .

s¡duord'uaye¡secuelues 'qder8ered paulell e 'aur¡¡no a¡a¡duocur ue 'lazlue8¡o crqdel8 e .

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p.rorvr 'srual paprnold Eursn crdol aql ssn3stp o¡ saBrunyoddo 's¡ueq prom

'saln¡crd rllt/v\ sp:eo 's¡sr¡ r0e¡nqecon :a8enãuel asn ol seuunyoddo âlout o

sagJnosoJ ìxal oi ssacoe 'sula¡ fue¡nqecon qrrr padr{1

slaqpl ssa.rppe 'sprec qse¡¡'sa¡ou r(¡cr1s 'sdr4s aoualuas 'senttelndrueu¡ .

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Buuolr¡read 'sldacuoc lo /úer^or 'uoqcru¡sur raqceol leuo$ppe 'ãur¡apoul âlour o

qlrm uaq] apno:d 'sldacuoc pue sllrls q¡m a¡E8n4s sluopn¡s uêlù1^

;I TIERING T'OR DFFEN NERSThere are many ways to design tiered lessons, witt¡ some te¿chers'choosing to design up to flve versions of one tu*Ho*g*! d""ig,ioe,qro.T ffi,*,* adeouarr

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Finally' devejop a;third,,.rnore cornplex aetivity for your ad,auæeirI,eù'tiflptv.,Fjê:rsuretheactivity$:¡nore:çgru¡-le{,".ngn1p-¡;*oí¿'äi;Diane Heacox (zooz)

",rggurtsffi"süons derived from the work ofGrant wiggins and Jay McTighe to guide ñæ"..ing "f

*ore-complexi inskuction. use the questions berow as a guide to pran morecomprex activ-' jti"" in a tiered rson.

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ä êg ãg ä å* Ëg ËÈ Bã ã Ê åil äE eË ã e'ä ä* =å A å ä d

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äËäsååË+ gää åetËåË ã+äË Ë$å åË3ä ã-Cä-äq å?= qF;Ë å aËä* ä3: --äËg fl *iä 3 ã'ãä äËä ãåË.ã È t Eg ;:Ë FB'õË ä r Ër Eä* FãÊå ã s ã ä*äË

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to shuggling learners.

p8tnu_t¡viüh-s""r¡OAi"e,l: iO ã*, *åi*Figure 7.2 offers a varietv of wavs f]r nrn ,;,ro

lhaÍ clearlyfq dent,leár,-ung

offers a variety of ways to provide

Irieêttlie lêalÌring

theTtren

Topic/Concepl/Skills: Moking ond Anolyzing Bor Grophs

. Use data to create a graPh.

. Read and analYze graPhs'

STUDENT READINESS LEVEL OF TASK BLOOM LEVEL

Struggles to understand concept/skill Ter lTBasic Apptication/AnaIYsis

than-.Fewerstudentspreler-thanFeweststudentsprefer_.

SAMPLE ACTIVI-|.Y (teacherdirected)

. Review the provided frequency table, tjt|ed ,our Favorite Desserts.' '\

. CoÞy the provided gtupft onio grid paper. Include title, labels, and numbers on the scale'

. complete the bar graph for each type of dessert. Make the len$h of the bar equal to the number

of students who prefer that dessert.

. complete cloze sentences to draw conclusions: Most students p'*'^=:,More sfudents prefer

Needs practice

SAMPLE ACTIVITY

Tier llÆn'grade Analysis

. Make a bar graph of the data in the frequency table

Mrs. Smith's class'. Use a scale numbered by twos (0, 2, 4,6,81'. Remember to title and labelthe graph'

. Answer guided questions about the graph to draw conclusions'

showing the favorite pets of fourth graders in

Has already mastered concept/skill; Tier lllAdvanced Synthesis

ready to extend learning

SAMPLE ACTIVITY

. Think of an idea for making a bar graph'

.Takeasurveyorcol|ectdataaboutthesubjectthatinterestsyou.

. lnclude a title and labels.

. List at least two conclusions drawn from the data'

Tfrings to Consider: Leveling for ComplexiTy

Iwn.n ;reating tiered assignments and advanced tasks based on complexity, have I

it.O. sure to have students

¿ O identify assumptions, points of view' or problems?

j o examine and support their ideas, positions, conclusions, and perspectives?

(oformulate,hypothesize,orsynthesizenewideas?

' o represent, model, oi dtton't'ate ideas in a new way rather than simply

listing, applying, or summar¡zing anothe/s ideas?

o identify imPlications?

o exolore \rvhat if scenarios or a|ternative perspectivés, actions, or resu|ts?

Then, make a bar graPh'

DIF

Curriculum Expectation GlusAdjustable Planning Grid

High Degree or Mastery

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Approaching Mastery Beginning

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Curriculum Expectation GlAdjustable Planning Grid

High Degree or Mastery

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A,pproaching Mastery Beginning

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,ligitipÌüêsr fActivit!êst-o t¡èlp the leorne-r rèfle-cJ qnd uEe lhe inlormslion ¡n new wsys]

A Unit Planner incorporates nutftpte intelligence-based strategie s for each stage of learninç'

D,FFERENIIAIION lN ACTION' Scholastic Teaching Resources 2005

@ JudiÙt Dodge

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Topic/Unit:

Essenliol ldeos/Key Concepts/Focus Queslions:

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Pre-leoming Ach'vilies: lAcfivities lo hook ond focus the leomer]

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Durlng-leomlng Activiths: lActivilles fo help lhe leorner selecl, orgonize, ond moke sense of the informofionl

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post-leoming Activilìes: lActivilies lo help the leorner reflecl ond use the informofion in new woys]

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D,FFERENTIATION lN ACIION' Scholastic Teaching Resources 2005

@ Judiüt Dodge

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INTER ACTTVE BOOKMARK

BOOK TITTE OR TEXTBOOK PAGES

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EEEI Point #3

EEE Point #4

Noles:

INTER ACTTVË BOOKMARK

BOOK TITLE OR TEXTBOOK PAGES

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DIFFERENIIATION INACIION' Scholastic Teaching Resources 2005@ Judith Dodge

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Differentiation in Action

Chapter 3 - Pages 49 to 64:

Chanter 3 - Paees 65 to 75:

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Chapter 4 -Pages 16 to 87:

Chaoter 5 - Pases 88 to 103:

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ChaBter 6 - Pages 104 to 1 15:

Chapter 6 - Pages 116 to 126:

NOTIN6 WI{AT I'VE IEARNED

Iopic

DRAW IT!

Moin ldeo, Quesfions, Key Words

WRÍTE fT!

WhoT l've Leorned

D,FFERENilAilON lN ACT,ON . Scholastic Teaching Resources 2005

@ Judiü¡ Dodge

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Key fo Multiple lnlelligences: vL

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Verbol-linguislic

Logicol-molhemolicol

Spoliol

Bodily-kineslhef ic

M Musicol

I Interpersonol

A Inlropersonol

N Noturolisf

D,FFERENIAIION ,N,qCLON . Scholastic Teaching Resources 2005@ Judiü Dodge

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Key Understandings: . Where did American immigrants come from?' . My did immigrants feave their countries?

' !4/hat obstacres did immigrants face when they arrived in America?,

Put on a skit

Dress up as an immigrant. TafkaUout the journey on the ship comingacross the ocean. Be sure to tafkabout the reasons you left, üe diffi_cuÍt¡es of your journey, and yourexcfiement about the future.ßodiþ-Kinesthetíc)

Draw a poster

Compare and contast thegeography and occupationsof the country you carnefrom with those of yournew counfy.(Spatíal)

Write a Poem

lmagine you are an immigrant inAme¡i9a. Wríte a poem about whyyou left your ofd country or aboutyour new fife in America. Be sureto ínclude adjectives and verbs.(Musical)

Pack a suitcase

Pt¡t in items you woufd take with youto remember your otd country.Incfude a djary wiür at feast two

9ntLes about your journey and hopesfor the future.(Bodily-Knesthetic)

Teach a game

Research games played inthe country from whích youemigrated. Choose one toteach to the class.(Bodilyllinesthetic/

lnterpersonal)

Make a graph

Interview schoof staff and cfass_mates to fearn about where peopfeemígrated from. Create a graph.Write at feast two observations.(lnte r p er s o nalAo gi c al-M ath e m ati c at)

Write a postcard

Write a postcard to i¡ friend or familymember who stayed behínd.Tell aboutyourjourney, your newnome, your fathe/s new work, yourpresent fiving conditions.M e rb alLi n g ui sti c/l ntr a p e r s o n a !)

Learn a song

Research a patriotic songeither from the countryyou left or from your newcountry. Learn it andshare it with the class.Musical)

Create a diorama

Create a diorama showing what youwould see coming into New york

!3¡bor. Examples: Statue of Liberty,

-Ellis lsland, harbor, American flag,:

New York skyline, other boats filledwith immigrants. Include a captiondescribing the ímportance of each.ßpatial)

TONG BEACH TEACHERS

,IV ACÏ0N . Scholastjc Teaching Resources 2005

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# DIFFERENIIATION lN ACL0N' Scholastic Teaching Resources 2005

@ Judiü Dodge

Levels of challenge Thinking/Process skills Action verbs Products

Recalling, remembering,

recognizing, identifying,

defìning

Tell, list, define, label,

name, identify, match

Test, list, Pictures,5W's, newsPaPer article,

map, content-area dictionary

lnterpreting, summarizing,

explaining, describing'

rewording, paraPhrasing

Describe, exPlain, retell,

discuss, summarize,

interpret, ParaPhrase

T.V. bulletin, NewsFlash!,

show and tell, oral rePort,

visual with captions, chart

Set of newsPaPer headlines,

report, illustration, iournal

entries, news story, Pamphlet'

timeline, simulation, teach a

lesson, give a demonstration

Use, illustrate, locate

information, research,

show, demonstrate,perform, aPPlY, solve,

construct, comPute

Collection, survey,questionnaire, graPh, letter

to the editor, a PowerPoint,

chart, checklist, PhotoJournal,

Artifact Box

Analyzing, reasoning,

distinguishing, comParing,

contrasting, sequencing,

noting relationshiPs

Sort, grouP, classifY,

seguence, order, comPare'

contrast, note (causes,

effects/advantages'disadvantages, etc'),

categorize, seParate

Topten list,'"List of the

best/worst...,n book review,

survey, debate, sPeech,

awareness camPaign, list

of trends, editorial

Judging, suPPorting,

defending, crÍticizing,

arguing, rating, Prioritizing

Choose, suPPort, iustify,

recommend, estirnate,

predict, assess, decide,

prioritize, evaluate, rate,

judge, critique

Combining, creating,

developing, rearranging,

inferring, supPosing,

reorganizing, hYPothesizin g

Create, invent, design,

compose, rewrite,

formulate, develoP,

hypothesize

lnvention, classified ad,

campaign, action Plan, game'

poem, song, raP, exPeriment,

slogan, advertisement,

political cartoon

Based on Bloom, 1956

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o Create a word problem based on _ o Play a piece of music to illustrate...

Verbal-Linguistic:

O Write a book, poem, myth, or news articleO Design a checklist for...O Research a topic and take notes...O Write a travel brochure/newsletter...

O Create a set of newspaper headlines...

O Use stofielling to explain...

Lo gical-Mathematical :

O Conduct a survey, graph your results, and drawconclusions.

O Constiuct a visualtimeline...

O Design and conduct an experiment to prove...O Create or play a dice game and record...O Cornplete a graphic organizer...

Bodiþ-Kinesthetic:

O Bring handson materials to demonstrate...O Make a videotape 0f...O Create a museum exhibit to show...O Create a play, roleplay, or use props...

Intrapersonal:

O Keep a diary about...

O Reflect on your own learning process...

O Write an advice column...

O Record ir¡ a progress chart your accomplishmentstoward ã goal...

o Create an AllAbout Me Scrapbook (about a char_acter, historical figur:e, inventor, etc.)...

O Complete a Venn diagram that compares you and acharacter or historical figure...,'

Sþatíat:

about... O Design a greeting card or postcard...

O Create a photoJournal about...

O Create a game that teaches the concept'of...O Create a scrapbook...

O Find exarnples of fine art, architecture, or sculptureto symbolize the story/reflect the time period...

O Take photographs/Jse photographs to...

Musical:

o lnterpret a song from a specific time period...

o ôather examples of music that reflect the mood of abook or a time period...

O Analyze diffeient types of poems for üeir patternsof rhyme,'rhythm; or sounds

O Make an instrument and use it to demonstrate...

Naturalist:

O Write a PhotoJournal about...

O Take a virtualfield trip via the Intemet to...

^ O Write and illustrate a postcard from...

o Gather a Tl'easure ChesyArtifact Box to show... o Gather or plan a collection of objects that...

o Create a movement or sequence of movements to o E-mail keypals in other places to learn...êxplaín'.. o Use binoculars, microscopes, magnifiers, or

telescopes to...

Interpersonal:

O Evaluate your group's performance...

o Present a news shovhost a talk show...

O Interview several people about...

O Lead a group discussion on...

O Teach the class about...

O Conduct a group or class meeting to discuss...

D,FFEREVflAflON ,N /qCllON . Scholastic Teaching Resources 2005@ Juditl Dodge

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The Theory of Multiple Intelligences

Where does your true intelligence (processing ability) lie? This q.ilz canhelp you determine where

you stand. Rãad each statemãnt. Ifit expresrãr rotnã characteristic of yours and sounds true for the

most part, jot down a"l"- if it doesn't åark an"F". If the statement is sometimes true, sometimes

false. leave it blank.

I'd rather draw a map than give someone verbal directions'

I can play (or used to play) a musical instrument.

I can associate music with mymoods.I can add or multiply quickly in my head'

I like to work with calculators and computers-

I pick up new dance stePs quicklY-

If s easy for me to say what I think in an argument or debate'

I enjoy a good lecture, speech, or sennon-

I always know north from south no matter where I am'

Life seems elnptywithout music-

I always understand the directions that comes with new gadgets or appliances'

I like to work puzzles and play games.

Leaming to ride a bike (or skate) was easy.

I am irritated whe,n I hea¡ an argrrme,lrt or stateme'nt that sounds illogical'

My se,nse of balance and coordination is good.

I ofte,lr see patte,ms and relationships between numbers faster and easier than others'

I enjoy building models (or sculpting).I am good at finding the fine points of word meanings'

I canÏook at an objãct oo" *áy and see it h¡ned sideways or backwards just as easily'

I often connect a piece of music with some event in my life'I like to work with numbers and figures,

Just looking at shapes pf building and structures is pleasurable to me.

I like to hum, whistle, and sing in the shower or when I am alone'

I'm good at athletics.I'd like to study the structure and logic of languages'

I'm usually av/are of the expressions on my face'

I'm sensitive to the expressions on other people's faces'

I stay in touch with my moods. I have no trouble identifying them.

I am sensitive to the moods of others'

I have a good sense of what others thing of me'

1.

2.

J.

4.

5.

6.

7.8.

9.

10.

11.

12.13.

14.15.

16.

l7_18.

19.

20.21.22.23.24.25.26.27.28.29.30.

SCORING...o Look to the chart below. Place a checkmark by each item you marked as "True'" Add your totals'

A total of four is any of the categories A througþ E indicates strong ability' In categories F

through D, a Score of one or more means you ttave abilities in these areas as well'

A.Linguistic

B-Logical/Math

C-Musical

D-Spatial

F-IntrapersonaI

C'-Interpersonal

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4

5

12

16

21

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Both Sides Now

Evidence that Supports (Question or statement) Evidence that Opposes

Decision

Reasons

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