2 tasks before we begin

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2 tasks before we begin

• WELCOME!
• As you settle in for the session, complete the
  following task
• On a piece of paper write a set of directions you
  would follow to make a cheesecake.
• What do you hope to get out of today?
• On sticky Notes
• Write one idea on each Sticky note

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Science for ALL StudentsDifferentiated
Elementary Science Instruction

• Christopher Ozmun
• Consultant, SERC

Adapted from Differentiated Elementary Science
InstructionSummer Workshop Presentation by Mary
Doran Brown U.S. Dept. of Education
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Enduring Understanding

• All students can learn rigorous academic material
  at high standards
• Jon Saphier and Robert Gower The
  Skillful Teacher

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Essential Question

• How can we best identify what students know and
  are able to do and subsequently plan for,
  instruct, and measure learner progress in mixed
  ability science classrooms in standards-based
  curriculum?

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Outcomes

• By the end of this session, participants will
  know and be able to
• define the foundations and key principles of
  differentiated instruction.
• gain knowledge about differentiation strategies.
• observe the connection between science inquiry
  and differentiated instruction.
• explore differentiated science lessons based
• on CT State Frameworks/district curriculum
• explore the process for student driven
• differentiated instructional planning.
• create a differentiated science unit/lesson
• plan.

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The Betting GameTopic Differentiation

• There are three modes of differentiation
  content, process, and product.
• Whole class instruction is not a part of a
  differentiated classroom.
• Assessment and instruction are inseparable in a
  differentiated classroom.
• Differentiation is synonymous with individualized
  instruction.
• Exit cards are a quick and easy strategy for
  assessing students.
• Readiness, interest, and learning profile are
  factors in planning differentiated instruction.
• Differentiation is chaotic.

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Using a familiar learning task, lesson, or unit
1) Identify the ways that students differed
during the course of this task, lesson. or unit.
2) Which student differences were most
powerful? 3) How did you/might you
differentiate to accommodate the differences?4)
How did/might this accommodation impact
learning?
An Example
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What exactly does the term differentiation mean?

• List 10-15 words or phrases that, in your mind,
  are linked to this term.

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TTYN Turn to Your Neighbor

• Turn to the person sitting next to you and
  reflect on the term differentiation
• What terms did you have in common?
• What terms were different?

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A Technical Definition of Curriculum
Differentiation

• Curriculum differentiation is a process teachers
  use to enhance student learning by matching
  various curriculum components to characteristics
  shared by subgroups of learners in the classroom
  (e.g., learning style preferences, interests,
  prior knowledge, learning rate).
• Purcell Burns
• 2002

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A Pragmatic Definition of Curriculum
Differentiation

• In the context of education, we define
  differentiation as a teachers reacting
  responsively to a learners needsThe goal of a
  differentiated classroom is maximum student
  growth and individual success.
• Tomlinson Allan
• 2002

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Another Definition

• Differentiated instruction facilitates your use
  of a standards-based curriculum to meet the
  unique needs of students in the classroom within
  the legal and ethical principles of todays
  schools
• Moll, 2003

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Yet, Another

• Differentiated instruction is a broad term that
  refers to a variety of classroom practices that
  accommodate differences in students learning
  styles, interests, prior knowledge, socialization
  needs, and comfort zones. On the secondary
  level, it involves a balance between the content
  and competencies expected on the mandated
  assessments and various pedagogical options to
  maximize durable learning.
• Benjamin, 2002

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Carol Ann Tomlinson The Differentiated Classroom,
1999
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The Lesson or Unit Components That Could Be
Differentiated

• Content/Knowledge
• Assessment
• Grouping formats
• Introduction
• Teaching activities
• Learning activities
• Resources
• Products
• Extensions
• Modifications for Learner Needs

Purcell Burns
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• Creating a differentiated classroom is not a
  yes/no proposition but rather a continuum along
  which teachers move as they develop skills of
  responsive teaching.
• Carol Ann Tomlinson

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Why Differentiate?

• One size fits all instruction does not address
  the needs of many students.
• Kids come in different shapes and sizes as well
  as interests, learning profiles, and readiness
  levels.

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Providing A Rack of Learning Options

• We need to do more than tailor the same suit of
  clothes.
• Differentiation requires thoughtful planning and
  proactive approaches.

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Proactive or Reactive?
Reactive
Preventative
Proactive

• Act as a result
• Driven by circumstances

• Fore planning thinking

• Stop something from occurring

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Basic Principles to Remember

• Differentiation is not a new concept.
• Differentiation is not planning individualized
  lessons for each student in the class. It is also
  not whole group instruction all of the time.
• Differentiation is necessary.
• You know your students. You are the best judge
  of when and what you can do to help all students
  be successful learners of your content area.
• Keep it simple. Start small. Build on current
  effective instructional practices.

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PBS
Portfolios
Lesson Plans
Report Cards
LRE
PPT's
NCLB
IEP's
EIP
Grades
Assessments
Faculty Meetings
Fire Drills
Parent Phone Calls
Discipline Referrals
Snow Days
Behavior
Progress Notes
Curriculum Revision
Technology
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Why the Current Interest? Why the Present
Initiative?

• No Child Left Behind
• IDEA
• NEASC Accreditation Process
• Information Age
• Standards Movement
• Achievement Gaps
• CT Common Core of Teaching
• BEST Portfolio Process
• PJ et al v. State of CT, Board of Education, et al

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Lets Consider

• What things (tools, methods or supports) do you
  need everyday in order to fulfill your role as a
  parent/teacher/friend, etc.?

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Access to General Education Curriculum
the majority of children identified as eligible
for special education and related services are
capable of participating in the general education
curriculum to varying degrees with some
adaptations and modifications. This provision is
intended to ensure that childrens special
education and related services are in addition to
and are affected by the general education
curriculum and not separate from it
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Why Must Access Be Provided?

• We do NOT have a choice.
• We cant afford not to.
• It is a professional and ethical requirement.
• It only makes sense.
• It WORKS.
• It is FAIR.
• Moll, 2003

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Cautions about Content

• Most often, there is substantial benefit to
  holding what we want students to learn relatively
  steady, while changing how we give access to the
  content to match student needs.
• Tomlinson, 2001

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Differentiation of Content

• Readiness differentiation- has as its goal
  matching the material or information students are
  asked to learn to a students capacity to read
  and understand it.
• Tomlinson, 2001

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Differentiation of Content

• Interest differentiation- including in the
  curriculum ideas and materials that build on
  current student interests or extend interests
• Tomlinson, 2001

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Differentiation of Content

• Learning profile differentiation- implies
  ensuring that a student has a way of coming at
  materials and ideas that match his or her
  preferred style of learning
• Tomlinson, 2001

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Sample differentiated lesson

• Subject Science
  Grade Fourth
•  
• Standard 4 The Living Environment
•  
• Key Concept For any particular environment,
  some kinds of plants and animals survive well,
  some do not survive well, and others cannot
  survive at all.
•  
• Generalization Animals are adapted to a
  particular environment.
•  
• Background
• This lesson is part of a unit on different
  environments. Students have studied the basic
  needs of animals and are familiar with vocabulary
  such as niche, survival of the fittest,
  environment, biome, and food chain.
•  
• Students are placed in tiers according to their
  interest in a particular environment. The
  teacher may let students have free-choice as to
  environment, or the teacher may choose to
  pre-select specific environments and have
  students choose from those. The number of tiers
  will equal the number of choices. This lesson is
  illustrated with three tiers.
•  

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• This lesson is tiered in content according to
  interest. .
•  
• Tier I The Desert
•  
• Tier II The Ocean
•  
• Tier III The Tundra
•  
• Each group should make a chart listing names of
  various animals that live in each environment
  across the top and characteristics/needs of the
  animal down the side. Examples are movement,
  body covering, number of eyes, number of ears,
  number of legs, type of food eaten, how they get
  water, shelter and body temperature. I would
  suggest ten animals per group, more if students
  are able.
• Once the chart is completed, each student should
  choose two animals to research and study
  in-depth. Once the chart and the in-depth
  studies are completed, have students come
  together in a large group for sharing.
•  
• Assessment
• Teacher observation during the group work as well
  as individual interviews will serve as
  assessment. Have each group share the
  information on their charts as well as the
  in-depth studies of the different animals. Have
  students l compare and contrast the animals in
  the different environments. Lead them in a
  discussion of how animals are adapted. Ask if a
  specific animal (prairie dog, for example) could
  live in a different environment (ocean). Have
  them give reasons for their answers.
• The charts and in-depth studies are a nice
  transition to the concept of the five kingdom
  classification system. Students can work in
  groups to classify the animals they studied.

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Feel Overwhelmed???

• If you look at all the national and state
  documents that McREL has organized on its Web
  site (www.mcrel.org) you'll find over 130 across
  some 14 different subject areas. The knowledge
  and skills that these documents describe
  represent about 3,500 benchmarks. To cover all
  this content, you would have to change schooling
  from K12 to K22.

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Establishing Curricular Priorities
nice to know
worth being familiar with
foundational knowledge and skills
important to know do
enduring understandings
big ideas worth understanding
Page 80
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Course Knowledge
KU-CRL
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Critical Knowledge
KU-CRL
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Critical Knowledge
KU-CRL
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Course Knowledge Divided in Units
KU-CRL
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Units as Slices of the Course Curriculum
KU-CRL
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One Slice of the Course Curriculum
KU-CRL
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One Slice of the Course Curriculum
KU-CRL
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One Slice of the Course Curriculum
What is the essential content that all people
need to know?
What content should most people know?
What content could some people know?
KU-CRL
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What is a standard?

• A content standard is a declarative statement
  that identifies the essential or core knowledge
  in a given subject area that students should
  attain as a result of instruction. Performance
  standards, or benchmarks, specify ascending
  levels of understanding across various grade
  levels.

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Why is it important for teachers to understand
the core knowledge within their state or district
standards?

• To ensure that we focus our curriculum on core
  knowledge in each discipline
• To provide a comprehensive, liberal arts
  education
• To use limited time efficiently
• To address the knowledge explosion
• To find and address powerful ideas with multiple
  applications
• To prepare students to become problem finders and
  problem solvers
• To be able to evaluate the extent to which
  students have acquired the core knowledge they
  are expected to learn

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What is essential or core content?

• Fundamental knowledge in a discipline
• Knowledge that is a constant within any
  discipline-related topic
• Knowledge that provides a scaffold for novice and
  expert learners
• Knowledge that spirals throughout the continuum
  of expertise
• Knowledge that is of service to children and
  adults

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Lesson planning reflection The most notable
change in my lesson planning and teaching has
been the questions I ask myself. The first
question I ask myself about a lesson is what do
I want the students to learn from this lesson?
While this may seem an obvious question to ask,
it was never something I asked myself until I
began the lesson study process. The question I
was asking myself before lesson study was more
like what am I covering today?

U.S. teacher on
Lesson Study
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DI in Action
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Differentiation Key Message

• Tomlinson tells us
• Instruction begins where the students are, not
  at the front of the curriculum guide.

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What do students know and what are they able to
do?

• Pre- and on-going assessments drive instruction
• Products and work samples
• Standardized tests
• Questioning
• Every pupil response
• Writing prompts
• Exit cards
• KWL
• Paper/Pencil tests
• Drawings related to the topic

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UBD (Understanding By Design) DI
(Differentiated Instruction)/Inquiry

• Use of Essential Understandings (Standards)
• Use of Assessment (Formative)
• Grouping Strategies

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Differentiating How To

• How to Differentiate Instruction in Mixed Ability
  Classrooms by Carol Ann Tomlinson
• Be clear on the key concepts and generalizations
  that give meaning and structure to the topic.
• Lessons for all students should emphasize
  critical thinking.
• Lessons for all students should be engaging.
• There should be a balance between student
  selected and teacher assigned tasks and working
  arrangements.

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Preassessment A Definition

• Preassessment is an instructional strategy
  teachers use to uncover what students know about
  a curriculum unit before they begin formal
  instruction.

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THE RELATIONSHIP BETWEEN ASSESSMENT AND CURRICULUM
ON-GOING POST ASSESSMENT
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Pre-Assessment Data Implications

• Cheesecake 911
• Direct Instruction
• Provide varied text - content
• Make task simpler - process
• Provide small group instruction - process
• Cheesecake Basics
• Guided Instruction
• Provide step-by-step written instructions -
  process
• Provide modeled lessons - process
• Provide lab opportunity - content
• Cheesecake Advance
• Independent Instruction
• Provide opportunities for learners to expand
  their knowledge - content

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Examples of Pre-Assessments
What do you Know? What do you Want to know? What
have you Learned?

• Pre-tests
• KWL
• I notice/I wonder (Inquiry)
• Interest Inventory
• Checklists
• Observations
• Self-evaluations
• Journals
• Interview

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Assessment is todays means of understanding how
to modify tomorrows instruction. Carol
Tomlinson
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Sample Assessment Formats
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Exit Card Before you leave class today, please
tell me 2 things you learned or know about
electrical circuits.
Exit Cards are used to gather information on
students readiness levels, interests and/or
learning profiles. At the end of an
instructional sequence or class period, the
teacher asks the students to respond to a
pre-determined prompt on their index cards and
then turn them in as they leave the classroom or
transition to another subject. The teacher
reviews the student responses and uses the cards
as data to make future instructional decisions
about content and grouping.
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How Can Assessment Help Us to Differentiate Our
Instruction?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Social and Emotional
• Interests
• Learning styles
• Motivation

• ASSESSSMENT
• Use well-aligned pre-assessments and
  preassessment data to monitor and communicate
  growth
• Align assessment datapre, post and ongoingwith
  instructional components to ensure impact on
  achievement
• Use gain scores to determine how individual
  students are progressing with the acquisition of
  content
• Use trait rubrics rather than holistic scoring to
  illuminate student learning gains and
  misconceptions/gaps
• Offer students alternative product formats to
  demonstrate their understanding (e.g., written,
  kinesthetic, visual, multi-media)
• Provide for self-assessment

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Differentiated Content

• Input what the students learn
• Use of multiple texts
• Use of varied resources
• Compact curriculum
• Learning contracts

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Differentiated Process

• How students make sense of content
• Interactive journals
• Tiered assignments
• Learning centers
• Cubing
• Anchor activities

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Differentiated Product

• Output how students demonstrate what they know
  and are able to do
• Product presentation uses varied modes of
  expression, materials, technologies
• Advanced assignments that require higher order
  thinking skills
• Evaluation by self and others
• Authentic assessment

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Examples of Grouping Formats
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How Can We Use Teaching Strategies to Support
Curriculum Differentiation?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Social and Emotional Differences
• Interests
• Learning styles
• Motivation

• TEACHING STRATEGIES
• Avoid being the sage on the stage.
• See teaching as FACILITATING students sense
  making
• Use direct or indirect teaching methods to
  respond to students learning needs
• Vary the amount of teaching time for different
  groups of learners
• Vary the amount and source of feedback
• Provide skill strategies only if learners need
  them
• Provide practice and reinforcement only if
  warranted
• Change the pace of teaching

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How Can We Use Learning Activities to Support
Curriculum Differentiation?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Social and Emotional Differences
• Interests
• Learning styles
• Motivation

• LEARNING ACTIVITIES
• Make students think
• Listen and watch students thinking purposively
  and frequently use observations to tailor
  instruction
• Ensure that the learning activities are not too
  easy or too frustrating
• Ensure that the learning pace is not too fast,
  not too slow, but just right
• Offer more or less scaffolding
• Provide more or less time
• Provide advance organizers that have more/less
  detail
• Create more reflection opportunities
• Vary grouping options for learning activities
  (e.g., heterogeneous, homogeneous) provide some
  opportunity for students to self-select group
  membership

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Products

• Advance organizer
• Advertisement
• Animation
• Annotated bibliography
• Argument
• Assignment
• Audiotape
• Biography
• Blueprint
• Board game
• Book jacket
• Bulletin board
• Bulleted list
• CD disc
• Calendar
• Campaign
• Card game
• Census
• Ceramics

Costume Critique Dance Debate Diagram Diary Dictio
nary Diorama Display Dramatic monologue Drawing Ec
onomic forecast Editorial Elegy Essay Etching Expe
riment Fable Fact file Fairy tale Family
tree Festival Filmstrip Glossary Graph Graphic
organizer Greeting card Haiku Hypercard
stack Hypothesis
Illustrated story Interview Invention Investment
portfolio Journal Landscape design Learning
profile Lecture Lesson Letter Limerick Line
drawing List Magazine article Map Maze Memoir Memo
ir Montage Movie Museum exhibit Musical
composition Newspaper Notes Observation log Oil
painting Oral history Oral report Outline Overhead
transparency
Pamphlet Pantomime Paragraph Pattern Photo
essay Photo journal Play Picture
dictionary Picture book Poem Portfolio Poster Pott
ery Powerpoint slides Prediction Protocol Proposal
Puppet Puppet show Questions Radio show Relief
map Reflection Reflective essay Research
report Rubbing Rule Science fiction
story Scrapbook
Sculpture Set design Short story Silk
screening Simulation Skit Slide show Small-scale
model Social action plan Song Sonnet Stencil Summa
ry Survey Table Terrarium Textbook Timeline Theory
Think piece Topographical map TV documentary TV
newscast Video Video game Vocabulary list Weather
instrument/log Web Worksheet Wrapping paper design
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How Can We Modify Products to Attend to Learner
Differences?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Cognitive Differences
• Interests
• Learning styles
• Motivation

• PRODUCTS
• Dont spend more time than is necessary to figure
  out the nature and extent of learning
• Use daily formal or informal assessments
• Develop rubrics with a low baseline and high
  ceiling
• Link drafts, final products, learning
  opportunities, and reteaching
• Dont make everyone write all the time use a
  variety of product formats
• Encourage self-assessment
• Provide choice allow students to express
  themselves in their preferred expression format
  some of the time
• Keep selected exemplars to showcase as
  possibilities
• Provide time for students to share their work in
  large and small groups

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One Possible Instructional Sequence

• Class meeting , overview, or introduction -
• Preassessment
• Large group teaching and learning activities
• Small group activities
• Small group instruction
• Differentiated learning activities
• Anchoring activities (differentiated)
• Large or small group problem solving and
  application
• activities
• 6. Debriefing and reflection - large group
• 7. Extension activities

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Creating a differentiated classroom is not a
yes/no proposition but rather a continuum along
which teachers move as they develop skills of
responsive teaching.
Carol Ann Tomlinson
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Differentiating Science Instruction

• Three levels of science inquiry
• Structured
• Guided
• Open

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Structured Science Inquiry

• Students provided hands-on problem to investigate
  with procedures and materials
• Students discover relationships between variables
  or generalize from data
• Used to teach specific content, fact,
• or skill

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Guided Science Inquiry

• Students provided materials and problem to
  investigate, and students compose their own
  procedures
• Teacher facilitates and encourages student
  generated questions

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Open Science Inquiry

• Similar to guided inquiry with the addition that
  students also formulate their own problem to
  investigate

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Sample Differentiated Science Lesson

• Structured Inquiry
• Students are given testable question and verbal
  procedures Are fingerprint and toe print
  formulas the same?
• Guided Inquiry
• Students select a testable question from
• teacher list then plan and conduct
• investigation
• Open Inquiry
• Students develop a testable question
• and investigation

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Anchor Activities

• Reading to be Informed
• Inquiry Centers
• Structured Computer Work

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SCIENCE AND LITERACY..A NATURAL FITResearch
shows that learning science through
inquiryIMPROVES SCORES ON LANGUAGE ARTS AND
MATHSTANDARDIZED TESTS! (CAN YOU SEE WHY?)
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Labor Intensive Strategies for Differentiation

• Assessment, data analysis, and diagnosis
• Flexible grouping
• Tiered tasks
• Anchor activities
• Differentiated learning encounters
• Learning contracts
• Independent study

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Simple Strategies for Differentiation

• Study buddies
• Exit cards
• Student expert
• Three Before Me
• The Doctor Is In
• Mini-lessons
• Multiple text

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Labor Intensive Strategies for Differentiation

• Assessment, data analysis, and diagnosis
• Flexible grouping
• Tiered tasks
• Anchor activities
• Differentiated learning encounters
• Learning contracts
• Independent study

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Simple Strategies for Differentiation

• Study buddies
• Exit cards
• Student expert
• Three Before Me
• The Doctor Is In
• Mini-lessons
• Multiple text

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Categories of Instructional Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representation
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypothesis
• Questions, Cues, and Advanced Organizers

Source Marzano, R.J., Pickering, D.J.,
Pollock, J.E. (2001). Classroom instruction that
works Research-based strategies for increasing
student achievement. Alexandria, VA
Association for Supervision and Curriculum
Development.
89
Source Marzano, R.J., Pickering, D.J.,
Pollock, J.E. (2001). Classroom instruction that
works Research-based strategies for increasing
student achievement. Alexandria, VA
Association for Supervision and Curriculum
Development.
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What Grade Would You Give?
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What Grade Would You Give Now?
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Lets Reflect

• What does this exercise tell us about grading?
• How reliable are grades in terms of assessing
  student progress?

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TTT Things Take Time

• One subject area at a time
• One unit at a time
• One lesson at a time
• One student at a time
• One strategy at a time
• One teacher at a time
• One grade level at a time

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Two Difficult Truths about Teaching

• No matter how much youll do, youll feel its
  not enough
• Just because you can only do a little it is not
  an excuse to do nothing.
• Susan Ohanian (1999)

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• Differentiation instruction is a critical element
  to
• Leaving No Child Behind.

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What Questions do you have?
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Lets look at some samplesand Now Its
Your Turn
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TASK

• Use one of the planning templates to plan a
  differentiation lesson (s) around your grade
  level unit.
• Be sure to refer to the CT Framework.
• Use chart paper to record
• Be prepared to share a lesson with
• the group

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On line Resources

• Tiered Curriculum Project
• http//ideanet.doe.state.in.us/exceptional/gt/tie
  red_curriculum/
• welcome.html
• Model Differentiated Elementary Science Lessons
• http//www.mcps.k12.md.us/curriculum/science/elem
  /modeldiff.htm
• Strategies for Differentiated Instructionhttp//
  www.mcps.k12.md.us/curriculum/science/elem/modeldi
  ff.htm
• DI Definition and Resources
• http//www.cast.org/publications/ncac/ncac_d
  iffinstruc.html
• http//www.ascd.org/

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Thank You!

• Contact Information
• Chris Ozmun, 860-632-1485 (x377) ozmun_at_ctserc.org