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He who dares to teach must never cease to learn.

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Title: He who dares to teach must never cease to learn.


1
He who dares to teach must never cease to learn.
2
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.
  • Facilitated by Jennifer Malcomb and
    Bridgette Witz

3
D.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

4
Tribles/ community circle
  • Share
  • Name
  • What you teach and where
  • Using the Tribles, tell how you are feeling
    today.
  • Why (optional)

5
Differentiated 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

6
Differentiated 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

7
The Differentiated Instruction Continuum
  • One-size-fits-all
  • 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

8
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

9
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10
How 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.

11
Some 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.

12
If you do things the way theyve always
been done, youll get the results youve always
gotten.Author Unknown
13
Differentiation 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.)

15
Differentiation Key Message
  • Tomlinson tells us
  • Instruction begins where the students are, not
    at the front of the curriculum guide.

16
Ways
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

17
Mapping 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

18
TO DIFFERENTIATE PROCESS
WAYS
  • Educational Games
  • RAFTs
  • Cubing, Think Dots
  • Choices (Learning profiles, interest), Think-
    Tac-Toe
  • Centers
  • Tiered lessons
  • Contracts, compacting
  • novelty

19
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20
Use 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.

21
May 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.

22
Chunking 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.

23
Processing 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)

24
Brain 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

25
Ways
to Differentiate Product
  • Choices based on readiness, interest, and
    learning profile
  • Clear expectations
  • Timelines
  • Agreements
  • Product Guides
  • Rubrics
  • Evaluation

26
Possible 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
27
Card 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!

28
When 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

29
Some 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.)

30
Way 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

31
10 minute Break
32
Double Entry Journal
  • My favorite teacher

33
TO 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
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35
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36
Fat City
  • Line fold (wait time)
  • My biggest Aha

37
Say 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

39
Jigsaw 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. ?
40
3-Minute Buzz
41
Lunch
42
Welcome back!
  • We are on page 13 in your blue, slideshow packet.
  • Spend a few moments thinking about the rules and
    procedures in your classroom.

43
Establish procedures
  • A procedure is a method or process of how things
    are to be done in the classroom.
  • See examples in packet

44
3 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.

45
Possible 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)

46
Other 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.

47
Differentiating 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

49
Using 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
51
Some 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

52
One premise in a differentiated classroom
In this class we are never finished--- Learning
is a process that never ends
53
The Purpose of an Anchor Activity is to
Provide meaningful work for students when they
finish an assignment or project, when they first
enter the class or when they are
stumped. Provide ongoing tasks that tie to the
content and instruction. Free up the classroom
teacher to work with other groups of students or
individuals.
54
Some 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?)

55
Using 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.
56
ANCHOR 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
57
ANCHOR 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.

58
Planning 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!

60
Planning 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.

62
5 minute Break
63
What 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.

64
Range 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.

66
Flexible 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!

67
10,000 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

69
Ways to differentiate
  • Readiness
  • Learner profile
  • Interests

70
  • The art of teaching is effective decision making
    about children. We teach children, not
    programs.
  • Irene Fountas

71
Community circle
  • Share
  • A goal for differentiating instruction in the new
    school year.

72
D.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

73
Grouping 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

74
Flexible 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.

75
Learner Profile Card
Name
Auditory, Visual, Kinesthetic Modality
True Colors Myers, Briggs, Jung
Interests
Grade level Subject
Multiple Intelligence Preference Gardner
76
Harper Lee, To kill A Mockingbird
  • You never really understand a person until you
    can consider things from his point of view.

77
Why use True Colors?
  • Have a greater understanding of self and others .
  • Acquire better communication skills .
  • Create a harmonious, productive environment .

78
Orange
  • 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

79
Blue
  • 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

80
Green
  • 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

81
Gold
  • 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

82
True 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.

83
Setting 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.

84
Setting Goals In school
  • Greens need
  • 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.

85
Gold- 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.

87
Modalities
  • 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

94
Autographs 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.

95
Analogies
  • Differentiated instruction is like a _____
    because_____.

96
Break time
5 minutes
97
Strategies
  • For process and product.

98
Blooms 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

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Welcome back!
  1. Please sit with your base group and double check
    that you have all your materials.
  2. Pick a thought from your Shape it Up sheet to
    share with your group.

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Cubing 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.

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How 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.

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R.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.

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R.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.

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R.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.

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Three ways I can use this in my classroom.
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Lunch
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How to CreateA Think-Tac-Toe Board
  1. Choose objectives.
  2. Design 9 tasks to address the objectives.
  3. Arrange tasks on board to according to your
    purpose.
  4. Decide how students will choose activities.
  5. Explain and model each activity.
  6. Set clear expectations.
  7. Assess.

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Draw 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.
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Milling 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.

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Work time! ?
  • Choose an activity or an anchor to work on.
  • Be prepared to share your work with the group.

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Tiered instruction
  • Fair does not mean everyone gets the same
    thing. Fair means everyone gets what they need.
  • Carol Ann Tomlinson

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What is tiered instruction?
  • Planning instruction so that all students focus
    on the same essential understandings and skills,
    but at varying levels of complexity. (readiness)

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What 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.

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Flexible 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

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What 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

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Planning tiered assignments
  • Decide what some, most, and all students should
  • Know
  • Understand
  • Be able to do
  • (content and skills to be mastered)

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Planning tiered assignments
  • Create an on grade level task first, then adjust
    up and down.

Below- level task On- level task Above- level task
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When tiering adjust
  • Level of complexity
  • Amount of structure
  • Materials
  • Time/ place
  • Number of steps
  • Form of expression
  • Level of independence

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The teachers challenge
  • Developing respectful activities
  • Interesting
  • Engaging
  • challenging

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For 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.

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For 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.

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For 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.

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Examples
  • What content could you tier instruction for?

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Think- 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

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One of the greatest teachers ever
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Key principle of a differentiated classroom
  • Assessment and instruction are inseparable!

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Two 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?
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Assessment...
  • Is used to drive instruction, not just to find
    out what the students know.

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Begin 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
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The bad news is time flies. The good news is
youre the pilot!
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It 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

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  • Be not afraid of going slowly. Be only afraid of
    standing still.-Bertie Kingore

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Thank 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

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