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All Minds Don‟t Think Alike Differentiated Instruction •Strategies Jacque Melin email@example.com Goals for Today Brief overview of the philosophy of differentiated instruction Strategies Pre- and Formative Assessments Anchor activities (tic tac toe boards & learning menus) Think Dots The “Profiler” Pre-Assessment Question #1 Ihave attended at least one presentation on the foundations and key principles of differentiation. Question #2 My comfort level related to knowledge about the key principles of differentiation is high. Question #3 Ifasked to identify at least three elements of differentiated instruction, I could name at least three. Question #4 Iam using at least three differentiation strategies regularly in my classroom. Definition? “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs” Carol Ann Tomlinson Ya got something simpler!? “. . . an appropriate teacher response to learners‟ needs.” Why aren’t you differentiating? G You cannot discover new oceans unless you have the You cannot discover new oceans courage to lose sight of the unless you have the courage shore. to lose sight of the shore. REMEMBER THAT NOTHING THAT‟S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU‟VE GOT TO MAKE THE DAMN THING WORK. --Thomas Edison Differentiation – 3(4) sets of 3(4) 1. On-Going Assessment 1. Readiness 2. Flexible Grouping 2. Interest 3. Choices 3. Learning 1. Content - INPUT Profile (what I want them to learn) 2. Process (how I want them to learn) 3. Product - OUTPUT (how they show me what they know) 4. Environment (offers opportunities for different ways of learning) Differentiation – 3 sets of 3 1. On-Going Assessment 1. Readiness 2. Flexible Grouping 2. Interest 3. Choices 3. Learning Profile 1. Content 2. Process 3. Product Other types of pre-assessments People construct new knowledge by building on their current knowledge. Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a „big idea‟ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write') Example: "How do electrical devices work?" Graphic Organizer - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you‟ve used as a pre-write; (KWL is really common, so don‟t use for this assignment please). GO Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a random „splash‟. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. Cloze Writing - fill in the blank using a vocabulary bank Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement. DOTS Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Ancient Greece) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc. for you to listen to later. Other types of pre-assessments Yes/No Cards - Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they might have the answer they hold the No card. Then do a quick Think/Pair/Share. This short assessment can give a quick look at what the group is ready for/understands/'gets'. Example: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study. Entrance Cards- As students enter for the day give them a small index card and ask them to respond to a displayed sentence or short paragraph which shares a specific idea that will be taught during the unit displayed in the room. They might ask questions or add more information to the displayed statement. Entry Square Off/or 4 Corners - Place a card in each corner of the room labeled as: No Path, Rocky Path, Smooth Path, and Paved Path. Teach them the meaning of the analogy of "path" in their learning. Make a statement or ask a question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct the students to go to the corner of the room that matches their comfort level with what they are thinking or where they are with the statement. As a group, those in each corner discuss what they know about the statement/question. Briefly visit each corner to listen to their conversations or they can record the conversations onto an audio tape. Exit Card Pre-Assessing Using Graphic Organizers Define it… Give an example… Give a non-example… Ask a question about it… Entry Cards: Earth Science Name: Draw the orbit of the Earth around the sun. What causes the seasons? Why is it warmer in the summer than in the winter? Exit Cards: Earth Science Name: Draw the orbit of the Earth around the sun. What causes the seasons? Why is it warmer in the summer than in the winter? Did your opinion about any of these things change as a result of today’s class? Pre Exit Card On-going Assessment Name Question: YES Not at Rate yourself: this time 1 = high confidence Would you 2 = medium confidence help 3 = I’m not sure on this someone else learn this? Flexible Grouping: Pre-Assess - Learning Profile Individuals learn differently. Cultural Significance Place Gender Dot here— Red = female, Blue = male Circle one (from survey results) Circle one (from survey results) Visual—Auditory—Kinesthetic Analytical—Practical—Creative Personal Interests List: Favorite Subjects Circle one (from survey results) VL—LM—VS—BK—M—N—Intra—Inter http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm Differentiation – 3 sets of 3 Much learning occurs through social interaction. 1. On-Going Assessment 1. Readiness 2. Flexible Grouping 2. Interest 3. Choices 3. Learning Profile 1. Content 2. Process 3. Product Jacque #2___________ #1___________ Who’s in YOUR learning network? #3___________ #5___________ #4___________ Guidelines for managing flexible groups… CHOICE Have Anchor Activities ready, available and organized. Differentiation – 3 sets of 3 1. On-Going Assessment 1. Readiness 2. Flexible Grouping 2. Interest 3. Choices 3. Learning Profile 1. Content 2. Process 3. Product Rapid Robin The “dreaded early finisher” “I’m Not Finished” Freddie It takes him an hour-and- a-half to watch 60 Minutes Anchor activities are: Ongoing assignments that students can work on independently throughout a unit, a grading period or longer. The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals. Work best: When expectations are clear and the tasks are taught and practiced prior to use. When students are held accountable for on task behavior and/or task completion. Tic-Tac-Toe Boards Best Idea for Constructing these… Easier or Easier or something More something presented at challenging presented at the beginning the beginning of unit of unit More More More challenging challenging challenging Easier or Easier or something something presented at More presented at the beginning challenging the beginning of unit of unit Matter - directions 1. Pick any square(s) on the board for your project. 2. You should pick enough squares to total 40 points. Example any square 7, 8, or 9 = 40 points OR square 1 + 4 = 40 points (for example). 3. You may go over the number of points. For example doing squares 1, 2, and 3. The extra will be counted for extra credit (up to 10 points can be earned). However, you must have met the requirements of the square and have a quality product(s). 4. Turn this sheet in with your project(s) and label with your name and hour. Matter 1. Create a collage of an 2. Make a set of 51 flash 3. Complete all Chapter element. Include the name cards using all the bold Reviews for Chapters 1, 2, of the element and its atomic vocabulary from Chapters 1, and 3. Write our questions 15 number and uses in our daily 2, and 3. Write or type word and answers. Use p. 30, p. lives. For example: Gold – on one side and the definition 54 and p. 80 – all items. include pictures of jewelry on the other side. and other uses. 4. Create a poster explaining 5. Your choice – must be 6. Give a class the difference between the 4 approved before you demonstration on a physical 25 classes of matter. Give begin. and chemical change. Have examples and use pictures all approved supplies ready. for each class. Have enough supplies so students in class can repeat demonstration. 7. Write and illustrate a 8. Make up a song that you 9. Make a board game using children‟s story of the journey would perform for us. Use at least 35 of the 51 40 of a water drop going through vocabulary from Chapter 1, vocabulary words in different phases. Read the 2, or 3, but your song should Chapters 1, 2 and 3. book to the class. explain vocabulary or concepts. Algebra Choice Board 1. Summarize the most 2. Draw the sequence 3. Create a way to important information of events to graph a remember how to graph about linear functions linear equation on a linear equations given and put it to a beat. timeline. in standard form. 4. Reflect on the 5. WILD CARD !!! 6. Create a series of at application of linear Your choice after least six cartoon frames functions to something getting approval. to capture the most in your life in your important information journal. about linear functions. 7. Condense the 8. Act a short skit that 9. Write a poem that information about linear conveys the life of a conveys the main ideas functions and create an linear function. about linear functions. advertisement, banner, or slogan. Free Choice Proposal Form Name:______________________ Teacher‟s Approval:___________ Free – Choice Proposal Form Proposal Outline 1. What specific topic or idea will you learn about? 2. What criteria should be used to grade it? 3. What will your final product be? 4. What materials will you need from the teacher to create this product? Free Choice Proposal Form Name:______________________ Teacher‟s Approval:___________ Free – Choice Proposal Form for Point-Based Menu Points Requested:_____ Points Approved:_____ Proposal Outline 1. What specific topic or idea will you learn about? 2. What criteria should be used to grade it? 3. What will your final product be? 4. What materials will you need from the teacher to create this product? Quadratic Formula Have a Ball Do You See What I See? A Mystery at Sea(World) Find a tennis (or similar) You are doing a nature Your job is to find out as ball. Complete five tasks scavenger hunt. Find and much as you can about below and describe the list the following things. the dolphin shows at ball’s height over time for 5 items that have an axis aquariums. Use an each task using a graph of internet search, books, or writing about it. Then symmetry magazines, etc. Once explain whether each 3 items with a vertex you know all about these task illustrates a point shows, tell how dolphin quadratic function. 2 animal/plant performances can relate 1. Roll it across the floor. movements to quadratic functions, 2. Drop it from a height. in the form of a parabolas, and the 3. Toss it up in the air. parabola. quadratic formula. Think 4. Toss it to a partner. about timing and zeros. 5. Pretend to juggle with Describe (using words You can write about it in it. and sketches) why each your own way. (Bodily/Kinesthetic) item fulfills the (Intrapersonal) requirements of the list. (Naturalist) Picture This Free Space Lights, Camera, Action Draw three very different Do you have your own With a partner or a parabolas and label all idea that you are group, create your own the parts. (You need to interested in doing that quadratic video for use a realistic domain explores quadratic YouTube. The video and range.) functions? Write up a needs to be Then write a letter or short proposal and informational, but it can make a voice recording submit it with Mrs. also be very creative. explaining each Sanders. If it is approved Tape the performance if drawing’s details to then it can be possible. Otherwise, someone who knows completed as one of perform it live for the nothing about your three activities. class. parabolas. (Interpersonal) (Visual/Spatial) Heads Up The Sound of Music What Happened? Calculate the time it Write a song or rap Write a story or a would take a bowling about graphing newspaper article about ball to fall from four quadratic functions. The the life or journey of a heights (50ft, 100ft, 150ft, lyrics must include parabola. Be sure to and 200ft). Analyze your information on how to do include all of our unit results and explain the each of the six steps and vocabulary. Incorporate inconsistent time what the graph should the quadratic formula as difference between look like when complete. well. Be creative. heights. (Musical) (Linguistic) KINDS of LEARNING MENUS MENU: Main Dishes, Side Dishes, and Desserts Show & Tell Triarchic Choices Use this template to help you plan a menu for your classroom. MENU PLANNER Menu for: _________________________ Due: __________ All items in the main dish and the specified number of side dishes must be complete by the due date. You may select among the side dishes and you may decide to do some of the desserts items, as well. Main Dishes (complete all) 1 2 3 4 Side Dishes (Select _____) 1 2 3 4 Desserts (Optional) 1 2 3 Diner Menu – Photosynthesis Appetizer (Everyone Shares) •Write the chemical equation for photosynthesis. 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. 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. Show-And-Tell Boards All students have the same TASK, but have a choice of SHOW AND TELL. Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL Show & Tell – Linear Equations Project: Chapter 7 – Systems of Linear Equations – Show & Tell Name: ________________________ due: ____________________ You may choose 1 partner or choose to do this project on your own. This will count as a ____ point quiz score. You will be assigned a system of linear equations. You will solve the system using the three methods taught in class in chapter 7. You will need to show your work for each method and tell the class how you solved it. Choose one method for displaying your 3 solutions and one method of presenting your 3 solutions: Photographs/ Poster / Children’s SHOW Brochure PowerPoint Scrapbook/ Tri-fold book Photo Story Record a PowerPoint Present to Video using Flip SMART Photo Story with TELL* with recorded the class camera / webcam Lesson Audio recording audio (with audio) * Your presentation should be between 2 and 5 minutes. Check list: Solve the system on scrap paper by substitution. Solve the system on scrap paper by elimination. Solve the system on scrap paper by graphing. Have another student check your work if your three solutions do not match. Check your solution by plugging it in OR check ―no solution‖ versus ―infinitely many solutions.‖ Choose a method to SHOW your work (see above). Be creative! Is it… Neat?... Clear?... Interesting?... Colorful?... Choose a method to TELL about your ―show.‖ Practice your TELL. Rehearse on your own, and then perform for a friend or family member. Time yourself. If you are under two minutes, you are probably talking too fast or leaving something out. If you are over 5 minutes, you are talking too slow, pausing too much, or giving too much detail. Record (if necessary). Speak slowly and clearly. Check to be sure the audio is easily understood. Make arrangements to stay after school, if needed. Get it done on time! Triarchic Choices Name: _______________________ Tri-Minder Activity Learning Target: (P8.3) I can understand, explain, and use the formulas for the sums of finite arithmetic and geometric sequences. Directions: Choose one task below, which matches your strongest intelligence. All tasks are worth the same amount of points. Creative Intelligence Practical Intelligence Imagining, Designing Solving, Developing Comparing Applying Analytical Intelligence Evaluating, Classifying, Concluding Creative Intelligence: Imagine you are a financial analyst who helps people save, invest, and earn money. From this new perspective, how would you now think about arithmetic versus geometric sums? Compare and contrast the two, and create two financial accounts to explain your comparison. Practical Intelligence: Find two different geometric sequences with sums of 400. Then develop real-life scenarios that deal with money to fit each. In your scenarios, be sure to identify the first term and the common ratio of each sequence. Analytical Intelligence: Consult the proof of a Finite Arithmetic Sum on page 723 of your textbook. Step by step, analyze the proof. Think about how one step flows to the next, and what mathematical properties are used along the way. Write the proof, and your comments next to each step. Differentiation – 3 sets of 3 1. On-Going Assessment 1. Readiness 2. Flexible Grouping 2. Interest 3. Choices 3. Learning Profile 1. Content 2. Process 3. Product What is Tiering? The goal of a tiered assignment is to ensure that each student has to stretch a bit to complete the work, but is able to do so with appropriate effort and support. To Tier or Not To Tier? Based on pre-assessments Degree of difficulty of original assignment Does it make sense to have multiple assignments? DON’T REINVENT THE WHEEL! Differentiation – 3 sets of 3 1. On-Going Assessment 1. Readiness 2. Flexible Grouping 2. Interest 3. Choices 3. Learning Profile 1. Content 2. Process 3. Product Choices: Learning Profile The “Profiler” What is your preferred Learning Profile? Write Draw Act Sing Build http://www.niehs.nih.gov/kids/music.htm#index Differentiation “Profiler” You have just attended a stimulating workshop on differentiated instruction and you feel motivated to let the world know more about differentiated instruction. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of workshop participants who are as motivated as you are and share your excitement about differentiate instruction to spread the news about this teaching and learning philosophy! Differentiation “Musician” Your mission is to write and perform a song (any style of music) about the experience of observing in a classroom which is focused on developing units and using strategies that help to differentiated instruction. You can make up a new tune or write new lyrics that fit with an existing melody. You should have at least one verse about each of the three sets of three elements that should be the focus of a differentiated classroom. Include a chorus about the goal of differentiated instruction. Make it personal and fun. Differentiation “Writers” Your task is to write an article for USA Today telling the public how differentiated instruction helps teacher to meet the needs of diverse learners in their classrooms. You should minimally include the following information: How students differ as learners. How student learning differences affect how students learn. Evidence you have that explains that students work harder when what they are asked to do connect to something they are interested in doing and/or connects to their learning profile. Identify classroom techniques/strategies that support the achievement of students who have different readiness levels, different interests and/or different learning profiles. Differentiation “Builders” Your group has been commissioned to build a model of a differentiated classroom for a local museum featuring best practices in education. Your model must accurately reflect the elements of differentiated instruction in a classroom where these elements are being practiced. You can build a small model using Play Dough, pipe cleaners, aluminum foil, a flashlight, etc., or you may build a larger model using garbage bags, and anything else you can creatively devise. Differentiation “Actors” Your job is to create and perform an episode of a children's or teenager‟s television program. This episode should be all about differentiated instruction. Be sure to include the following information: What is differentiated instruction. What it is like being in a classroom where differentiated instruction is practiced. How you (the student) will benefit from being in a classroom where differentiated instruction is practiced. Differentiation “Artists” Create a poster – or series of posters – that clearly illustrates the key points of what it means to differentiate instruction. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict the three sets of three elements of differentiated instruction. Poster paper, markers and other materials are available; let your instructor know what else you need. Learning Task Description & Scoring Guide Preference/Occupation Write and perform a “show” demonstrating how to distinguish between Actor(s) arithmetic & geomeric sequences. Also reveal the significance of the first term and constant difference/ratio and how they can be found. Each member played a role ___/2 Accurate mathematical descriptions/targets met ___/5 Creative, interesting ___/3 ___/10 Create a play-by-play, explaining how to distinguish between arithmetic & Announcer(s) geomeric sequences. To be creative, put a sports or game show spin on it. Also reveal the significance of the first term and constant difference/ratio and how they can be found. Each member played a role ___/2 Accurate mathematical descriptions/targets met ___/5 Creative, interesting ___/3 ___/10 Write and perform a rap or other song that identifies the differences Musician(s) between arithmetic and geomeric sequences. Also include the importance of the first term and constant difference/ratio. You can use the beat of an existing song, or make up your own! Each member played a role ___/2 Accurate mathematical descriptions/targets met ___/5 Creative, interesting ___/3 ___/10 Draw a cartoon that identifies the differences between arithmetic and Cartoonist(s) geomeric sequences. Also include the importance of the first term and constant difference/ratio. Each member played a role ___/2 Accurate mathematical descriptions/targets met ___/5 Creative, interesting ___/3 ___/10 Write a magazine article that identifies the differences between arithmetic Journalist(s) and geomeric sequences. Also include the importance of the first term and constant difference/ratio. Include a catchy title. Incorporating a celebrity is optional! Each member played a role ___/2 Accurate mathematical descriptions/targets met ___/5 Creative, interesting ___/3 ___/10 Advantages and Disadvantages of a table, graph, report. TTT: Things Take Time • One unit at a time • One lesson at a time • One student at a time • One strategy at a time •One grade level at a time Where Do I Begin? Start small – but start! First Steps: * * *Next Steps * Who will help or support * you? * Leaps ___________________ ___________________ * ___________________ * ___________________ * ___________________ Bounds * ___________________ * ___________________ Yes but… I teach in a four wall box of drab proportions, But choose to make it a place that feels like home. I see too many students to know them as they need to be known, But refuse to let that render them faceless in my mind. I am overcome with the transmission of a canon I can scarcely recall myself, But will not represent learning as a burden to the young. I suffer from a poverty of time, And so will use what I have to best advantage those I teach. I am an echo of the way school has been since forever, But will not agree to perpetuate the echo another generation. I am told I am as good a teacher as the test scores I generate, But will not allow my students to see themselves as data. I work in isolation, And am all the more determined to connect my students with the world. I am small in the chain of power, But have the power to change young lives. There are many reasons to succumb, And thirty reasons five times a day to succeed. Most decisions about my job are removed from me, Except the ones that matter most. C. Tomlinson Exit Card Name Question: Explain how you would use a strategy (from this presentation) that you could use in YOUR classroom. YES Not at Rate yourself: this time 1 = high confidence Would you 2 = medium confidence help 3 = I’m not sure on this someone else learn this?
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