Title: He who dares to teach must never cease to learn.
1He who dares to teach must never cease to learn.
2Differentiating 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. - Facilitated by Jennifer Malcomb and
Bridgette Witz
3D.I. Day 1 Agenda
- Introduction to D.I. (What it is and what it is
NOT) - What to differentiate Content, process, product
- Break
- What to differentiate Environment
- Anchors
- Lunch
- Flexible grouping
- True Colors
- 10,000 Pyramid
- Homeplay Magic Border
4Tribles/ community circle
- Share
- Name
- What you teach and where
- Using the Tribles, tell how you are feeling
today. - Why (optional)
5Differentiated Instruction is NOT
- One more thing on our plates
- An IEP for each student
- Unstructured
- Tracking
- Extra work for students
- Watering down the curriculum
- One-size-fits-all
- A plan in a can
- A program
- A model
- A recipe
- Yes/no
6Differentiated Instruction IS
- a philosophy in which a teacher plans for meeting
the diverse needs of his or her students - time intensive (but it gets easier as you get
used to it ?) - on a continuum
7The Differentiated Instruction Continuum
- Ongoing assessment
- Flexible grouping
- Tiered activities
- Processing strategies
- Varied products
- Modified content
- Anchors
- Curriculum compacting
- Learning centers/stations
- Learning contracts
- Independent study
- Learner Profiles
- Multiple intelligences
- Mentoring
8Differentiated 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
9(No Transcript)
10How Does Research Support DI?
- Synthesis of a number of educational theories and
practices. - Learning occurs when the learner experiences
moderate challenge and relaxed alertness
readiness - When interest is tapped, learners are more likely
to find learning rewarding and become more
independent.
11Some Principles of a Differentiated Classroom
- The teacher
- is clear about what content matters.
- understands, appreciates, and builds upon student
differences. - realizes assessment and instruction are
inseparable. - adjusts content, process, and product in response
to students readiness, interests, and learning
profile. - has all students participate in respectful work.
- collaborates with students in learning.
- has a goals of maximum growth and individual
success. -
- Flexibility is the hallmark of a differentiated
- classroom.
12If you do things the way theyve always
been done, youll get the results youve always
gotten.Author Unknown
13Differentiation of Instruction
Is a teachers response to learners needs guided
by general principles of differentiation
Flexible grouping
Respectful tasks
Continual assessment
Environment
Content
Process
Product
According to Students
Readiness
Interest
Learning Profile
14- Four ways to differentiate. . . . .
- Content What students learn and the materials
and mechanisms used during instruction. - Process Activities that insure students use
key skills to make sense out of essential ideas
and information. (How students go about making
sense of the content. ) - Product How students demonstrate and extend
what they have learned about the content. - Environment - The tone of the classroom.
Students should feel safe and stress free. Tasks
should be respectful to all learners. - (NOTE Process and product involve grouping by
multiple intelligences, learning styles, and
student interests.)
15Differentiation Key Message
- Tomlinson tells us
- Instruction begins where the students are, not
at the front of the curriculum guide.
16Ways
to Differentiate Content
- Reading Partners / Reading Buddies
- Read/Summarize
- Read/Question/Answer
- Visual Organizer/Summarizer
- Guided reading groups
- Choral Reading/Antiphonal Reading
- Flip Books
- Split Journals (Double Entry Triple Entry)
- Books on Tape
- Highlights on Tape
- Digests/ Cliff Notes
- Note-taking Organizers
- Varied Texts
- Varied Supplementary Materials
- Highlighted Texts
- Think-Pair-Share/Preview-Midview-Postview
- Tomlinson 00
17Mapping a Route Toward Differentiated Instruction
- Even though students may learn in many ways, the
essential skills and content they learn can
remain steady. Students can take different roads
to the same destination. - -Carol Ann Tomlinson
18TO DIFFERENTIATE PROCESS
WAYS
- Educational Games
- RAFTs
- Cubing, Think Dots
- Choices (Learning profiles, interest), Think-
Tac-Toe - Centers
- Tiered lessons
- Contracts, compacting
- novelty
19(No Transcript)
20Use It or Lose It
- Two processes occur during development
- Overproduction of neurons, dendrites, and
synapses that results in an overload of cell
bodies and dendrites. - The pruning (or elimination) of brain cells,
follows the overproduction. - The brain selectively strengthens or prunes
neurons based on activity.
21May I have your attention please?
- You can only maintain student attention if youve
already captured it. - One way to do this---NOVELTY!
- Vary the pace and tone of your voice
- Dress in costume
- Circulate around the room
- Use colored markers or chalk
- Bring flowers into the room
- Vary instruction
- p.21
- Feinstein,S. (2004). Secrets of the Teenage
Brain. CACorwin Press.
22Chunking Students need
- Ample time to process and summarize information.
- Stop and process every 10-15 minutes for 2-5
minutes. (M.S. and H.S.) - Stop every 5-6 minutes for El.Ed.
23Processing the information
- One processing task is not enough.
- 5-6 are needed for full understanding.
- Begin with understanding, move to application,
analysis. (Bloom) - Use several modalities. (Multiple Intelligences)
24Brain Breaks
- Approximately every 20 minutes, learners brains
need a break time to process what theyve
learned. - Stretches
- Cross laterals (reconnect hemispheres)
- Energizers
- Walk and talk/ just walk
- Music and movement
- Settling time
25Ways
to Differentiate Product
- Choices based on readiness, interest, and
learning profile - Clear expectations
- Timelines
- Agreements
- Product Guides
- Rubrics
- Evaluation
-
26Possible Products
- Map
- Diagram
- Sculpture
- Discussion
- Demonstration
- Poem
- Profile
- Chart
- Play
- Dance
- Campaign
- Cassette
- Quiz Show
- Banner
- Brochure
- Debate
- Flow Chart
- Puppet Show
- Tour
- Lecture
- Editorial
- Painting
- Costume
- Placement
- Blueprint
- Catalogue
- Dialogue
- Newspaper
- Scrapbook
- Lecture
- 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
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
27Card Sort
- Practice for content/ process/ product
- Match the examples under the correct titles.
- Easily used in class.
- Any worksheet can be turned into an activity!
28When Planning Try to Consider
- Learning Profile
- Depicts how a child learns
- Interests
- The students area of appeal or curiosity
- Readiness
- The students skill development level
29Some Ideas for Differentiating Instruction
- READINESS
- Varied texts by reading level
- Varied supplementary materials by reading level
- Varied scaffolding (reading, writing, research,
technology) - Flexible time use
- Learning contracts
- Varied graphic organizers
- Compacting
- Tiered or scaffolded assessment
- Small-group instruction
- Homework options
- INTEREST
- Topic (i.e., photography, poetry, life science,
mathematics, etc.) - Model of Expression (i.e., oral, written,
designed/built, artistic, abstract, community
service, etc.) - LEARNING PROFILE
- Group orientation (i.e., independent, group,
adult) - Cognitive style (i.e., whole-to-part/part-to-whole
, concrete/abstract, oral/visual, etc.)
30Way out cards
- _____ Cable I got it and my connection is
blazing! - ____ DSL I get it for the most part, but I
still have questions (some downloads are slow). - _____ Dial-up I still dont get it (I cant
connect)! - Comments
3110 minute Break
32Double Entry Journal
33TO DIFFERENTIATE Environment
Ways
- comfortable and organized physical environment.
- climate of mutual respect, support, and inquiry.
- students manage their own behavior and assume
responsibility for their own learning. - Support individual students physical, emotional,
cognitive, and behavioral environment. - Encourage students to work both cooperatively and
independently. - Use a variety of strategies to increase desire
and opportunity to learn. - Make connections to background knowledge.
- Use multiple teaching and learning strategies to
engage students actively. - Link school, home and community.
-
34(No Transcript)
35(No Transcript)
36Fat City
- Line fold (wait time)
- My biggest Aha
37Say Something
- Turn to the person next to you and say something.
- The something might be a
- Brief summary
- Key point
- Question
- An interesting idea
38 39Jigsaw Directions
1. Assign each person in your home team a
jigsaw number. 2. Go to the Expert Team that
matches your number. You will all become
experts on your topic(s). 4. Investigate and
complete your given task for the topic
individually. 5. Spend time with your
Expert Team, sharing and clarifying important
information about the topic. Fill in the
sections of the Equalizer chart for your expert
topics. You each must be able to teach your
findings to your home teams so use your own
words! ? 6. Return to your Home Team and teach
teammates about your topic. At this point
all team members will spend time making sure they
understand the information shared by the
Experts on the Home Team. Fill in your
Equalizer chart for each topic. 7.
Be prepared to discuss the information learned
with the whole class. ?
403-Minute Buzz
41Lunch
42Welcome back!
- We are on page 13 in your blue, slideshow packet.
- Spend a few moments thinking about the rules and
procedures in your classroom.
43Establish procedures
- A procedure is a method or process of how things
are to be done in the classroom. - See examples in packet
443 step approach to teaching procedures
-
- 1. Explain. Tell students what it is in a clear,
concise manner. - Model and demonstrate.
- 2. Rehearse. Have students practice the
procedure with you. (Reflect on rehearsal) - 3. Reinforce. If necessary re-teach. Rehearse
again and often until the procedures become
routine.
45Possible procedures to rehearse with students
- Entering the classroom
- Getting to work immediately
- When you are tardy
- End of period dismissal
- Listening and responding
- Participating
- Borrowing classroom materials
- Getting students attention
- When you are absent
- Working cooperatively
- Changing groups
- When you need help
- When you need to leave the room
- Finding directions
- Turning in work/ passing papers
- Using materials without disturbing others.
- Moving about the room
- Asking a question
- Fire drill/ evacuation
- Asking a question
- Returning to task after an interruption
- Walking in the hallway
- If a visitor comes in
- If the teacher is absent
- If the teacher gets ill
- Manners (saying thank you, excuse me)
46Other points about procedures
- Praise/ reinforce/ encourage when students are
doing a good job of following procedures. - Allow students to help create procedures
- Make sure students understand the reason behind
the procedures. - Revisit as often as needed.
- Model the desired behaviors.
47Differentiating Environment
My favorite teacher What is one thing you are doing and will continue to do? What is one thing you might try next?
48- The biggest mistake of past centuries in teaching
has been to treat all children as if they were
variants of the same individual and thus to feel
justified in teaching them all the same subjects
in the same way. - Howard Gardner
49Using Anchor(ing) Activities
50 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!
Gabriel Mistal
51Some reasons for anchors
- Rapid Robin- the dreaded early finisher
- Im not finished Freddy-It takes hima n hour
and a half to watch 60 Minutes
52One premise in a differentiated classroom
In this class we are never finished--- Learning
is a process that never ends
53The 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.
54Some Anchor Activities
- Brain Busters
- Learning Packets
- Activity Box
- Learning/Interest Centers
- Vocabulary Work
- Author study
- Investigations
- RAFTs, Think Tac Toes, Cubed assignments
- Magazine Articles with Generic Questions or
Activities - Listening Stations
- Research Questions or Projects
- Commercial Kits and Materials
- Journals or Learning Logs
- Silent Reading (Content Related?)
55Using Anchor Activities to Create Groups
1
Teach the whole class to work independently
and quietly on the anchor activity.
2
Flip-Flop
Half the class works on anchor activity.
Other half works on a different activity.
3
1/3 works with teacher---direct instruction.
1/3 works on anchor activity.
1/3 works on a different activity.
56ANCHOR ACTIVITIES
Can be
used in any subject whole class
assignments small group or individual
assignments tiered to meet the needs of
different readiness levels Interdisciplinary for
use across content areas or teams
57ANCHOR ACTIVITIES
- 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.
58Planning for Anchor Activities
Subject/Content Area
Name and description of anchor activity
How will activity be introduced to students?
How will the activity be managed and monitored?
- Points - Percentage of Final Grade -
Rubric - Portfolio Check - Checklist -
Teacher/Student Conference - Random Check - Peer
Review - On Task Behaviors - Other _______________
59 Anchor Activities
Finished with your work? Need something to do?
- Choose an activity from this bulletin board and
complete it. When it is finished hand it in to
the anchors tray. For all anchors be sure to - Do your best work,
- Be neat and creative,
- Follow the requirements.
- See Mrs. Malcomb if you have any questions! ?
- Anchor activities are tasks that keep you
focused, or anchored to what you are studying
in school. They will help you review and
practice material you have learned, and exercise
your brain!
60Planning for Anchors
- Review the examples and materials in the
Anchors packet. - On the last page of your packet, plan a list of
activities that could be used in your classroom,
or how you will manage anchors in your class.
61- Please be ready to share at least one anchor you
could try in your classroom.
625 minute Break
63What do you think of when you think of group work?
- Draw a picture of what you think of when you
think of group work. - Write a poem using what you think of when you
think of group work? - Make a sculpture of what you think of when you
think of group work.
64Range of Activities in a Differentiated Classroom
Classroom Instruction Arrangements
Whole Class Activities
Pre-assessment (readiness/interest)
Planning
Wrap-up of explorations
Introduction of concepts
Sharing
Small Group Activities (pairs, triads, quads)
Directed reading
Teaching skills
Sense-making
Investigation
Planning
Individualized Activities
Practice apply skills
Interest centers
Independent study
Compacting
Products
Testing
Homework
Sense-making
Student-Teacher Conferences
Guidance
Assessment
Evaluation
Tailoring planning
65- Grouping when should it occur?
- The 60 Rule
- If 60 of the class needs a particular skill or
concept, whole group instruction is appropriate. - If less than 60 is struggling with that skill
or concept, small group instruction is most
effective and efficient.
66Flexible Grouping Window
- Paired reading summaries
- Directions
- Person A reads the section aloud,
- Person B paraphrases,
- A and B clarify if necessary, and write down
the main idea of the section - Switch roles (A reads, B paraphrases, etc.)
- Continue through selection
- Be prepared to share your thoughts!
6710,000 Pyramid Goal Get your partner to say
each of the words listed beneath the
topic. Play For topic 1, partner A sits facing
the screen and gives partner B clues to help him
guess each of the listed words. (Partner B
faces away from the screen.) For the next
topic, players switch seats, and Partner B gives
Partner A clues to help Partner A guess each of
the listed words. Partners switch roles for
each new topic. Win The first team to get each
of the words wins for that topic.
68- What to Differentiate
- Content
- Product
- Process
- Environment
69Ways to differentiate
- Readiness
- Learner profile
- Interests
70- The art of teaching is effective decision making
about children. We teach children, not
programs. - Irene Fountas
-
-
71Community circle
- Share
- A goal for differentiating instruction in the new
school year.
72D.I. Day 2 Agenda
- Community circle
- Flexible Grouping Wrap-up
- True Colors
- Modalities
- Break
- Analogies as review
- Blooms Taxonomy
- Think dots and cubing
- RAFTs
- Lunch
- Think-Tac-Toe
- Tiering
- Assessment
- Work time!
- Closure and Sharing
73Grouping Management
- Selection options
- 1- teacher selection
- 2- random
- 3- student choice
- Size of Group 2-4 students, depending on the
nature of the task. - Teacher Adjustments
- Time
- Expectation
- Materials
- Proximity
74Flexible Grouping3-2-1
- 3 ways you could use group work in your
classroom. - 2 procedures you might need in place to help
group work run smoothly. - 1 new thought you have about group work.
75Learner Profile Card
Name
Auditory, Visual, Kinesthetic Modality
True Colors Myers, Briggs, Jung
Interests
Grade level Subject
Multiple Intelligence Preference Gardner
76Harper Lee, To kill A Mockingbird
- You never really understand a person until you
can consider things from his point of view.
77Why use True Colors?
- Have a greater understanding of self and others .
- Acquire better communication skills .
- Create a harmonious, productive environment .
78Orange
- Characteristics
- ? Free
- ? Spontaneous
- ? Impetuous
- Values
- ? Freedom
- ? Action
- ? Performing
- Regard
- ? Opportunity
- ? Competition
- ? Options
- Dislikes
- ? Rigidity
- ? Authority
- ? Rules
- Expresses
- ? Optimism
- ? Confidence
- ? Openness
- Fosters
- ? Recreation
- ? Enjoyment
- ? Fun
- Respects
- ? Skills
- ? Expression
79Blue
- Dislikes
- ? Insincerity
- ? Hypocrisy
- ? Deception
- Expresses
- ? Enthusiasm
- ? Inspiration
- ? Vivacity
- Fosters
- ? Harmony
- ? Community
- ? Growth
- Respects
- ? Nurturing
- ? Empathy
- Characteristics
- ? Authenticity
- ? Affection
- ? Love
- Values
- ? Compassion
- ? Sympathy
- ? Rapport
- Regard
- ? Significance
- ? Meaning
- ? Identity
80Green
- Characteristics
- ? Competence
- ? Accuracy
- ? Truth
- Values
- ? Intelligence
- ? Explanations
- ? Answers
- Regard
- ? Output
- ? Efficiency
- ? Ideas
- Dislikes
- ? Incompetence
- ? Unfairness
- ? Injustice
- Expresses
- ? Coolness
- ? Reservation
- ? New Ideas
- Fosters
- ? Inventions
- ? Technology
- ? Growth
- Respects
- ? Knowledge
- ? Capability
81Gold
- Characteristics
- ? Influence
- ? Security
- ? Status
- Values
- ? Responsibility
- ? Dependability
- ? Stability
- Regard
- ? Dedication
- ? Service
- ? Order
- Dislikes
- ? Non-conformity
- ? Ambiguity
- ? Waste
- Expresses
- ? Purpose
- ? Stability
- ? Concern
- Fosters
- ? Institutions
- ? Traditions
- ? Rules
- Respects
- ? Obligation
- ? Loyalty
82True colors
- In your color group create a short presentation
that will teach the other colors about your
strengths, stresses, and how your color effects
the classroom. - Be ready to share with the whole group in about
15 minutes.
83Setting Goals In school
- Golds need
- Clear objectives.
- Sequential steps.
- Definite timelines.
- Consideration of short and long-term goals
- Blues need
- To be involved in the planning stages.
- To be a part of the process.
- To share in a team effort.
- Time to make contact with others and take
breaks, - Occasional reminders of the steps and goals.
84Setting Goals In school
- Oranges need
- Brief, concise
- directions.
- Encouragement to be patient with process.
- Short-term objectives with immediate pay-offs.
- To know what needs to be done now.
- Action oriented assignments with little
discussion. - Assistance with long range goals.
- New challenges
- To see the big
- picture.
- To focus on the future.
- Freedom to create and
- innovate strategies for
- change.
- Encouragement to
- design models.
- Assistance in staying
- with tasks.
85Gold- Mastery Exercise practice Activities that focus on organizing and managing information Blue- Interpersonal Experience- personalize Activities that focus on people, relationships ,empathizing, interacting
Green- Understanding Explain- Prove Activities that focus on analytic processing, proofs, explanations, concepts, theories Orange- Creativity Explore- produce Activities that focus on creation, design, invention, self- expression.
86- As a teacher, your greatest strength is your
greatest weakness.
87Modalities
- Visual
- Auditory
- Kinesthetic
88 Visual
- Visual learners use their eyes as their primary
mode of learning. They remember what they read
or what they watch. - They easily memorize by seeing pictures and
diagrams.
89 Visual
- Looks like
- doodles, observing, silent reading, neat
- Sounds like
- I see Show me
- Learning Processes
- Observing, pictures, diagrams, demonstrations,
films - Products
- brochure, coat of arms, collage, flow chart,
Powerpoint, video
90 Auditory
- Definition
- Auditory learners use their voices and ears as
their primary modes for learning. They remember
what they hear and what they themselves express
verbally. - Easily memorizes lists and sequences.
91 Auditory
- Looks like
- Talkative, active participation, likes to be read
to, poor handwriting, outgoing - Sounds like
- I hear what you mean Tell me
- Learning Processes
- Spoken words, sounds/noises
- Products
- Book, debate, journal, oral report, riddles,
teaching a lesson
92 Kinesthetic
- Definition
- Kinesthetic learners use touch and movement as
their primary mode of learning. They remember
what they say and do. - May have trouble memorizing lists, numbers
93 Kinesthetic
- Looks like
- Tapping, hand gestures, unorganized, outgoing
- Sounds like
- It just feels right Let me try
- Learning Processes
- Physical, experiences, touching, doing, hands-on
- Products
- Acting, collection, demonstration, game, how-to
book, sculpture
94Autographs please!
- Can give an example/idea to help
- visual learners,
- auditory learners,
- kinesthetic learners,
- in the classroom.
- Get their signature, then you will write/draw
their idea on your sheet.
95Analogies
- Differentiated instruction is like a _____
because_____.
96Break time
5 minutes
97Strategies
98Blooms Taxonomy
- Knowledge Information retrieval
- 2. Comprehension Translates, interprets,
understands information - 3. Application Making use of learned
knowledge correctly - 4. Analysis Identification or classification of
content and relationships - 5. Synthesis Combining the known and the new
into a new, original product - 6. Evaluation Making judgements
-
99Welcome back!
- Please sit with your base group and double check
that you have all your materials. - Pick a thought from your Shape it Up sheet to
share with your group.
100Cubing and Think DotsDirections
Cubing 1. Roll the cube to find out your
task. 2. Complete the task. 3. Be prepared to
share your task.
- Think Dots
- Roll the die to find out the number of your task.
- 2. Complete the task described on your card.
- 3. Be prepared to share with your group members.
101How to CreateCubes and Think Dots
- Choose objective(s).
- Create 6 tasks to show mastery. Use Blooms
Taxonomy and or learning profiles. - Copy different leveled cubes on different colors
(if applicable). - Present cubes. Review Rules and procedures.
- Allow work time.
- Assess.
102R.A.F.T.s
- Tasks that vary the products students create by
tapping into their interests and learning
profiles. - Motivate students by requiring them to respond to
a topic from a perspective other than their own.
103R.A.F.T. Elements
- Role-Point of view from which students will
respond. - Audience- Who the response will be directed at.
- Format- How the response will be presented.
- Topic- the subject/ content being assessed.
104R.A.F.T. tips
- Use strong verbs. (Blooms)
- Keep learner profiles in mind.
- Model appropriate responses.
- Allow time for sharing.
- Consider choices.
- Student created R.A.F.T.s.
105Three ways I can use this in my classroom.
106Lunch
107How to CreateA Think-Tac-Toe Board
- Choose objectives.
- Design 9 tasks to address the objectives.
- Arrange tasks on board to according to your
purpose. - Decide how students will choose activities.
- Explain and model each activity.
- Set clear expectations.
- Assess.
108Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events.
Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are.
Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.
109Milling to Music
- 1. Which DI strategies are you most likely to
try in your classroom? Explain why. -
- 2. Which DI strategies do you think would be
most challenging for your content area? Explain
Why. -
- 3. Which learner profile do you think you might
try in your class next year? Explain why.
110Work time! ?
- Choose an activity or an anchor to work on.
- Be prepared to share your work with the group.
111Tiered instruction
- Fair does not mean everyone gets the same
thing. Fair means everyone gets what they need. - Carol Ann Tomlinson
112What is tiered instruction?
- Planning instruction so that all students focus
on the same essential understandings and skills,
but at varying levels of complexity. (readiness)
113What is tiered instruction?
- The teacher provides different routes of access
at varying degrees of difficulty to maximize the
likelihood that - 1. Each student comes away with important
skills and understandings, and - 2. Each student is appropriately challenged.
114(No Transcript)
115(No Transcript)
116Flexible grouping by readiness level.
- For all students Choose key concept or
understanding. - Pretest
- Group students in the following ways
- Struggling with the concept
- Some understanding
- Understand the concept
-
117What can be tiered?
- Assignments
- Activities
- Centers
- Learning contracts
- Assessments
- Materials
- Experiments
- Cubes
- Think Dots
- Think-Tac-Toes
- R.A.F.T.s
- Writing prompts
- homework
118Planning tiered assignments
- Decide what some, most, and all students should
- Know
- Understand
- Be able to do
- (content and skills to be mastered)
119Planning tiered assignments
- Create an on grade level task first, then adjust
up and down.
Below- level task On- level task Above- level task
120When tiering adjust
- Level of complexity
- Amount of structure
- Materials
- Time/ place
- Number of steps
- Form of expression
- Level of independence
121The teachers challenge
- Developing respectful activities
- Interesting
- Engaging
- challenging
122For students struggling with a topic
- Require less independent reading.
- Provide reading materials at appropriate level.
- Make tasks concrete.
- Create questions with a specific right answer.
- Use lots of graphic aids.
- Chunk parts of tasks or require fewer steps.
- Use graphic organizers with teacher prompts where
inferencing is required.
123For average learners
- Include on grade level reading materials.
- Use concrete concepts to transition to abstract
thinking. - Use open- ended questions.
- Expect students to infer or draw conclusions, but
teacher should be available for prompts. - Can include more steps.
124For advanced learners
- Include more complex reading materials.
- Use more lengthy sources.
- Focus on abstract concepts as much as possible.
- Only use open ended questions.
- Require inferences and evaluation.
125Examples
- What content could you tier instruction for?
-
-
126Think- Pair- Share
- My question Why is tiering important, and what
content do I teach that might need to be tiered? - Think
- During the next 5 minutes, think about your
answer to the question above. Write your
response on the lines below - Pair
- Now, pair up with your partner to exchange ideas?
What ideas did you have in common? Write those
ideas below - Share
- Using your "Pair" ideas, decide upon one major
idea to share with the whole class. Write that
major idea below
127One of the greatest teachers ever
128(No Transcript)
129Key principle of a differentiated classroom
- Assessment and instruction are inseparable!
130Two types of Assessments
- Formative
- Pretest
- Observation
- Practice and homework samples
- Pair and group discussions
- conferencing
- Summative
- Tests/ quizzes
- Projects
- Final drafts
- Reports
How many formative assessments would be
appropriate before using a summative assessment?
131Assessment...
- Is used to drive instruction, not just to find
out what the students know.
132Begin Slowly Just Begin!
Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals 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 Options for varied modes of expression Varying scaffolding on same organizer Lets Make a Deal projects 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 Games to practice mastery of information Multiple levels of questions High-Prep Differentiation 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 Community mentorships Interest groups Tiered centers 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
133The bad news is time flies. The good news is
youre the pilot!
134It can be done! Teachers who utilize D/I find
that
- They have fewer discipline issues
- Student growth is significantly increased
- Their interactions with students are more
positive and productive - Even most traditionally reluctant learners become
focused and motivated when
appropriately
challenging tasks are assigned
135- Be not afraid of going slowly. Be only afraid of
standing still.-Bertie Kingore
136Thank you!
- It has been an absolute pleasure working with you
for the last 2 days! - Please feel free to contact us at any time if you
have questions or would like to work! - Bridgette Witz bwitz_at_nscsd.org Jen Malcomb-
jmalcomb_at_nscsd.org
137(No Transcript)