Differentiated instruction work session

1. Differentiated instruction work session Special Education Teacher Institute

2. Who are you? • Make a creative name tag/tent • You will have 10 minutes to make your own name tag. • Make sure you list hobbies, draw a picture or two, give a self profile,etc. • Don’t forget your name, years of teaching experience, and what you teach. • Introduce yourself and share out with the your table.

3. Ground Rules • Please silence your cell phones • Please take breaks as needed. Due to our short time together we will not have a scheduled break. • Be open minded! 

4. Think of a Time… • Turn to a partner at your table and talk about a time when you were really engaged in learning… • What did that look like? • What did that sound like? • Why do you think you were so engaged?

5. What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001)

6. 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)

7. Did you know… When a teacher tries to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. Lillian Katz So two thirds of the kids are wasting their time. Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.

8. Pyramid of Learning 10 % READING 20% HEARING 30% SEEING 40% HEARING & SEEING DISCUSS WITH OTHERS 70% 90% TALK/WRITE OR DO/APPLY

9. We also know… People learn differently—we have various learning styles, learning strengths, abilities, and interests. We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

10. We know from research… • Students learn 90% of what they say or discuss as they complete an activity. • Drawing figures helped improve critical thinking skills in learning-disabled children. • Play is the brain’s link from the inner world to reality and the foundation of creativity. • Mind mapping engages all the brain’s functions and captures the total picture. • Laughter and humor maintain students attention, reduce mental and physical tension, relieve stress and make the school day shorter.

11. Differentiated or Different?

12. Flexible Grouping Should be purposeful: • may be based on student interest, learning profile and/or readiness • may be based on needs observed during learning times • geared to accomplish curricular goals (K-U-D) Implementation: • purposefully plan using information collected – interest surveys, learning profile inventories, exit cards, quick writes, observations, etc. • list groups on an overhead; place in folders or mailboxes • “on the fly” as invitational groups Cautions: • avoid turning groups into tracking situations • provide opportunities for students to work within a variety of groups • practice moving into group situations and assuming roles within the group.

13. GRAFITTI FACTS Discuss at your table for 2 minutes what is differentiated instruction. Pick someone from your table to go Graffiti on the chart what you agree to share.

14. The Key • The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles. Curriculum should be differentiated in three areas: 1. Content: Multiple option for taking in information 2. Process: Multiple options for making sense of the ideas 3. Product: Multiple options for expressing what they know

15. MULTIPLE INTELLIGENCES Logical- Mathematical Naturalist Musical- Rhythmic Visual- Spatial Bodily-Kinesthetic Interpersonal Verbal-Linguistic Intrapersonal AUDITORY Learning Styles VISUAL KINESTHETIC

16. -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!

17. Choice Boards

18. Purpose of Choice Boards • Homework • After Reading or Problem Solving • Learn a vocabulary word • Projects for a certain topic or book • Presentation or Demonstration • Independent Work • Demonstrate a Skill

19. Primary Consideration: What is your learning target? • What must ALL students: • Know • Understand • be able to Do

20. Fractions Choice Board • Learning Goals: Students will… • KNOW: Fractions show parts of a whole and can be expressed numerically. • UNDERSTAND: Fractions represent equal sized portions or fair shares. • Be able to DO: Use different materials to demonstrate what the fraction looks like. Turville, J. (2007) Differentiating by Student Interest

21. Turville, J. (2007) Differentiating by Student Interest

22. Insects Choice Board • Learning Goals: Students will… • KNOW: The characteristics of insects. • UNDERSTAND: Insects have particular characteristics and parts and are different from other kinds of bugs. • Be able to DO: Create a product that demonstrates an understanding of characteristics that are particular to insects. Turville, J. (2007) Differentiating by Student Interest

23. Turville, J. (2007) Differentiating by Student Interest

24. Differentiation Strategy: STUDENT CHOICE THINK-TAC-TOE Book Report

25. Structures, Processes and Responses of PlantsTic-Tac-Toe for Student Choice Activities Name: ________________________ I/We choose activities #____, #____, #____. Today’s Date _________________________ Due Date ___________________

26. TIERED ACTIVITIES

27. WHAT CAN BE TIERED? • ASSIGNMENTS • ACTIVITIES • CENTERS & STATIONS • LEARNING CONTRACTS • ASSESSMENTS • MATERIALS • EXPERIMENTS • WRITING PROMPTS • HOMEWORK

28. What is Tiered Instruction? By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that: 1) each student comes away with pivotal skills & understandings 2) each student is appropriately challenged. Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

29. OPTIONS FOR DIFFERENTIATION OF INSTRUCTION To Differentiate Instruction By Readiness To Differentiate Instruction By Interest To Differentiate Instruction by Learning Profile CA Tomlinson, UVa ‘97

30. Think dots Just a different approach

31. STUDENTS USETHINKDOT’s • ThinkDots: • Students begin ThinkDots by sitting with other students • using activity cards of the same color. • Students roll the die and complete the activity on the • card that corresponds to the dots thrown on the die. • If the first roll is an activity that the student does not want • to do a second roll is allowed. • Teachers can create an Activity Sheet to correspond to • the lesson for easy recording and management.

32. THINKDOTS • Suggestions: • Use colored paper to indicate different readiness • levels, interests or learning styles. • Have students work in small groups. • Let students choose which activities- for example: • choose any three or have students choose just one to • work on over a number of days. • After students have worked on activities individually, • have them come together in groups by levels, interest • or learning style to synthesize.

33. Differentiated Lesson Plan

35. Let’s Get to work! You have time now to work as you please. Take this time to work on Choice Boards, Tiered Activities, a Differentiated Lesson Plan, or whatever will benefit you the most. There are some examples for you to look at around the room and supplies for you to use.

36. Walkaway thought… “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.” - Carol Ann Tomlinson

37. Thanks for your time and attention! We hope you enjoyed the presentation and learned something you can take back to your classroom/school! Instructional Facilitators with the Exceptional Education Department

38. Kristi Cogginkristi.coggin@mnps.orgwww.mnpsteacher.orghttp://daretodifferentiate.wikispaces.com/Choice+Boards