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Dare to Differentiate

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... on this continuum change from theme to theme, topic to topic, level to level. ... Musical- Rhythmic. Interpersonal. Visual- Spatial. Logical- Mathematical ... – PowerPoint PPT presentation

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Title: Dare to Differentiate


1
Dare to Differentiate
  • Deborah Espitia
  • Coordinator of World Languages ESOL
  • Leslie Grahn
  • World Language Resource Teacher
  • Howard County Public Schools, Maryland
  • despitia_at_hcpss.org
  • lgrahn_at_hcpss.org

2
Lets do a fuel gauge check
1/4 tank in need of more fuel
1/2 tank enough to take short trips
3/4 tank ready for a long journey
full tank enough fuel to share with others
3
Warm-up Mixed readiness groups
  • Create a group of 3 or 4 who have a variety of
    fuel levels indicated on their gauge.
  • Sit together in a group.

4
Warm-up Readiness groups
  • Cut and paste activity In your groups, cut
    apart and collaboratively develop categories for
    the ideas on the strips of paper. Glue them to
    the large colored paper and label with the agreed
    upon categories.

5
Differentiation Foldable
Differentiation strategies Ive tried
Challenges to incorporating differentiation
Questions I have about differentiation
6
Workshop Choice Board
7
Dare to Differentiate Outcomes Participants will
  • Build background knowledge of research and
    application of differentiation strategies.
  • Participate in simulations of differentiation
    strategies.
  • Create differentiated activities for immediate
    use in their classrooms.
  • Receive a packet full of differentiation activity
    templates and examples.

8
What about my special needs learners?
9
Who are the diverse learners in our classrooms?
10
The diversity of our diverse learners
  • Ability
  • Gender
  • Ethnicity
  • Socio-economics
  • Interests
  • Prior experiences
  • Learning preferences

11
Lining it all up TRADITIONAL TEACHING LENS
????
????
Teaching to the middle ????????????????????????
  • Struggling learners

Advanced learners
Regular/Average learners
12
Lining it all up DIFFERENTIATION TEACHING LENS
???? ???? ???? ???? ???? ???? ???? ???? ????
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
13
Lining it all up DIFFERENTIATION Speaking
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
14
Lining it all up DIFFERENTIATION Writing
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
15
Lining it all up DIFFERENTIATION Preterit
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
16
Lining it all up DIFFERENTIATION Imperfect
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
17
Lining it all up DIFFERENTIATION Art Unit
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
18
Lining it all up DIFFERENTIATION Sports Unit
  • Struggling learners

Advanced learners
Students positions on this continuum change
from theme to theme, topic to topic, level to
level.
19
Suggestions for working with struggling learners
  • Look for the learners positives.
  • Dont let whats broken extinguish what works.
  • Pay attention to relevance.
  • Go for powerful learning.
  • Teach up.
  • Use many avenues to learning.
  • See with the eyes of love.

Tomlinson, How to Differentiate Instruction in
Mixed-Ability Classrooms, ASCD
20
DIFFERENTIATION What is it?
21
Differentiation based on research and writings of
  • Carol Ann Tomlinson
  • Professor of Educational Leadership
  • University of Virginia

22
A definition…
  • "What we share in common makes us human. How we
    differ makes us individuals. In a classroom with
    little or no differentiated instruction, only
    student similarities seem to take center stage.

23
A definition…
  • In a differentiated classroom, commonalities
    are acknowledged and built upon, and student
    differences become important elements in teaching
    and learning as well ....

24
A definition…
  • Students have multiple options for
  • taking in information
  • making sense of ideas
  • expressing what they learn.

25
A definition…
  • In other words, a differentiated classroom
    provides different avenues to
  • acquiring content
  • processing or making sense of ideas
  • and developing products."

Carol Ann Tomlinson
26
Differentiation Non-Negotiables
  • Supportive learning environment
  • Continuous assessment
  • High-quality curriculum
  • Respectful tasks
  • Flexible grouping

27
The Cogs of Differentiation
Tomlinson, 2003
28
Differentiation
is a teachers response to learners needs
guided by general principles of differentiation,
such as
respectful tasks
ongoing assessment
flexible grouping
Teachers can differentiate
according to students
through a range of instructional and management
strategies
29
Differentiation concepts
  • Classroom elements
  • Content
  • Process
  • Products
  • Learning Environment/ Affect
  • Assessment

30
Differentiation
  • Content
  • Process
  • Product
  • Environment
  • Assessment

31
Differentiation
  • Content
  • Process
  • Product
  • Environment
  • Assessment

32
Differentiation
  • Content
  • Process
  • Product
  • Environment
  • Assessment

33
Differentiation
  • Content
  • Process
  • Product
  • Environment
  • Assessment

34
Differentiation
  • Content
  • Process
  • Product
  • Environment
  • Assessment

35
How do I know how to DIFFERENTIATE?
36
Strategies for getting to know our learners
37
Knowing the learner
38
Differentiation Concepts
  • Student characteristics
  • Readiness
  • Interest
  • Learning Profile

39
Differentiation Concepts
  • Learning Profile
  • Grouping Preferences
  • Cognitive Style
  • Learning Environment Needs
  • Information Processing

40
Differentiation Concepts
  • Readiness Interests
  • Pre-assessments
  • Every Student Response
  • Surveys
  • ??

41
TV Interest groups
  • On a colored index card, write the name of your
    two favorite television shows.
  • Find five other people who have at least one
    show/type of show in common with you.
  • Sit together in a group.

42
How well do I know my students?
  • Think of a particular student.
  • Create a web of information you know about that
    student.

43
How well do I know my students?
  • Highlight and label the learner characteristic
    for each item
  • Learning profile LP
  • Interest I
  • Readiness R

44
How well do I know my students?
  • What dont you know that would be helpful?
  • Reflect on how you might get to know that student
    better.

45
Strategies for getting to know our
learners- LEARNING PROFILE
46
Strategies for getting to know our
learners- LEARNING PROFILE
47
MULTIPLE INTELLIGENCES
Visual- Spatial
Musical- Rhythmic
Naturalist
Logical- Mathematical
Bodily-Kinesthetic
Verbal-Linguistic
Intrapersonal
Interpersonal
48
Strategies for getting to know our
learners- LEARNING PROFILE
49
Strategies for getting to know our
learners- INTEREST
50
Strategies for getting to know our
learners- READINESS
51
Time for a break!
52
Digging deeper into DIFFERENTIATION
53
What are respectful tasks?
  • Respectful tasks…
  • Emphasize strengths.
  • Are relevant.
  • Provide choices.
  • Stretch students.
  • Scaffold learning.

54
Differentiation Strategies
  • Learning Centers
  • Tiered Assignments
  • R.A.F.T.s
  • Choice Boards
  • Flexible Grouping

55
DIFFERENTIATION STRATEGIES Learning Centers
56
What are Learning Centers?
  • Areas set up in the classroom with learning
    activities directed at a specific
  • Interest
  • Skill
  • Extended study of essential concept

57
Learning Centers (random groupings)

(pink) A (green) B (yellow) C (orange)
D (white) E
58
Reflection on Learning Centers
  • How could I transform the learning centers I
    just experienced to ones I can use for my
    classroom?

59
  • Learning Centers
  • A Picture prompt
  • B Color coding activity
  • C Experience with/not
  • D Highlight words that relate
  • E Choose from lists

60
(No Transcript)
61
SUGAR RUSH!!!
  • Whats your favorite dessert?

Line up alphabetically based on your favorite
desserts first letter.
62
Fuel gauge check
  • Think about your comfort level with
    differentiation in terms of a fuel gauge.

1/4 tank in need of more fuel
1/2 tank enough to take short trips
3/4 tank ready for a long journey
full tank enough fuel to share with others
63
DIFFERENTIATION STRATEGIES RAFT Assignments
64
RAFT Assignments
  • Focus on
  • Writing and reasoning
  • Ideas around a topic
  • Student choice, interest
  • Learning styles, preferences

65
What does RAFT mean?
  • R ROLE
  • A AUDIENCE
  • F FORMAT
  • T TOPIC

66
Lets build a RAFT
67
RAFT Assignments
  • As a group, choose a topic for your RAFT.
  • Individually, choose a role and then add your
    RAFT idea to the template.

68
DIFFERENTIATION STRATEGIES Choice Boards
69
CHOICE BOARDS
  • Students choose from a menu of options
  • Tasks vary by process and interest
  • Some anchor activities can be required of all
    students
  • Can be used for homework, projects, and
    assessment

70

71
Build Your Own Choice Board
  • Choose a content topic and language structure.
  • Create a choice board of activities, projects, or
    performances with your diverse student learners
    in mind.

72
DIFFERENTIATION STRATEGIES Tiered Assignments
73
Tiered Assignments
  • What are they?
  • Tiered assignments are parallel tasks at varied
    levels of complexity, depth and abstractness with
    various degrees of scaffolding, support, or
    direction. Students work on different levels of
    activities, all with the same essential
    understanding or goal in mind.

74
Tiered Assignments
  • What are they?
  • Tiered assignments accommodate mainly for
    differences in student readiness and performance
    levels and allow students to work toward a goal
    or objective at a level that builds on their
    prior knowledge and encourages continued growth.

75
Tiered Assignments
  • Why use them?
  • One of the main benefits of tiered assignments is
    that they allow students to work on tasks that
    are neither too easy nor too difficult.
  • They are highly motivating because they allow
    students to be successful at their level of
    readiness.
  • Tiered assignments also allow students to work in
    their specific learning styles or preferences.

76
Tiered Assignments How to use them?
  • 1. Make sure all tiered activities are introduced
    with the same level of enthusiasm and interest.
  • 2. Take care to give different work, not simply
    more or less work, for different tiers.
  • 3. Ensure that all students are equally involved
    and active.
  • 4. Ensure that all activities are equally
    appealing and desirable.

77
Tomlinsons Equalizer
78
Analyzing a Tiered Assignment
  • Parallel tasks
  • Varying levels of complexity
  • Various degrees of scaffolding, support, or
    direction
  • Different levels of activity with same essential
    goals
  • Builds on prior knowledge and encourages
    continued growth

79
DIFFERENTIATION STRATEGIES Flexible Grouping
80
How did we group you today?
  • Interest (TV shows)
  • Random (colored index cards)
  • Interest (favorite dessert)
  • Mixed Readiness (fuel gauge)

81
Fuel gauge check
  • Think about your comfort level with
    differentiation in terms of a fuel gauge.

1/4 tank in need of more fuel
1/2 tank enough to take short trips
3/4 tank ready for a long journey
full tank enough fuel to share with others
82
Dare to Differentiate Wiki
  • daretodifferentiate.wikispaces.com

83
Dare to Differentiate wiki daretodifferentiate.wi
kispaces.com
84
Differentiation Buddies
85
Wait! Weve got . . .
PRIZES !!!
86

87
Dare to DIFFERENTIATE
  • Take the dare.

88
Dare to DIFFERENTIATE
  • despitia_at_hcpss.org
  • lgrahn_at_hcpss.org
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