Differentiation

1. Differentiation Strategies to meet the needs of all learners September 26th and 27th Facilitators: Terri Collins, Sandie Drummond, Cheryl Harvey & Rebecca Radicchi

2. WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME, 1/3 ALREADY KNOW IT, 1/3 GET IT, AND 1/3 NEVER WILL. SO 2/3 OF THE KIDS ARE WASTING THEIR TIME. --Scott Willis

3. Focus Your Thinking On the first page of your flipchart, share what you think differentiation is in any of the following ways: • A definition • An example • A personal experience • A visual

4. What is Differentiation? • A teacher’s response to learner needs • The recognition of students’ varying background knowledge and preferences • Instruction that appeals to students’ differences

5. Learning Goal “We must take kids on whatever path that is necessary to help them learn.” -Carol Ann Tomlinson Adapted from Carol Ann Thomlinson

6. What Differentiation is Not • Fluffy projects • Busy work • “Extension Packets” for gifted kids • Teaching “to the middle” • Getting mean when grading papers • Giving the same assignments and expecting different results • “Dumbing Down” instruction for struggling learners

7. Points to Ponder On the 2nd flap of your flipchart, write about how you think students feel when instruction is too slow for them. How do they cope? On the 3rd flap of your flipchart, write about how you think students feel when instruction is too fast for them. How do they cope?

8. Some Elementary Students Answer the Question, “What’s it Like When You Feel Lost in Class?” • I feel scared. Sometimes I try to listen harder, but mostly I feel scared. • I get mad. • After a while, I give up. • I want to go home and watch TV. • I feel dumb. • I don’t like the subject very much. • Sometimes I get in trouble. • I daydream. • I wish the teacher would know how I feel. • I play with my hair. • I wish I was smart. Taken from Carol Ann Thomlinson

9. Middle Schoolers Answer the Question, “What Does it Feel Like When Classes Move too Slowly?” • I try my best to pay attention, but it is really hard. • I play with my braces. • I figure out a 20 factorial. • I read ahead in the book. • I plan out my day. • I write lyrics to songs in my head. • I get frustrated and tense. • I draw tanks and airplanes. • I try to answer a question in a different way to move the class forward, but my teacher gets angry. Adapted from Carol Ann Thomlinson

10. When A Mind is Forced Some price, modest or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired. This happens to all of us from time to time, but the outcome is tragic when the mismatching of a mind to a set of important tasks becomes a daily event and when that poor fit is not understood. This phenomenon takes place every day in schools everywhere. A MIND AT A TIME-Mel Levine, MD, p.23 2002 Simon & Schuster

11. Talk to Your Kids • Spend time getting to know your students. What are their interests, fears, talents, and goals? Do this through class meetings, letters, goal setting, conferences, surveys and graphs. Celebrate each other! • Discuss “fair” does not mean that all students will do the same thing. • Share your personal story/experience Graphing Me

12. Pre-Assess • Pre-test • Drawing • Warm-ups • K-W-L • Graphic Organizer • Survey • Entrance Tickets • Hand Signals • Self-Assessments Determine: academic ability, background knowledge, learning style, multiple intelligences, interests, etc.

13. What Type of Learners are in Your Class? • Mathematical-Logical:Use #s, charts, calculations, & classifications • Spatial:Use visuals, colors, art, graphic organizers & pictures • Intrapersonal: allow time for independent work, journaling, self-reflection & assessment • Interpersonalprovide opportunities for collaboration, public-speaking & discussion • Bodily-Kinesthetic:use hand motions, act things out, movement • Musical:provide opportunities for learning through songs and jingles • Verbal:provide opportunities to write, journal and respond in words • Naturalist:allow time to be in the natural world & to make connections to the natural world

14. Differentiation asks us to learn how the cogs turn together in general…. And how they turn for the individuals we teach… And to adjust our teaching so the cogs turn effectively for each young person in our care. ~Carol Ann Thomlinson

15. Teachers Can Differentiate Content Process Product According to Students’ Interest Learning Profile Readiness Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

16. Putting it in Practice:Differentiation Strategies Tiered Assignments Choice Boards Jigsawing Learning Contracts RAFTs Cubing Corners

17. Planning Tiered Assignments Concept to be Understood OR Skill to be Mastered Create on-level task first then adjust up and down. Below-Level Task On-Level Task Above-Level Task “Adjusting the Task”

18. Important Note:Standards Are For All Students If the standard states that students must build a rocket, should the low achieving students watch a video about building a rocket, the average child read about building a rocket and the gifted students get to build a large, highly complex rocket? EVERY child must build a rocket. How could we tier this assignment?

19. Choice Board: Dinner Menu Topic: Photosynthesis Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis Entrée (Select One) • Draw a picture that shows what happens during photosynthesis • Write two paragraphs about what happens during photosynthesis • Create a rap that explains what happens during photosynthesis Side Dishes (Select at Least Two) • Define respiration, in writing • Compare photosynthesis to respiration using a Venn Diagram • Write a journal entry from the point of view of a green plant • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis

20. RAFT Assignments

21. Learning Contracts • Agreement between one or more students & their teacher • Teacher specifies learning objectives & required components of assignment • Student identifies methods of accomplishing the tasks. • Timelines/deadlines are part of the contract. • Allows students to work at appropriate pace

22. Cubing • Allows students to look at issue from different perspectives • Differentiate learning by readiness, student interest or learning style • Vary in color & tasks depending upon ability & interests of small group

23. Divide class into HOME groups. Each member of HOME group receives a number. Each group has the same numbers. Each member of HOME group receives a different assignment (i.e., passage to read, question to answer, problem to solve). IMPORTANT: All #1 members of each group should have same problem. The HOME groups split, and members come together in other EXPERT groups. The EXPERT group works collaboratively to complete the task. After designated time, members of EXPERT group return to HOME groups. Each person shares his/her expertise and knowledge with the HOME group. Jigsawing

24. Corners As a review, post 1-5 samples of a different type of math problem on chart paper in each corner of the room. Invite students to go to the corner with the type of problem that he/she would like/needs to work on. Students are given a certain amount of time to work problems individually before being given time to collaborate on answers.

25. Most Difficult First • Fosters individual self-pacing • The teacher gives a shortened assignment allowing the student to demonstrate mastery of newly introduced content.  • The student is not required to complete all of the items, problems, or questions on an assignment if she/he can show mastery by accurately completing the most difficult first.

26. Hot Seat • Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes. • Place the sticky notes underneath student desks so they are hidden from view. • At beginning of class, inform students that several of them are sitting in “Hot Seats” and will be asked to answer the questions. • Have the students check their desks for the strategically placed sticky notes. • Students who are in the “Hot Seats” take turns answering the questions.

27. Think-Tac-Toe • Collection of activities from which students can choose • In form of 3x3 or 4x4 grid • Use to differentiate content, process & product

28. Tic-Tac-Know

29. Ten Non-Negotiables of Differentiated ClassroomsTaken from Carol Ann Thomlinson • Teacher-kid connections • An environment that is a catalyst for learning • A sense of community in the classroom • Curriculum focused on student understanding for ALL students • Persistent assessment to inform teaching and learning • Respectful tasks for each student • Flexible grouping • Teaching up • Attention to student readiness, interest, and learning profile • Modification of content, process, product, affect, and learning environment to address student need

30. If you want to feel safe and secure, continue to do what you have always done.If you want to grow, go to the cutting edge of our profession.Just know that when you do, there will be a temporary loss of sanity.So know when you don’t quite know what you are doingYou are probably growing! --Madeline Hunter

31. Shape Wrap-Up Choose one of the following to share on the last flap of your flip-book. Circle: An idea or question that is still rolling around in my head. Square: Something that squared with your thinking or an “aha” from the session. Triangle: Three points you want to remember or three strategies you want to try.

32. Resources Websites: • Area 5 Lead Teacher Blog: http://professionallearning.typepad.com/alt5/ • Carol Ann Thomlinson’s Website: http://www.caroltomlinson.com/ • Enhance Learning with Technology: http://members.shaw.ca/priscillatheroux/differentiating.html • Printable Graphic Organizers****: http://www.eduplace.com/graphicorganizer/ • Multiple Intelligences Visual:http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTM • Test Your Learning Style Online:http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm