A ppt on how to support learners with differentiated instruction

1. Differentiating Instruction
to Create a Culture to
Support Diverse Learners

2. Our Targets
Participants will KNOW…
 Common DI definition, key concepts/principles,
and why DI is important
 The importance of respectful tasks, knowing
your target, and knowing your learner as a
foundation for quality teaching & effective DI
 Basic information about six DI strategies,
including anchor activities, tiered activities,
multiple intelligences, learning contracts,
RAFTs, and student choice
 Ways to gather and compile learner profiles

3. Our Targets
Participants will UNDERSTAND…
 The need for differentiated instruction to
create a culture to support diverse learners
 That we are all leaders and learners and, as
such, it is important that instruction be
differentiated for both adults and students

4. Our Targets
Participants will be able to DO the following…
 Identify two DI strategies that BLTs will study
and implement in their Building PD Plan
 Begin development of a Building PD Plan
that aligns with the District PD Plan and
supports the study and implementation of DI
in all classrooms

5. Session Overview
What Is Differentiation? Why use it?
Respectful Tasks, Know Your Target, Know
Your Learner
Differentiated Strategies
Resources

8. 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?

9. 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

10. Differentiation is a Way of Thinking About
Teaching and Learning

11. Dear Miss Brin,
Yesterday you got really really mad at me in class. I didn’t argue
with you, because that just makes you madder and being yelled at makes
my stomach feel funny and I can’t think. But I want to say what happened.
Maybe you will understand why it looks like I don’t pay attention in class.
You told us to open our books to chapter 4 and read silently. Then
you asked everyone to put your hand up if we had finished the third page
and Sean didn’t. You waited for him to finish the page. Then you told us to
take turns reading out loud. When you got to me, I asked you what
paragraph to start on, and you started yelling at me. You asked me a lot of
questions but you didn’t let me answer any of them. You answered them
yourself but the things you said weren’t true answers!
This is what happened. I started reading when you said. I finished
the chapter and stopped because you get mad if I read any more. I didn’t
get out another book because that makes you mad too. I didn’t doodle or
do math or talk to Sarah or get up or walk around because those things
make you mad. So I worked on my Greek in my head until you called on
me.

12. I tried to keep track of where the other kids were when they were
reading. And I had the right page. I just didn’t hear where Kim
stopped. Her voice is sooo quiet and the verb I was saying was too
loud in my head! So it’s not true that I was day dreaming! And I’m
not stuck up or arrogant or insolent or any of the things you said I
was! I TRY to follow along but I CAN’T read that slow!!
You said you got mad because I was wasting everybodies time.
But I just asked “which paragraph Miss Brin?” Look at your watch and
say it too. It takes 2 seconds. You could have said “the third
paragraph.” That takes 21 seconds. I timed it too. Then Sarah and
Amy R and Amy B would have 6 minutes to read aloud. Instead you
yelled at ME for 6 minutes and they did not get to read any thing!
Peter takes almost a whole minute to read “Ben heard the bear
cough behind him.” I timed him. It’s a game I made up to pay
attention instead of doing Greek or making up poems in my head. If I
ask you what paragraph and you tell me it still takes me less than half
a minute for me to read a whole paragraph. So I guess I don’t
understand why you are mad or why you used 6 minutes to tell the
class what a bad stupid mean person i am because I wasted their time
for 4 seconds. I think YOU wasted their time!!! And I think YOU were
mean to call me those names in front of everybody!!!!

13. Miss Brinn I want to do what you tell
me! I don’t understand why I can’t keep
reading at the end of a chapter. Or get out
my other books. or study my Greek. Or draw
or doodle or write in my journal. But you
don’t want me to do that so I don’t. But I
can’t sit and stare at the wall. If i try to do that
I just start thinking about something else! I
don’t know HOW to not think! I don’t know
HOW to read slow! Please tell me what to do
so it won’t make you mad at me all the time.
And PLEASE don’t yell at me in class.
love,
your sad student,
Anne

14. I know it’s been a long time since you heard from me. I wanted to let
you know what I am doing now and that I think of you often, even
though I have not been a particularly faithful correspondent.
When you last saw me, you must have had some doubt about what I
might do with my life. The interesting thing, though, is that if you did
have doubts, you never let me know about them. You treated me as
though I had all the possibilities in the world in my hands. The fact that
I could not pass a vocabulary test seemed incidental to you. What
mattered was what I could do.
I didn’t get that at the time. I was too exhausted from years of lugging
around my disabilities.
You need to know that I will be receiving a Masters Degree in just a
few days. My mom asked who I wanted to know about that from back
home. You need to know. Your belief in me when I had no belief in
myself opened the door that led here. . .
R.G.

15. “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
Foundations of Differentiated Instruction:
WHAT IS DI?

16. Differentiation
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Quality Curriculum Flexible grouping Building Community
Teachers Can Differentiate Through:
Content Process Product Affect/Environment
According to Students’
Readiness Interest Learning Profile
Through a range of strategies such as:
Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS
Compacting…Tiered assignments…Leveled texts…Complex Instruction… Learning
Centers
Respectful Tasks Assessment for Instruction

17. Differentiation
must be an extension of
not a replacement for
high quality
curriculum.

18.  Let’s delve deeper…
 How does a differentiated classroom
differ from a traditional classroom?
Foundations of Differentiated Instruction:
WHAT IS DI?

19. “Differentiation is not so
much the ‘stuff’ as the
‘how.’ If the ‘stuff’ is ill
conceived, the ‘how’ is
doomed.”
Carol Ann Tomlinson

21.  All people are different.
 One size does not fit all.
 Differentiation provides all students with
access to all curriculum.
Foundations of Differentiated Instruction:
WHY DIFFERENTIATE?

22. Foundations of Differentiated Instruction:
RESPECTFUL TASKS
Respectful tasks recognize student
learning differences. The teacher
continually tries to understand what
individual students need to learn most
effectively. A respectful task honors
both the commonalities and
differences of students but not by
treating them all alike.

23. Foundations of Differentiated Instruction:
RESPECTFUL TASKS
A respectful task offers all students the
opportunity to explore essential
understandings and skills at degrees
of difficulty that escalate consistently
as they develop their understanding
and skill.

25. Foundations of Differentiated Instruction:
KNOW YOUR TARGET
Teachers answer the critical question— What do
we want all students to know and be able to do?
They clearly identify & communicate KUDs
What students will.. Know
Understand &
Do………. as a result of the unit/lesson
Knowing your target is essential to quality formative
and summative assessment.

26. KNOW (facts, vocabulary, dates, rules, people, etc.)
ecosystem
elements of culture (housing/shelter, customs, values, geography)
UNDERSTAND (complete sentence, statement of truth or
insight – want students to understand that . . . )
All parts of an ecosystem affect all others parts.
Culture shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the
discipline, planning skills --- verbs)
Write a unified paragraph
Compare and contrast
Draw conclusions
Examine varied perspectives
Work collaboratively
Develop a timeline
Use maps as data
Tomlinson * 02

28. Learner Profile Factors
Group Orientation
independent/self orientation
group/peer orientation
adult orientation
combination
Learning Environment
quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/”spare”
Cognitive Style
Creative/conforming
Essence/facts
Expressive/controlled
Nonlinear/linear
Inductive/deductive
People-oriented/task or Object oriented
Concrete/abstract
Collaboration/competition
Interpersonal/introspective
Easily distracted/long Attention span
Group achievement/personal achievement
Oral/visual/kinesthetic
Reflective/action-oriented
Intelligence Preference
analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Gender
&
Culture
Foundations of Differentiated Instruction:
KNOW YOUR LEARNER

29. Discussion Question
Now that you have a general awareness of
what Differentiated Instruction is…
What examples of differentiated instruction can you
identify in your classroom and/or building?
What examples of differentiated instruction can you
identify in your building professional development?
Why would it be important to differentiate for adults,
as well as students?

30. Six of many DI Strategies
Student Choice
Tiered Activities
Learning Contracts
RAFTs
Anchor Activities
Multiple Intelligences
Differentiation Strategies

31. 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.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for 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.
Differentiation Strategy: STUDENT CHOICE

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

33. Beginning Intermediate Advanced
Outcome/
Objective
Students will determine a topic
and will write a five-sentence
paragraph with a main idea,
three supporting sentences, and
a concluding sentence.
Students will determine a
topic, state a point of view,
and write two paragraphs
defending that point of view.
Students will determine a
topic, state a point of view, and
write an essay of at least five
paragraphs that uses multiple
sources to defend that point of
view.
Instruction/
Activity
Students will receive a model of
a five-sentence paragraph and
explicit instruction in
constructing the paragraph.
As a prewriting activity, students
will list their topic and develop a
list of at least three things that
support their topic.
Students will receive a
model of a persuasive essay
and a graphic organizer that
explains the construction of
a persuasive essay.
Students will also receive
explicit instruction in writing
a persuasive essay.
As a prewriting activity,
students will use the graphic
organizer to plan their
writing.
Students will review the
graphic organizer for a
persuasive essay. Students
will be given explicit instruction
in locating sources and quotes
for their essays. As a
prewriting activity, students will
use the graphic organizer to
organize their essay. Students
will also compile a list of five
sources that defend their main
point.
Assessment Students will be able to write a
five-sentence paragraph that
successfully states and
supports a main idea. The
paragraph will meet the criteria
on the state writing rubric.
Students will be able to state
a point of view and
successfully defend the idea
using two paragraphs that
defend the point of view
using main ideas and
supporting details. The
paragraphs will meet the
criteria on the state writing
rubric.
Students will be able to write a
five-paragraph essay that
states a point of view, defends
the point of view, and uses
resources to support the point
of view. The essay will meet
the criteria on the state writing
rubric.
Writing a Persuasive Essay: 4th–6th Grade Classroom
Differentiation Strategy: TIERED ACTIVITY

34. I will read: I will look at and listen to: I will write:
I will draw: I will need:
Here’s how I will share what I know:
My question or topic is:
I will finish by this date:
To find out about my question or topic…
Learning Contract #1
Name _______________________
Differentiation Strategy: LEARNING CONTRACT

35. Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___
Teacher signature: ________________________________ Date ___/___/___
Differentiation Strategy: LEARNING CONTRACT

36. What is a RAFT?
 RAFT stands for…
Role
Audience
Format
Topic
Differentiation Strategy: RAFT

37. Parts of a RAFT
Role Audience Format Topic
Students
assume a role
that is related in
some manner to
the task.
Students create
the product for
an identified
person, group,
object, to the
subject or often
the title of the
piece of work,
etc.
Refers to type of
product that will
be used to
explain the topic
to the audience
Refers to the
subject or often
the title of the
piece of work
Differentiation Strategy: RAFT

38. Courage – RAFT Project
Created by Kathleen Kryza – www.kathleenkryza.com Used with permission
 Know: Attributes of courage
 Understand: People show courage in
different ways and for different purposes
 Do: Create a project from the perspective
of a character that shows understanding of
the concept of courage
Differentiation Strategy: RAFT

39. Courage – RAFT Project
Created by Kathleen Kryza www.kathleenkryza.com Used with permission
 Role – A character from Iron Will, White Fang or
novel with a theme of courage
 Audience – Teenagers today
 Format – Song/Poem/Rap, Comic Strip,
Motivational Speech, Public Service
Announcement, Children’s Book
 Topic – Share what this character learned about
courage, and give advice about how to be
courageous in today’s world.
Differentiation Strategy: RAFT

40. DNA Raft
Role Audience Format Topic
Nerve cell Brain Rap Demand that
the brain listen
to your pain
Zygote Friends Travelogue Describe your
journey from
one cell to a
multi-cellular
organism
DNA Molecule mRNA Commercial Entice
messenger
RNA to help you
transcribe and
translate
Source: http://www.cobb.k12.ga.us/~smitha/dna/dna.html#Raft
Differentiation Strategy: RAFT

41. What Do I Do If I Finish Early?
 Read – comics, letters,
books, encyclopedia,
poetry, etc.
 Write – a letter, poetry
in your Writer’s
Notebook, a story, a
comic, etc.
 Practice your cursive or
calligraphy
 Keyboarding
 Help someone else
 Create math story
problems or puzzles
 Work on independent
study of your choice
 Play a math or language
game
 Find out how to say your
spelling words in
another language
 Practice ACT / SAT
cards
 Solve a challenge
puzzle with write it up
 Practice anything!
 Get a jump on
homework
 Use your imagination
and creativity to
challenge yourself!
Differentiation Strategy: ANCHOR ACTIVITIES

42. Differentiation According to
Sternberg’s Intelligences
Know: What makes a Tall Tale
Definition of fact and exaggeration
Understand: An exaggeration starts with a fact and stretches it.
People sometimes exaggerate to make their stories or deeds seem more wonderful or
scarier.
Do: Distinguish fact and exaggeration
Analytical Task
Listen to or read Johnny Appleseed and complete
the organizer as you do.
Practical Task
Think of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall tale about
something that happened. Write or draw both the factual or true version of the story and the tall tale version.
Creative Task --- RAFT Assignment
Role Audience Format Topic
Someone Our Diary entry Let me tell you
in our class class what happened while Johnny A. and I were on
the way to school today….
Tall Tales
Grade 3
Johnny Appleseed’s
Facts Exaggerations
Differentiation Strategy: MULTIPLE INTELLIGENCES

44. From Attache Magazine

45. Students in a differentiated
classroom do not need to
work the system . . . . .
because the system works for
them!

49. Where are you on the continuum
of DIFFERENTIATION?
 What will it take for you to move?
 What roadblocks are in your way?
 How can you remove them?

50. My teacher
did not care
as much about
page 51
as she did
about
ME!
S. Kronos