1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
16. What is Differentiation?
• Not individualized instruction of the
70s
• Not chaotic
• Not another way to homogeneous
group
17. What is Differentiation?
• Proactive
• Qualitative (vs. quantitative)
• Multiple approaches to content,
process, and product
• Student centered
• A blend of grouping options
• Organic
18. Research on
Differentiation
• Achievement gains in reading and math across
economic lines in effectively differentiated
classrooms (Brimijoin, 2001)
• First grade in Columbia: Fewer oral reading
errors, higher comprehension scores, and fewer
students below grade level and more students
above grade level that control students
(Marulanda, Giraldo, & Lopez, 2006.
19. Research on Readiness
• Increased achievement, study habits,
social interaction, cooperation, attitude
toward school, and general mental
health (Anderson & Pavan, 1993)
• The longer students were in these
tailored programs, the greater the effect
was.
20. Research on Interest
• Linked to motivation, productivity and
achievement (Amabile, 1983; Torrance,
1995)
• Increased reading performance
(Carbonaro & Gamoran, 2002)
• SEM-R
21. Research on Learning
Profile
• Achievement benefits to addressing
intelligence or thinking preference
during learning...even if the final
assessment is not in the preferred mode
(Grigorenko & Sternberg, 1997)
• Increases in attitude (Sullivan, 1993)
• Positive affects across diverse
populations (Dunn & Griggs, 1995;
Garcia, 1995; Ladson-Billings, 1994)
29. Reminders
• Teaching in the dark is a
questionable practice.
• Informs teachers of starting
levels of knowledge and pre-
existing conditions
• Ceiling issue
• Measures growth
• Origins of a fluid movement
through the material into the
post test
30. One more example of pre-assessment of readiness
Knowledge Rating Chart
1. I’ve never heard of this before
2. I’ve heard of this, but am not sure how it works
3. I know about this and how to use it
_____ Direct object
_____ Direct object pronoun
_____ Indirect object
_____ Indirect object pronoun
_____ Object of a preposition
_____ Adjective
_____ Interrogative adjective
30
31. Exit Cards
Purpose: Assessment of student
understanding to guide further
instruction
Exit or Entrance?
Vary the number for different grade
levels.
32. Name:
Exit Card • How is a decimal like a fraction?
Samples • How are they different?
• What’s a light bulb moment for you as you’ve
thought about fractions and decimals?
Name:
• Draw the orbit of the earth around the sun.
Label your drawing.
• What causes the seasons?
• Why is it warmer in the summer than in the
winter?
33. More Exit Card Samples
• Name:
• Draw a graph & label the “x” and “y”
axes
• Graph a line with the endpoints (3,5)
(7,2)
• Graph a line with the endpoints (-3,-5)
(7,2)
• Provide two ways of writing the equation
for a line.
34.
35. 3-2-1 Card Sample
Name:
• 3 things I learned from the friction lab…
• 2 questions I still have about friction…
• 1 thing way I see friction working in the world around me….
45. Then what?
lexible
F ing
up
Gro
Readiness Groups
Group 1: Group 2: Group 3:
Students who Students who Students who
understand the almost show no
concept understand the comprehension
concept
48. A little Research
• Reading Studies (Entwistle &
Ramsden, 1983; Nolen, 1988; Tobias,
1994).
• Comprehension a text in-depth
• Use information from the text
• Deeper processing, including the
formation of connections and cross
references
• Better long-term memory
• Achievement Variance: 10% of
observed variance and more
pronounced as students’ age (Schiefele,
Krapp, & Winteler, 1992).
52. Now What?
• Interest Groups
• Enrichment Clusters
• Speciality Teams
• Choices
• Interests can manifest
in content, process, or
product.
53. Example from a unit on Rome (Tomlinson, 2001):
These are some of the topics we will be studying in our unit on Ancient
Rome. We want to know what you want to learn about. Number your
choices from 1 to 8. Make sure that 1 is your favorite and 8 is your least
favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children
54. Poetry Poll
1. Have you ever studied poetry? If you answer yes to question 1, answer question 2
and 3.
2. When did you study poetry?
3. Did you enjoy the poetry unit or writing poetry in general? Why or why not?
4. Have you ever written a poem you were proud of?
5. Which do you like better?
_____poetry that has a rhyme scheme
_____free verse poetry
6. Rate the following items in order of personal enjoyment using 1-3
_____writing original poetry
_____reading poetry aloud to others
_____reading and listening to poetry
7. In your opinion, what is the most difficult part of writing a poem? Circle one.
Following a given pattern
Coming up with at topic of the poem
Making sense
Coming up
other___________________________
8. What is your favorite poem? Who is your favorite poet?
9. On a scale from 1-10, 10 being the most, how well do you think you will do during
this unit? 1 2 3 4 5 6 7 8 9 10
10. Circle the kinds of poems you are already familiar with:
Acrostic, haiku, cinquain, limerick, free verse, couplet, other________
11. On the back, list some activities you would like to do in this unit.
-Kristie Sumpter, English
55. More Ideas for Using
Interest
• Involve students in the process. Write a
problem that highlights how ... are used
in your speciality.
• Wonderwall...
• Sharing Opportunities
• Independent Studies
• Webquests
59. How Do You Like to Learn?
1. I study best when it is quiet.
Yes No
2. I am able to ignore the noise of
other people talking while I am working.
Yes No
3. I like to work at a table or desk.
Yes No
4. I like to work on the floor.
Yes No
5. I work hard by myself.
Yes No
6. I work hard for my parents or teacher.
Yes No
7. I will work on an assignment until it is completed, no
matter what.
Yes No
8. Sometimes I get frustrated with my work
and do not finish it.
Yes No
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it.
Yes No
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it.
Yes No
11. I like to work by myself.
Yes No
12. I like to work in pairs or in groups.
Yes No
13. I like to have unlimited amount of time to work on
an assignment.
Yes No
14. I like to have a certain amount of time to work on
an assignment.
Yes No 59
60. Types
Remember:
Not all at once or
• Group Orientation
all the time!
• Cognitive Styles
• Learning Environment
• Intelligence Preference
65. Examples of Content
Differentiation
• Use the Equalizer
• Curriculum Compacting
• Varied Texts and
Resources
• Contracts
• Mini-lessons and anchor
activities
• Support Systems
83. Sternberg’s Intelligences Sternberg & Grigorenko, 2000
Practical Creative
I like...
Analytical I like...
• Designing new things
• Advising my friends on their
problems • Coming up with ideas
I like...
• Convincing someone to do • Using my imagination
• Analyzing characters when I’m
something reading or listening to a story • Playing make-believe and
• Learning by interacting with pretend games
• Comparing & contrasting points
others • Thinking of alternative solutions
of view
• Applying my knowledge
• Criticizing my own & others’ • Noticing things people usually
• Working and being with others tend to ignore
work
• Adapting to new situations • Thinking in pictures and images
• Thinking clearly & analytically
• Taking things apart and fixing • Inventing (new recipes, words,
• Evaluating my & others’ points
them games)
of view
• Learning through hands on • Supposing that things were
• Appealing to logic
activities different
• Judging my & others’ behavior
• Making and maintaining friends • Thinking about what would have
• Explaining difficult problems to
• Understanding and respecting others happened if certain aspects of the
others • Solving logical problems world were different
• Putting into practice things I • Making inferences & deriving • Composing (new songs,
learned conclusions melodies)
• Resolving conflicts • Sorting & classifying • Acting and role playing
• Thinking about things
84. Evaluating Plot Example
Practical Task
•A local TV station wants to air teen-produced digital videos based on well known works. Select and storyboard
your choice for a video. Be sure your storyboards at least have a clear and believable plot structure, a logical
sequence of events, compelling characters and a convincing resolution. Note other criteria on which you feel the
plot’s effectiveness should also be judged. Make a case that your choice is a winner based on these and other
criteria you state.
Creative Task
•Propose an original story you feel has a clear and believable plot structure, a logical sequence of events,
compelling characters, and a convincing resolution. You may write it, storyboard it, or make a flow chart of it.
Find a way to demonstrate that your story achieves these criteria as well as any others you note as important.
Analytical Task
•Experts suggest that an effective plot is: believable, has events that follow a logical and energizing sequence,
has compelling characters and has a convincing resolution.
•Select a story that you believe does have an effective plot based on these three criteria as well as others you
state. Provide specific support from the story for your positions.
OR
•Select a story you believe has an effective plot in spite of the fact that it does not meet these criteria. Establish
the criteria you believe made the story’s plot effective. Make a case, using specific illustrations from the story,
that “your” criteria describes an effective plot.
85. Migration Example
• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure
to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time
frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this
pattern.
• Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They
would like you to share your findings with other scientists AND to offer them recommendations about the best manner
of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist
for future scientists to use in their research pursuits of this animal.
• Creative – You have just discovered a new species of ____________. You have been given the honor of naming this
new creature and sharing the fruits of your investigation with the scientific world via a journal article or presentation.
Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal
detailed enough that other scientists will be able to recognize it.
Kristi Doubet (2005)
87. The Good Life…
Making Choices About Tobacco Use
All Products Must…
Use key facts from class and research
Make a complete case
Provide defensible evidence for the case Health & PE
Weigh varied viewpoints Product
Be appropriate/useful for the target audience
Give evidence of revision & quality in content & presentation
Be though-provoking rather than predictable
VISUAL KINESTHETIC
• Story boards for TV “ad” using few/no • Pantomime a struggle of “will” regarding smoking
words to make the point – including a decision with rationale
• Comic book parody with smoking super • Act out a skit on pressures to smoke and reasons
not to smoke
heroes/heroines
WRITTEN ORAL
• Brochure for a pediatrician’s office – patients • Radio-spot (public information with music
9-16 as target audience timed, lead-in)
• Research and write an editorial that compares • Nightline (T. Koppel, C. Roberts with teen
the relative costs and benefits of tobacco to
who smokes, tobacco farmer, tobacco CEO,
NC – submit for publication
person with emphysema)
90. A RAFT is…
• … an engaging, high level strategy that encourages writing
across the curriculum
• … a way to encourage students to…
– …assume a role
– …consider their audience, while
– …examine a topic from their chosen perspective, and
– …writing in a particular format
• All of the above can serve as motivators by giving students
choice, appealing to their interests and learning profiles,
and adapting to student readiness levels.
93. Sample RAFT Strips
Role Audience Format Topic
Middle School Diary Entry I Wish You Really Understood
Semicolon
Where I Belong
Language Arts
N.Y. Times Public Op Ed piece How our Language Defines Who
We Are
Huck Finn Tom Sawyer Note hidden in a tree A Few Things You Should Know
knot
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Owner’s Guide To Maximize Product Life
Science
Rain Forest John Q. Citizen Paste Up “Ransom” Before It’s Too Late
Note
Reporter Public Obituary Hitler is Dead
Martin Luther King TV audience of 2010 Speech The Dream Revisited
History
Thomas Jefferson Current Residents of Full page newspaper If I could Talk to You Now
Virginia ad
Fractions Whole numbers Petition To Be Considered A Part of the
Family
Math
A word problem Students in your class Set of directions How to Get to Know Me
93
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998
95. RAFT EXAMPLE (Tomlinson, 2003)
This RAFT is designed to be used by student in a second grade class as they are
learning about endangered and extinct animals in science and natural resources in
social studies. Students have been studying both topics for a number of days
before they do the RAFT. The activity serves as a culmination to this period of
study.
Know:
•Basic needs of plants and animals
Primary RAFT Example
•The role of natural resources in lives of people and animals
Understand:
ROLE AUDIENCE FORMAT TOPIC
•Our actions affect the balance of life on Earth.
•Animals become endangered or extinct when natural
The Earth Aliens who might A written set of What you need to
resources they need are damaged or limited. want to live on rules with know and do if you
•Natural resources are not unlimited and must be earth reasons want to live here
used wisely.
Be Able To: An endangered Humans A exhibit poster Why I need you
•Identify causes of problems with misuse of animal and how you can
help
natural resources.
•Propose a useful solution to the problems.
A natural Our class A speech What people need
resource to know about
using us and why
that matters
97. Menu Planner
Use this template to help you plan a menu for your classroom
Menu: ____________________
Due: All items in the main dish and the specified number of side dishes must be completed by the
due date. You may select among the side dishes and you may decide to do some of the dessert items
as well.
..........................................................
Main Dish (complete all)
♦
♦.........................................................
Side Dish (select ____)
♦
♦.........................................................
Dessert
♦
♦
Winning Strategies for Classroom Management
97
99. Learning Contract—Menu Planner-- Fantasyland
Destination: Fantasyland Due: 2 week
Main Dish: (Complete all)
Select one fairy tale. Read it
to yourself
to one other person ______________________(name)
Complete a story map (to show characters; setting; problem; solution).
Find five new, interesting words. Write a sentence for each word.
Side Dish – Learning Centers (Choose 1 or more)
Comparing center: Compare this fairy tale to another story you have read. How are they alike?
How are they different? Choose your design: trifold, flip book, or mini-book.
Tape Center: Record your favorite part of the fairy tale on the recorder.
Art Center: Illustrate the most important event in your fairy tale.
Dessert
Listening post: Listen to a fairy tale tape of your choice.
Title:__________________________________
Library corner: Find another fairy tale to read.
Title:__________________________________ 99
102. Menu and List Ideas
• Use odd or even numbering to differentiate
between challenge level.
• Be more prescriptive with students who need
it.
• Heacox (2002) suggests using Bloom’s
Taxonomy or Gardner to design list ideas.
• Menus are lists with more criteria. The
wording is flexible.
102
105. ent
agem ts
Man onen
C omp
Prepare to Differentiate
Parents Classroom Students
Differentiate
Lost Done
Evaluate the Differentiation
Teacher Students
106. Parents
✦ Their Struggles
✦ Brochures/Blogs for Records and Questions/
Parent Night
✦ Transition Nights
✦ Partners (2 way sharing)
✦ IAG (IMAGES, bi-monthly)
✦ NAGC (Parenting for High Potential)
✦ Mile Markers
✦ Hoagies
107. Classroom Organization
✦ Signal for quiet. Signal for no interruptions except
for...
✦ Folders and organization. Desk drill-patterns of
movement
✦ Red Cards or Question Chips
✦ Scheduled “Office Hours” or Group Meeting
Times
✦ Routines for materials...
✦ System for grouping (table tent, pocket chart,
tickets, verbal, instantaneous...)
108. Students
✦ Explicit discussion. Graph activity?
Line activity-How well?
✦ Do a brief sample and evaluate.
✦ Independence takes time: whole
group, small group, partner,
individual...
✦ Explicit behavior expectations
including sound levels. Have a way
to signal without interrupting.
✦ Procedure checklists and goals.
✦ Personal Agendas
109. During Differentiation:
Off Task...
✦ Workcards with step-by-step directions
✦ Checklist with time stamps
✦ Goal setting modeling
✦ You may need an individual conference: why the
student is not working, how you and he/she could
work together to change the environment, assure
him/her that you think he/she can achieve, provide
something for the student to look forward to
everyday, think short term achievable goals.
110. During Differentiation:
I’m Confused...
✦ Creation of a support system: a rotating expert-
may have an object on their desks, a teacher’s aide,
ask 3 before me, red cards...it comes back to
quality pre-preparation and student practice.
✦ Access to electronic help. This could be timed
(http://www.superteachertools.com/counter/
#countdown).
✦ Direction could be presented both verbally and
visually.
✦ Study buddy for directions and quick guidance
111. During Differentiation:
I’m Done...
✦ Resident Expert, Independent Projects
✦ Anchor Activities (variety)
✦ Challenge Cards
✦ Computer Options
✦ One possibility: grade a partner’s work,
immediate feedback, discussion
✦ Sharing Opportunities (online, to the class,
with a small group..)
112. During Differentiation:
Grouping
✦ Always have a reason for grouping.
✦ Groups should be doing different things.
✦ Grouping doesn’t have to be a physical
concept.
✦ Vary groups.
113. Grading?
✦ STRATEGY 1: Grade As
Is...Straight A Danger-
Perfectionism, Performance
Oriented, Scaffold with
Discussions (Parents and Kids)
✦ STRATEGY 2: Multiple Grades...1 for content mastery, 1 for
effort. They may be separate or averaged. Additional thoughts
to follow...
✦ STRATEGY 3: Safety...Grade for content mastery and
encourage extra perhaps using extra credit or intrinsically
motivated projects, perhaps holistic, qualitative comments
114. Students’ Role in
Evaluation
✦ Keep track of work logs, checklist
participation: They are involved in monitoring
themselves every step.
✦ Peer review
✦ Timelines and checkpoints: Importance of
doable to-do lists...
✦ Reflection component: Journals?
✦ Discuss progress with parents.
115. Basic Tomlinson Advice
✦ Envision how the activity will look.
✦ Step back and reflect.
✦ Give thoughtful directions. (Tape record
directions?)
✦ Introduce formats in whole group settings.
✦ Routines for getting help.
✦ Stay aware and organized.
✦ Involve everyone.
116. Concluding
Thoughts
‣Start small.
‣Experiment.
‣Use the equalizer to
develop meaningful and
effective projects.
‣All students need
differentiation.
Editor's Notes
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affect and learning environment\n
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affect and learning environment\n
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We have covered these in the first lesson, but \n
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You can use the boxes as indicators of individual steps: setting up the problem, creating a number sentence, calculting the answer, and describing the meaning.\n
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Circle people that go with individual standards\n
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Dewey (1913) categorized inter- est as either “mental” or “material,” indicating that interest either came from within the individual or was inspired by the material provided to the individual.\n\nThis research illustrates that interest posi- tively affects the ability to comprehend a text in-depth and use knowledge from that text. Interest was shown to lead to a deeper processing of the text, to the formation of connections and cross-references, and to the acquisition of better long-term memory (Entwistle & Ramsden, 1983; Nolen, 1988; Tobias, 1994). According to Schiefele, Krapp, and Winteler (1992), interest accounts for 10% of the observed achievement variance across different subjects, types of schools, and age groups. Interest begins to be more pronounced as grade levels increase and as students develop,\n\n
Human beings create, learn, share, and adapt to culture. The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive. In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points.\n
A specific explorer operates like this... compared to an explorer in general. \n
Hundreds chart v. thought patterns of letters\n
Rachel/Jordyn\n
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Examine 1 part. Look at multiple pieces. ask for multiple answers, connections...interdisciplinary..\n\nCharacter sketch...multiple pieces of the character ability to problem solve and show empathy whereas other students may just look at the ability to problem solve...\n
Example Dan Meyer’s math sky lift question.\n\n\nHuman beings create, learn, share, and adapt to culture. The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive. In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points.\n
For example, you may want some students to examine 1 battle the cause and outcome and then you may want a different group of students to evaluate the battle in terms of it relationship to the war. what difference did it make? Why did it matter? \n\nAnother example could be what are the causes of conflict in this situation as well as in general...what are the causes of this conflict.\n
Writing a unit or a story. You may give them a story map or you may give more freedom to write like in writers workshop.\n
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You can always start with one row and increase complexity throughout the school year. \n
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Discuss how it is possible to jigsaw these roles...\n
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Challenge of not bragging but getting their students’ needs met, hard place, they also are concerned when students are not getting the same work...Parent night-Ask the parents to take some sort of a pre-assessment...\n
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Bottom line is you have a discipline system in place and you use it.\n
Add to the ideas of princess crown and batter boxes, a red card-I am unavailable, but I care.\n
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Her advice offers a quick review of most of the things we talked about today...\n