Differentiating Instruction: Beginning the Journey

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Differentiating Instruction Beginning the
Journey

• "In the end, all learners need your energy, your
  heart and your mind. They have that in common
  because they are young humans. How they need you
  however, differs. Unless we understand and
  respond to those differences, we fail many
  learners."
• Tomlinson, C.A. (2001). How to differentiate
  instruction in mixed ability classrooms (2nd
  Ed.). Alexandria, VA ASCD.
• Instructor Laura Chase
• Training Induction for the 21st Century Educator
• Mentoring Induction Consultant
• Washington, Illinois
• District 50 Schools

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Everyone Stand! Sit down if I say something that
applies to you!

• I differentiated my instruction
• I have given a pre-test or a diagnostic
• assessment.
• I have tutored a child
• I have analyzed similarities and differences in
  
• students test scores
• I have given students different books to read.
• I have taught students in a small group
• This proves that everyone already differentiates
• and gives you a lens through which to view
• differentiation. Its not impossible. You do it
• intuitively. Now you just need to do it
• intentionally.

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Differentiation is a Way of Thinking About
Teaching and Learning
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Differentiated Instruction Defined

• 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

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WAYS IN WHICH INDIVIDUALS CAN DIFFER

• Prior knowledge or skill expertise
• Learning rate
• Cognitive ability
• Learning style preference
• Motivation, attitude, and effort
• Interest, strength, or talent

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Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in
  subject matter.
• The teacher understands, appreciates, and builds
  upon student differences.
• Assessment and instruction are inseparable.
• The teacher adjusts content, process, and product
  in response to student readiness, interests, and
  learning profile.
• All students participate in respectful work.
• Students and teachers are collaborators in
  learning.
• Goals of a differentiated classroom are maximum
  growth and individual success.
• Flexibility is the hallmark of a differentiated
  classroom.

Source Tomlinson, C. (2000). Differentiating
Instruction for Academic Diversity. San Antonio,
TX ASCD
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WHAT CAN BE DIFFERENTIATED?

• CONTENT--What students learn
• PROCESS--How they learn it
• PRODUCT--How students show what theyve learned
• LEARNING ENVIRONMENT--The conditions under which
  learning takes shape

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DIFFERENTIATING CONTENT INCLUDES

• Modification of the rate of learning including
• The point at which learners are allowed to begin
  study
• The rate at which they are allowed to learn
• The point at which they leave an area of study
• Opportunities for student-selected areas of study
  within and across disciplines.
• The modification of the complexity in the area of
  study.
• A multidisciplinary approach to learning.

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DIFFERENTIATING PROCESS INCLUDES

• Learning and using higher order thinking skills
• creative thinking
• critical thinking
• problem solving
• Application of abstract thinking skills to
  student-appropriate content resulting in products
  at a level of sophistication appropriate for the
  student
• Integration of basic skills and abstract thinking
  skills

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DIFFERENTIATING PRODUCT INCLUDES

• Learning and using multiple forms for
  communicating learning
• The opportunity to present information to diverse
  and appropriate audiences
• The opportunity for learners to participate in
  the assessment of learning activities and the
  resulting product forms

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DIFFERENTIATING LEARNING ENVIRONMENT INCLUDES

• Groupings which are fluid and flexible and
  approximate real-life situations
• Access to various materials and resources
• An atmosphere which encourages expression of new
  ideas, acceptance of diversity, and exploration
• Experiences reflecting learner interests and
  ideas
• Honoring the dignity of all learners

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Differentiation
Is a teachers response to learners needs
Guided by general principles of differentiation
Respectful tasks
Flexible grouping
Continual assessment
Teachers Can Differentiate Through
Environment
Content
Product
Process
According to Students
Readiness
Interest
Learning Profile
Through a range of strategies such as
Multiple intelligencesJigsaw4MATGraphic
OrganizersRAFTS CompactingTiered
assignmentsLeveled textsComplex Instruction
Learning Centers
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Comparing Traditional and Differentiated
Classrooms

• STUDENT DIFFERENCES
• In a traditional classroom these are addressed
  when they become a problem.
• In a differentiated classroom, differences become
  the basis for planning and instruction

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Comparing Traditional and Differentiated
Classrooms

• ASSESSMENT
• In a traditional classroom, assessment tends to
  be summative. It occurs at the end of a unit,
  week, year, etc. This misses the big picture
  if you arent assessing until the end you are
  missing chances to reteach as you go so that
  skills are strengthened.
• In a differentiated classroom, assessment is
  diagnostic and formative so that instruction
  responds to the learner

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Comparing Traditional and Differentiated
Classrooms

• INTEREST/LEARNING STYLE
• In a traditional classroom, interest and learning
  style rarely inform instruction.
• In a differentiated classroom students are guided
  in making interest and learning profile-based
  choices and instruction is based around the ways
  in which students learn.

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Comparing Traditional and Differentiated
Classrooms

• INSTRUCTION
• In a traditional classroom, much of the
  instruction is whole-class.
• In a differentiated classroom, many instructional
  groupings and arrangements used
• ASSIGNMENTS
• In a traditional classroom, students are all
  usually given the same assignment to complete.
• In a differentiated classroom multi-option
  assignments are used, providing students choices
  in the ways in which they show what they have
  learned.

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Comparing Traditional and Differentiated
Classrooms

• FACTORS GUIDING INSTRUCTION
• In a traditional classroom, a single curriculum
  guide or text is often used.
• In a differentiated classroom student readiness,
  interest, learning profile guide instruction that
  incorporates multiple materials. School
  curriculum guides and standards are still used,
  but they are supplemented by other materials.

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Think of DIFFERENTIATION as the lens you look
through when using any materials, programs or
instructional strategies. If you have high
quality curriculum and materials, then it isnt
so much WHAT you use as it is HOW you use it to
meet the varying readiness, interests and
learning profiles of your students.
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What Differentiated Instruction

• IS NOT
• Individual instruction
• Chaotic or new
• Just another way to provide homogenous
  instruction (You DO use flexible grouping
  instead)
• Just modifying grading systems and reducing work
  loads
• More work for the "good" students and less and
  different for the "poor" students

• IS
• Differentiated instruction is more QUALITATIVE
  than quantitative.
• Differentiated instruction provides MULTIPLE
  approaches to content, process, and product.
• Differentiated instruction is STUDENT CENTERED.
• Differentiated instruction is a BLEND of whole
  class, group, and individual instruction.
• Differentiated instruction is "ORGANIC".

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Unlocking the Meaning of Differentiation
Affirmation Contribution Power Purpose Challenge
Important Focused Engaging Demanding Scaffolded
The Student Seeks
Curriculum and Instruction are the Vehicle
The Teacher Responds
Invitation Opportunity Investment Persistence Refl
ection
Carol Tomlinson, 2002
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• Differentiation is not so much the stuff as
  the how. If the stuff is ill conceived, the
  how is doomed.
• Carol Ann Tomlinson

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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.
• 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.

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-CHOICE-The Great Motivator!

• Requires children to be aware of their own
  readiness, interests, and learning profiles.
• Students have choices provided by the teacher.
  (YOU are still in charge of crafting challenging
  opportunities for all kiddos NO taking the easy
  way out!)
• Use choice across the curriculum writing
  topics, content writing prompts, self-selected
  reading, contract menus, math problems, spelling
  words, product and assessment options, seating,
  group arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!

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Learning Profile Factors To Consider
Learning Environment quiet/noise warm/cool still/
mobile flexible/fixed busy/spare
Group Orientation independent/self
orientation group/peer orientation adult
orientation combination
Gender Culture
Intelligence Preference analytic practical creati
ve verbal/linguistic logical/mathematical spatial/
visual bodily/kinesthetic musical/rhythmic interpe
rsonal intrapersonal naturalist existential
Cognitive Style Creative/conforming Essence/facts
Expressive/controlled Nonlinear/linear Inductive/
deductive People-oriented/task or Object
oriented Concrete/abstract Collaboration/competiti
on Interpersonal/introspective Easily
distracted/long Attention span Group
achievement/personal achievement Oral/visual/kines
thetic Reflective/action-oriented
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Discussion Question?

• What are you already doing to differentiate
  instruction in your classroom?

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Differentiation Strategies

• All strategies are aligned with instructional
  goals and objectives
• Specific strategies are selected based on
• Focus of instruction
• Focus of differentiation

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Example of a Differentiated Classroom

• Students Who Know Their Own Mind

Students Who Know Their Own Mind Differentiation
in a Math Classroom
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Ways to Differentiate Content

• Reading Partners / Reading Buddies
• Read/Summarize
• Read/Question/Answer
• Visual Organizer/Summarizer
• Parallel Reading with Teacher Prompt
• Choral Reading/Antiphonal Reading
• Flip Books
• Split Journals (Double Entry Triple Entry)
• Books on Tape
• Highlights on Tape
• Digests/ Cliff Notes
• Notetaking Organizers
• Varied Texts
• Varied Supplementary Materials
• Highlighted Texts
• Think-Pair-Share/Preview-Midview-Postview

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Ways TO DIFFERENTIATE PROCESS

• Anchoring
• RAFTs
• Cubing
• Think Dots
• Choices (Multiple Intelligences)
• Centers
• Tiered lessons
• Contracts
• Web Quests
• Literature Circles
• Reciprocal Roles

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R-A-F-T

• RAFT is an acronym that stands for
• Role of the student. What is the students role
  reporter, observer, eyewitness, object?
• Audience. Who will be addressed by this raft
  the teacher, other students, a parent, people in
  the community, an editor, another object?
• Format. What is the best way to present this
  information in a letter, an article, a report,
  a poem, a monologue, a picture, a song?
• Topic. Who or what is the subject of this
  writing a famous mathematician, a prehistoric
  cave dweller, a reaction to a specific event?

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RAFTs can

• Be differentiated in a variety of ways readiness
  level, learning profile, and/or student interest
• Be created by the students or Incorporate a blank
  row for that option
• Be used as introductory hooks into a unit of
  study
• Keep one column consistent while varying the
  other columns in the RAFT grid

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What does it look like?

• A teacher assigns (or students select) a role,
  audience, format, and topic from a range of
  possibilities.  Below is a chart with a few
  examples in each of the categories it is meant
  only as a sampling to spark new ideas.

Format journal editorial brochure/booklet
interview video song lyric cartoon game
primary document critique biographical sketch
newspaper article

• Topic
• issue relevant to the text or time period
• topic of personal interest or concern for the
  role or audience
• topic related to an essential question

• Role
• artist
•  character
• scientist
•  adventurer
•  inventor
•  juror
•  judge
•  historian
•  reporter
• rebel
• therapist
• journalist

• Audience
• self
• peer group
• government
• parents
• fictional character(s)
• committee
• jury
• judge
• activists
• immortality
• animals or objects

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RAFT Sample
Role Audience Format Topic
Gingerbread Man Our Class Oral Response I never should have listened to the fox
Squanto Other Native Americans Pictographs I can help the inept settlers
Band Member Other Band Members Demo Tape Heres how it goes
Monet Van Gogh Letter I wish youd shed more light on the subject
Water Vapor Water A Love Letter You make me so hot
Battery Loose Wire A Newspaper Article Man has shocking experience
Multiplication Fact Division Fact Invitation to a Family Reunion Heres how were related
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RAFT Sample
Role Audience Format Topic
Gingerbread Man Our Class Oral Response I never should have listened to the fox
Squanto Other Native Americans Pictographs I can help the inept settlers
Band Member Other Band Members Demo Tape Heres how it goes
Positive Numbers Negative Numbers Dating Ad Opposites Attract
Rational Numbers Irrational Numbers Song Must you go on forever?
Decimals Fractions Poem Dont you get my point?
Perimeter Area Diary Entry How your shape affects me
Monet Van Gogh Letter I wish youd shed more light on the subject!
Joan of Arc Self Soliloquy To recant, or not to recant that is the question
Tree Urban Sprawl Editorial My life is worth saving
Thoreau Public of his day Letter to the Editor Why I moved to the pond
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Designing a Differentiated Learning Contract

• A Learning Contract has the following
• components
• A Skills Component
• Focus is on skills-based tasks
• Assignments are based on pre-assessment of
  students readiness
• Students work at their own level and pace
• A content component
• Focus is on applying, extending, or enriching key
  content (ideas, understandings)
• Requires sense making and production
• Assignment is based on readiness or interest
• A Time Line
• Teacher sets completion date and check-in
  requirements
• Students select order of work (except for
  required meetings and homework)
• 4. The Agreement
• The teacher agrees to let students have freedom
  to plan their time
• Students agree to use the time responsibly

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Contracts

• Reading Contract
• Choose an activity from each shape group. Cut
  out your three choices and glue them
• Below. You are responsible for finishing these
  activities by _________. Have fun!

This contract belongs to _________________________
____________
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• Make a poster advertising
• yourself as a good
• friend. Use words and
• pictures to help make
• people want to be your
• friend. Make sure your
• name is an important
• part of the poster

Make a two sided circle-rama. Use it to
tell people what makes you a good friend. Use
pictures and words and make sure your name is
an important part of the display
Make a mobile that shows what makes you a good
friend. Use pictures and words to hang on your
mobile. Write your name on the top of the mobile
in beautiful letters.
Get with a friend and make a puppet show about a
problem and the solution in your book
Get with a friend and act out a problem and
its solution from your book
Meet with me and tell me about a problem and its
solution from the story. Then tell me about a
problem you have had and how you solved it
Draw a picture of a problem in the story. Then
use words to tell about the problem and how the
characters solved their problem
Write a letter to one of the characters in your
book. Tell them about a problem you have. Then
have them write back with a solution to your
problem.
Think about another problem one of the characters
in your book might have. Write a new story for
the book about the problem and tell how it was
solved.
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Tiered Lessons

• In a heterogeneous classroom, a teacher uses
  varied levels of activities to ensure that
  students explore ideas at a level that builds on
  their prior knowledge and prompts continued
  growth. Student groups use varied approaches to
  exploration of essential ideas.

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Rationale for Use

• Blends assessment and instruction
• Allows students to begin learning where they are
• Allows students to work with appropriately
  challenging tasks
• Allows for reinforcement or extension of concepts
  and principles based on student readiness
• Allows modification of working conditions based
  on learning style
• Avoids work that is anxiety-production (too hard)
  or boredom-producing (too easy)
• Promotes success and is therefore motivating

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Tiered Assignments

• Guidelines for Use
• Be sure the task is focused on a key concept or
  generalization essential to the study
• Use a variety of resource materials at differing
  levels of complexity and associated with
  different learning modes
• Adjust the task by complexity, abstractness,
  number of steps, concreteness, and independence
  to ensure appropriate challenge
• Be certain there are clear criteria for quality
  and success

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Tiered Instruction

• In a differentiated classroom, a teacher uses
  varied levels of tasks to ensure that students
  explore ideas and use skills at a level that
  builds on their prior knowledge and prompts
  continued growth.
• While students work at varied degrees of
  difficulty on their tasks, they all explore the
  essential ideas and work at high levels of
  thought.
• Assessment-based tiering allows students to work
  in their Zones of Proximal Development or in a
  state of moderate challenge.

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Tiering a Lesson
What range of learning needs are you likely to address? What should students know, understand, and be able to do as a result of the lesson? Know Understand Be Able to Do Whats your starting point lesson? How will you hook the students?
Whats your first cloned version? Whats your second cloned version of this activity? Whats your third cloned version of this activity?
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Six Ways to Structure

• By Challenge Level Blooms Taxonomy
• From knowledge, comprehension, application, to
  analysis, evaluation, and synthesis
• By Complexity
• From simple to complex
• By Resources
• Choose materials at various reading levels and
  complexity of content
• By Outcome
• From basic tasks to advanced tasks (presenting
  what was learned on a topic studiedtopresentatio
  n comparing same topic to todays similar issues
  and looking at impact, concerns, changes, etc.)
• By Process
• From basic tasks to advanced tasks
• (Research consumer information about a product
  and report findings to establish criteria for
  purchasing a product based on information learned
  about the producttointerview 3 people who have
  purchased the product and identify the criteria
  they used in making a decision when purchasing
  this product and drawing conclusions)
• By Product
• Ex. Verbal/linguistic visual/spatial
  logical/mathematical bodily kinesthetic musical
  (student products reflect their learning
  preferences and interests)

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What constitutes a Tiered Assignment?

• A focus on a key concept
• Adjustment of the task to the students' ability
  level
• Adjustment of the number of steps to the
  students' productivity level
• Students working with appropriately challenging
  tasks
• Result Respectable work for everyone
• To use Tiered Assignments you must
• Know the expected outcomes
• Know the ability range of your students
• Tiering by learning style, interest, or readiness

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Sample of Tiered Lesson
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Sample of Tiered Lessons

• http//www.doe.state.in.us/exceptional/gt/tiered_c
  urriculum/welcome.html

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• Subject  Mathematics                             
                   Grade  Fourth 
• Standard 6  Spatial Sense
• Key Concept   Students gain an understanding of
  symmetry.
• Generalization  Students identify line symmetry.
• Background
• The teacher reviews the concept of symmetry and
  illustrates line symmetry.  Groups of four
  students are given a picture and asked to
  identify the objects in the picture which are
  symmetric and/or have line symmetry.  Note, the
  groups need not been given the same picture and
  it would be more interesting if each group had a
  different picture.  Students share their results
  with the class.
• This lesson is tiered in process according to
  Howard Gardners Multiple Intelligences.
•  
• Tier I Bodily-Kinesthetic Learners
• In groups of four, these students are given the
  rules for the Mirror-Sculpture game as
  described in the book.  The game has students
  form a human design which is symmetric as viewed
  from a spot in the room by a nonparticipating
  person.  After a symmetric design has been
  identified, each student draws a picture of the
  sculpture on a piece of paper.
• Supply each group of four students, a picture
  and/or description of other sculptures which
  contain line symmetry.  Have the students
  duplicate the design with their bodies and
  identify the lines of symmetry.
•  Tier II Visual Learners
• In pairs the students play the Copycat or the
  Nosymm game as described in the book.  The
  Copycat game has pairs of students create a
  line-symmetric design using paper with a square
  grid and colored markers.  While the nosymm
  game has one student in the pair create a
  symmetric design while the other student destroys
  the symmetry.  After creating their designs, have
  the students share each design with other pairs
  in the same tier.
• Supply the students with several pictures which
  contain line-symmetric designs and have the
  students identify all the lines of symmetry. 
  Depending on the sophistication of these students
  you may need to vary the level of complexity of
  the designs.
•  Tier III Logical-Mathematical Learners
• These students will search through magazines,
  newspapers, and the yellow pages to find logos
  and trademarks for companies and organizations. 
  Students trace each symbol and indicate the
  symmetry in each design.    
• Supply the students with several pictures of
  hubcaps and have them identify all the lines of
  symmetry.
• Tier IV Naturalistic Learners
• These students will search through magazines and
  books which pertain to nature and/or science. 
  Students will identify items from nature, plants
  and animals, which are symmetric.  For those
  items which contain line symmetry, students will
  draw a replica of the item and identify the
  symmetries.

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• Subject Language Arts Grade Fourth
•  
• Standard 5 Writing Process
•  
• Key Concept Ideas for writing come from a
  variety of sources.
•  
• Generalization Reading a novel together can
  inspire ideas for writing.
•  
• Background The class has been reading Help, I'm
  a Prisoner in the Library by Eth Clifford.
  Imagination plays a big part in the book even
  from the beginning. This lesson is based on
  completion of chapters 3 and 4 of the book.
  Students will be grouped according to interest in
  today's activities.
•  
• This lesson is tiered by product according to
  interest.
•  
• Tier I Diary Group
•  
• This group is interested in creating a diary from
  the perspective of the policeman whom Mary Jo
  calls. He mentions that he received 15 phone
  calls that day. From the information provided in
  these chapters, create a diary that explains what
  he learns from the 15 phone calls. Add ideas
  about what he thinks about the people making the
  phone calls. Finally, finish your diary entry
  with what he thinks about being a policeman.
•  
• Tier II Newspaper Group
•  
• This group is interested in creating a newspaper
  article based on the phone calls the policeman
  has been getting. Take the part of a news writer
  and describe the conversation you had with the
  policeman who tells the information he has
  received in those 15 phone calls. Be sure to
  write this as a newspaper column.

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• Subject Science                                  
                     Grade Seventh 
• Standard 7 The Mathematical World
• Key Concept         Mathematical statements can
  be used to describe how one quantity changes when
  another changes.  Rates of change can be computed
  from differences in magnitude and vice versa.
•  
• Generalization       Work, mechanical advantage,
  and efficiency can be calculated to determine how
  a change in one quantity affects other quantities
  in the equation.
•   
• Background Students have been studying a unit on
  force, motion, and energy.  They have covered the
  definition of work and how to calculate work. 
  They can identify six simple machines.  The
  teacher has given a short quiz on this material
  and has grouped the students according to their
  scores on the test and their math ability. 
  Pairs, triads, or quads work well.
•  
• This lesson is tiered in process according to
  readiness.
•   
• Tier I Basic
• Materials spring scale, meter stick, a variety
  of objects.  Students practice finding the amount
  of work done when each object is lifted, using
  the formula, Work Force X Distance.  Students
  may also be given a worksheet of problems that
  use the calculation of work as the focus.
•  
•  
• Tier II Grade Level
• Materials Students should be given simple
  machines or pictures of simple machines and asked
  to determine whether the machines have the
  mechanical advantage of force, of distance, or of
  changing direction.  Also give students a
  worksheet for practice in calculating mechanical
  advantage ( MA Output force/input force). 
  Students should choose one of the problems or one
  of the machines and set up an investigation to
  illustrate one of the forms of mechanical
  advantage.
•  
• Tier III Advanced
• Students should choose a particular type of
  compound machine (lawn mower, electric mixer,
  etc.) and research the output and input forces. 
  From those figures, they can calculate the
  efficiency of the machine (E output force/input
  force x 100).  Students should plan an
  experiment to determine the efficiency of their
  machine.

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Cubing
A way to differentiate based on student interest
and readiness which can be used to build student
interest and learning styles.  Cubing allows
students the opportunity to build relevance, make
connections to prior knowledge, and encourage
critical thinking.
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Possible Prompts for Cube Faces

• Describe ItLook at the subject closely (perhaps
  with your senses in mind).
• Compare ItWhat is it similar to? What is it
  different from?
• Associate ItWhat does it make you think of?
  What comes to your mind when you think of it?
  Perhaps people? Places? Things? Feelings? Let
  your mind go and see what feelings you have for
  the subject.
• Analyze ItTell how it is made. If you cant
  really know, use your imagination.
• Apply ItTell what you can do with it. How can
  it be used?
• Argue for It or Against ItTake a stand. Use any
  kind of reasoning you wantlogical, silly,
  anywhere in between.

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Suggestions

• Create cubes with prompts at various levels of
  difficulty then color code the cubes.
• Cubing provides a way for all students to explore
  one important topic or idea but to accomplish
  tasks at their readiness levels, in their
  preferred learning styles, and/or in areas of
  personal interest.
• All students are working on activities dictated
  by their cubes the activities are differentiated
  for individual students or groups of students.
  Groups are very flexible. One cubing activity
  might group gifted learners for more challenging,
  higher-level activities another cubing activity
  might group gifted and non-gifted students alike
  according to their interests.

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Possible Uses for Cubing

• Introduce a new concept.
• Build interest in a new concept.
• Informally pre-assess students.
• In the middle of a unit to help students see the
  relevance of a concept.
• Review concepts. Informally assess students.

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Cubing Idea
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Creating a Cubing Exercise

• Start by deciding which part of your unit lends
  itself to optional activities.
• Decide which concepts in this unit can you create
  a cube for.
• Is it possible for you to make 3 cubes for 3
  different interests, levels, or topics?

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• First Step (use one of the cubes)
• Write 6 questions that ask for information on the
  selected unit.
• Use your 6 levels of Bloom, intelligence levels,
  or any of the cubing statements to design
  questions.
• Make questions that use these levels that probe
  the specifics of your unit.
• Keep one question opinion based-no right or
  wrong.
• Second Step (use other cubes)
• Use the first cube as your average cube, create
  2 more using one as a lower level and one as a
  higher level.
• Remember all cubes need to cover the same type of
  questions, just geared to the level, dont water
  down or make too busy!
• Label your cubes so you know which level of
  readiness you are addressing.

• Third Step
• Always remember to have an easy problem on each
  cube and a hard one regardless the levels.
• Color code the cubes for easy identification and
  also if students change cubes for questions.
• Decide on the rules Will the students be asked
  to do all 6 sides? Roll and do any 4 sides? Do
  any two questions on each of the 3 cubes?
• Places to get questions
• Old quizzes, worksheets, textbook-study
  problems, students generated

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Level 1
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Level 2
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Level 1
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Anchoring
Many things can wait the child cannot. Now is
the time his bones are being formed and his mind
is being developed. To him, we cannot say
tomorrow his name is today!
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Do you know these students?

• Rapid Robin The Dreaded Early Finisher
• Im not finished Freddie It takes him an
  hour-anda half to watch 60 Minutes

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What is an anchor activity?

• ??It is curriculum-based.
• ??It has instructional clarity.
• ??It is differentiated to meet
• the needs of each student.
• ??It is engaging.

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Anchor Activities are

• Ongoing assignments that students can work on
  independently throughout a unit, a grading period
  or longer.

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Benefits of an Anchor Activity

• An Anchor Activity can be used to differentiate
  activities on the basis of student readiness,
  interest or learning profile.
• Anchor Activities allow students time to work on
  independent research, to work more in depth with
  a concept, enrich their skill development.
• Anchor Activities can be used as a management
  strategy when working with small groups of
  students.
• Anchor Activities can be a vehicle for making the
  classroom more student centered.

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How do I Get Started?

• 1. Teach the whole group to work on an anchor
  activity independently and quietly. The teacher
  is not a contact person at this time.2.
  Progress to one group on anchor activity and
  another group on another activity - then flip
  flop groups. This may be done later in the day or
  in back-to-back time slots.Example - One group
  may be working with the teacher on math
  manipulatives while the other group works
  independently on anchor activities.3. Progress
  to 1/3 of the class on anchor activities, 1/3
  involved in a teacher directed activity and 1/3
  working at mini lab on a curriculum related
  unit.4. Move to the next stages only when your
  students are ready. Length of time can be
  increased at the second stage before moving on to
  the third stage.

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Some Anchor activities

• Read
• School Library Media Center
• Learning Packets
• Journaling
• Learning/Interest Centers
• Listening Centers
• Research Questions or Projects
• Commercial Kits and Materials

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Display Ideas
In his classroom the Anchor Activities are hung
from the ceiling.
This pocket chart has removable cards which can
be changed to reflect the ongoing activities
within a unit of study
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Ways to Differentiate Products

• Choices based on readiness, interest, and
  learning profile
• Clear expectations
• Timelines
• Agreements
• Product Guides
• Rubrics
• Evaluation

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Possible Products
Puzzle Model Timeline Toy Article Diary Poster Mag
azine Computer Program Photographs Terrarium Petit
ion Drive Teaching Lesson Prototype Speech Club Ca
rtoon Biography Review Invention
Map Diagram Sculpture Discussion Demonstration Poe
m Profile Chart Play Dance Campaign Cassette Quiz
Show Banner Brochure Debate Flow Chart Puppet
Show Tour
Lecture Editorial Painting Costume Placement Bluep
rint Catalogue Dialogue Newspaper Scrapbook Lectur
e Questionnaire Flag Scrapbook Graph Debate Museum
Learning Center Advertisement

Book List Calendar Coloring Book Game Research
Project TV Show Song Dictionary Film Collection Tr
ial Machine Book Mural Award Recipe Test
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Begin Slowly Just Begin!Low-Prep
Differentiation

• Varied Supplementary materials
• Options for varied modes of expression
• Varying scaffolding on same organizer
• Computer mentors
• Think-Pair-Share by readiness, interest, learning
  profile
• Use of collaboration, independence, and
  cooperation
• Open-ended activities
• Mini-workshops to reteach or extend skills
• Jigsaw
• Negotiated Criteria
• Explorations by interests
• Multiple levels of questions

• Choices of books
• Homework options
• Use of reading buddies
• Varied journal Prompts
• Varied pacing with anchor options
• Student-teaching goal setting
• Work alone / together
• Whole-to-part and part-to-whole explorations
• Flexible seating
• Varied computer programs
• Design-A-Day
• Varied Supplementary materials

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High-Prep Differentiation

• Interest centers
• Personal agendas
• Literature Circles
• Stations
• Complex Instruction
• Group Investigation
• Tape-recorded materials
• Teams, Games, and Tournaments
• Choice Boards
• Think-Tac-Toe
• Simulations
• Problem-Based Learning
• Graduated Rubrics
• Flexible reading formats
• Student-centered writing formats

• Tiered activities and labs
• Tiered products
• Independent studies
• Multiple texts
• Alternative assessments
• Learning contracts
• 4-MAT
• Multiple-intelligence options
• Compacting
• Spelling by readiness
• Entry Points
• Varying organizers
• Lectures coupled with graphic organizers
• Interest groups
• Tiered Centers

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OPTIONS FOR DIFFERENTIATION OF INSTRUCTION
To Differentiate Instruction By Readiness
To Differentiate Instruction by Learning Profile
To Differentiate Instruction By Interest
equalizer adjustments (complexity, open-endedness, etc. add or remove scaffolding vary difficulty level of text supplementary materials adjust task familiarity vary direct instruction by small group adjust proximity of ideas to student experience encourage application of broad concepts principles to student interest areas give choice of mode of expressing learning use interest-based mentoring of adults or more expert-like peers give choice of tasks and products (including student designed options) give broad access to varied materials technologies create an environment with flexible learning spaces and options allow working alone or working with peers use part-to-whole and whole-to-part approaches Vary teacher mode of presentation (visual, auditory, kinesthetic, concrete, abstract) adjust for gender, culture, language differences.
useful instructional strategies - tiered activities Tiered products compacting learning contracts tiered tasks/alternative forms of assessment useful instructional strategies interest centers interest groups enrichment clusters group investigation choice boards MI options internet mentors useful instructional strategies multi-ability cooperative tasks MI options Triarchic options 4-MAT
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D.I. Structure
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To make differentiation workin fact, to make
teaching and learning workteachers must develop
an alternative approach to instructional planning
beyond "covering the text" or "creating
activities that students will like. Even
though students may learn in many ways, the
essential skills and content they learn can
remain steady. That is, students can take
different roads to the same destination. Carol
Ann Tomlinson