Shaking up your lessons plichta & elliott

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  • I thought it best not to put all of the explanations on the slide, but I would recommend explaining each oneLearning Styles: Visual, Auditory, KinestheticSternberg’s Intelligences:Creative, Analytical, PracticalGarner’s Multiple Intelligences:Logical-Spatial, Bodily-Kinesthetic, Musical-Rhythmic, interpersonal, intrapersonal, naturalist, existentialistEnvironmental PreferencesTemperature, light, noise or no noise, Group OrientationWork Independently, work with a group, peer or adult focus Competition vs. collaboration vs. group emphasis
  • Shaking up your lessons plichta & elliott

    1. 1. “SHAKING UP” YOUR LESSONS: A LOOK AT DIFFERENTIATED INSTRUCTION Presented byMartha Elliott, Brian Keller, Lisa Plichta, and Jennifer Setzke
    2. 2. Today we want to introduce you to the 2012-2013 Institute Day Topic: Differentiated InstructionObjectives:•To know the three types of differentiation•Tounderstand differentiated instruction is asystematic way of planning and teaching thataddresses the interests, learning profiles, andreadiness of all students•Participate in three types of differentiatedactivities
    3. 3. Directions: As each picture is displayed, please answerthe following question on your whiteboard: Is this an example of differentiation? YES NO
    4. 4. NO Differentiation is not streaming or leveling or tracking “Even in homogenous classes , there is considerableIs this an example of heterogeneity in terms differentiation? of readiness, interest, and learning profile (Strickland, p. 2)” Strickland, 2012
    5. 5. YES “Differentiation is meeting kids where they are … not where we wish they would be (Strickland, p.1).” “Differentiation is responsive teachingIs this an example of rather than one-size- differentiation? fits-all teaching (Strickland, p.1).” Strickland, 2012.
    6. 6. YES Differentiation is intentional planning as opposed to on-the-spotIs this an example of adjustments differentiation? Strickland, 2012 .
    7. 7. NO Differentiation is not simply group work nor is it constantIs this an example of group work differentiation? Strickland, 2012 .
    8. 8. NO Differentiation is not an IEP (Individualize d EducationIs this an example of Plan) for differentiation? every child Strickland, 2012 .
    9. 9. YES Differentiation is everywhereIs this an example of differentiation? Strickland, 2012.
    10. 10. YESIT IS NOT NEW
    11. 11. What is Differentiation? What it is: What it is Not:•Teaching with variance in •Newmind •Tracking or•Responsive teaching ratherthan one-size-fits-all Streamingteaching •IEP for every child•Meeting kids where we •Constant Groupare… not where we wish Workthey would be •Occasional Variation•“Shaking up” the classroom of teaching stylessostudents have multiple •On the spotoptions for making sense of adjustmentsinformationChart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.
    12. 12. What is Differentiation? “A systematic approach toIt is not planning curriculum andwhat weteach, instruction for academicallyit is diverse learners” that providesHOWWE students of different abilities,TEACH interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).”
    13. 13. “ That students differ may be inconvenient, but itis inescapable. Adapting to diversity is theinevitable price of productivity, high standardsand fairness to the students.” –
    14. 14. 5 Principles forDifferentiated Instruction Respectful Community Quality Tasks Flexible Grouping Continual Assessment Building Community
    15. 15. 3 Ways to Differentiate“What a “A student’s “Currentstudent enjoys preferred knowledge, unde rstanding, andlearning mode of skill level aabout, thinking learning” student has (Tomlinson &about, and Strickland, p.6). related to adoing” particular(Tomlinson & Strickland, sequence ofp.6) learning” (Tomlinson & Strickland, p.6).
    16. 16. Differentiating by INTERESTWhy? When we differentiate by Because interest we should interest is a consider student: great motivator Because  Passions interest relates  Hobbies to relevancy (for  Family Interest or pursuits the students)  Clubs or sports  TV Shows (they watch)  Music (they listen to)  Friends  Electives they take Strickland, p. 3
    17. 17. Example of Differentiating by Interest in World LanguageASSIGNMENT:  "Will The Hunger Games be the nextIn order to practice our "Twilight?“reading fluency and ("Seran los juegos de hambre el proximocomprehension in Crepusculo?") Spanish,  "Rihanna and Chris Brown Together Again?"pick one of the following ("Rihanna y Chris Brownarticles listed on the right juntos de nuevo?") to  Googles new glasses ("Google lanza unasread tonight. Be prepared gafas interactivas")to summarize the  The unluckiest man in article in Spain ("El hombre masSpanish in your own desafortunado de
    18. 18. Example of Differentiating by Interest in Math Look for examples of vectors in your after school activities. Record what you find in one of the following three ways: ◦ Explain these examples in writing ◦ Illustrate these examples ◦ Prepare 2 minute explanation to share orally with the classDifferentiation by Differentiation by Interest Learning Profile Example adapted from Strickland, p.
    19. 19. Example of Differentiatingby Interest in Science, Health, or Social Studies Select one of the following roles to assume as we discuss the tobacco industry in North Carolina: ◦ Tobacco Farmer ◦ Lobbyist for the tobacco industry ◦ Person with emphysema ◦ Teen who smokes ◦ Oncologist Example from Strickland, p. 3
    20. 20. Ways to get the information you need to differentiate by INTEREST In General: Within an Instructional Unit:• Administer a student  Create an assignment interest survey in August: that involves a personal • What is your favorite sport? Why? profile • Who is your favorite team? Why? • What is your favorite TV show? Why?  Assign journal entries • Who is your favorite musical artist? that ask your students to Why? • What is your favorite thing to read relate to your subject about? Why?  Ask the question: What• Hallway Chats are some of the things• Personal Relationships that You hope we do during the unit?
    21. 21. Ways to differentiate by INTEREST Three Ways to Incorporate Differentiation by Interest1. Show how current topics relate to or enhance skills required for success in various student activities • like previous Math example2. Design assignments that relate your subject matter to pop-culture/ student interests • like World Language Example3. Ask students to share their personal experience with, preferred perspective, or interest in the topic of study • like previous Tobacco example Strickland, p. 3- 4
    22. 22. ACTIVITY #1 FIRST: SELECT ONE OF SECOND: CHOOSE AT LEAST THE FOLLOWING TASKS ONE OF THE FOLLOWING THAT TEACHERS STUDENT INTERESTS AND REGULARLY CREATE: INCORPORATE IT INTO THE : TASK YOU SELECTED:  An in-class activity  A homework  Rap Music assignment  Cubs/ White Sox  A long-term project  March Madness  Homecoming  Friends  Student Clubs/Activities  Family Interest SHARE YOUR EXAMPLE WITH AN ELBOW PARTNER
    23. 23. 3 Ways to Differentiate“What a “A student’s “Currentstudent enjoys preferred knowledge, understanding,learning about, mode of and skill level athinking about, learning” student hasand doing” (Tomlinson & Strickland, p.6). related to a(Tomlinson & Strickland,p.6) particular sequence of learning” (Tomlinson & Strickland, p.6).
    24. 24. Differentiating by LEARNING PROFILEWhy? When we differentiate Because efficiency by results when Learning profile we learners are taught should in ways that are consider student: natural for them (Tomlinson & Strickland Learning Styles p.7) Sternberg’s Intelligences Garner’s Multiple Intelligences Strickland, p. Environmental 5 Preferences
    25. 25. Example of Differentiating byLearning Profile in Language Arts “ To get started with today’s work on alliteration in poetry, you may choose to:  listen to poems using alliteration  read poems using alliteration  write a poem using alliteration Example from Strickland, p. 5
    26. 26. Example of Differentiating by Learning Profile in Science Water Cycle Activity: Choose one of the following options to complete. CHOICE A Design a cartoon that illustrates your journey as a water droplet. Include appropriate captions. CHOICE B Draw an accurate version of the water cycle that includes all steps. Be sure to show the process that get a water droplet from one step to another. CHOICE C Create a fictional story about the journey of a water droplet. Base it on your water droplet’s journey. CHOICE D Create a local version of the water cycle. Be sure to include the names of local rivers, bays, oceans, mountains, and so on.Activity taken from Sample 9.3- Water Cycle Activity Options on pg.343 of Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiationin practice: A resource guide for differentiating curriculum: 9-12.
    27. 27. Example of Differentiating by Learning Profile in ScienceWho would benefit from selecting eachof the choices? Choice A, C, D ◦ high levels of creative intelligence Choice B ◦ high levels of visual/spatial intelligence Choice E ◦ high levels of naturalistic intelligence Tomlinson & Strickland, p. 327
    28. 28. Ways to get the information you need to differentiate by Learning Profile Help Students Determine their Learning Preferences • Survey concerning Learning Styles (Auditory, Visual, Kinesthetic) •http://people.usd.edu/~bwjames/tut/learning- style/stylest.html • Survey concerning Garner’s Multiple Intelligences •Multiple Intelligences Inventory like: http://surfaquarium.com/MI/inventory.htm • Create questionnaire for students to complete that
    29. 29. Ways to differentiate by Learning Profile Three Ways to Incorporate Differentiation by Learning Profile1. Let students gain access to content through varied means (like reading, listening, talking, writing, etc.) • Like the previous Language Arts Example2. Create activities/ assignments that require or appeal to various multiple intelligences for successful completion • Like the previous Science Example3. Allow options for students to compete against others or themselves Strickland, p. 5-6
    30. 30. ACTIVITY # 2Take two minutes to think about the discuss followingwith your other elbow partner:Give an example of how you could teach tomorrow’sobjective (in your class) in a way that would appeal to :1) A Visual Learner2) An Auditory Learner3) And Kinesthetic SHARE YOUR EXAMPLE WITH YOUR OPPOSITE ELBOW PARTNER
    31. 31. 3 Ways to Differentiate“What a “A student’s “Currentstudent preferred knowledge, understanding,enjoys mode of and skill level alearning learning” student has (Tomlinson &about, thinkin Strickland, p.6). related to ag about, and particulardoing” sequence of(Tomlinson & learning”Strickland, p.6) (Tomlinson & Strickland, p.6).
    32. 32. Differentiating by READINESSWhy? When we differentiate by To appropriately Readiness we should consider challenge all student: learners  “Attitude (toward school &Goal: topic)“make the work a  Experience with the topic little (outside of school or previoustoo difficult for courses)  Knowledge, understanding, andstudents at a given skill with the topicpoint in their growth-  Misunderstandings about theand then to provide topicthe support they  Overgeneralizations about the need topic Tomlinson & Strickland, p. 6 Strickland, p. 8-9to succeed at a new  General communication, thinking, & reasoning skills”
    33. 33. Example of Differentiating by Readiness in Social Science Lesson Objective:To know the positions of Malcolm X and Martin Luther King on ways to achieve equality. After the initial lesson, students complete an Exit Slip:Provide two examples of methods Martin Luther King used during the Civil Rights Movement and two that Malcolm X used. Teacher analyzes exit slip information & divides thestudents into three groups 1) Students that flip-flopped the examples between the two Civil Rights Leaders 2) Students that provided only one example for each Leader 3) Students that provided at least two appropriate examples for each leader
    34. 34. Continued Social Science Example  The next day in class the students were placed in either Group 1, 2, or 3 Students in Group 1 sat with the teacher  Teacher re-taught the objective  Students filled in a graphic organizer Students in Group 2 worked independently  Read & summarized an article concerning multiple ways of achieving equality Students in Group 3 worked independently  Read an article concerning current leaders  Compared current leaders & their positions to Malcolm X and Martin Luther King
    35. 35. Example of Differentiating byReadiness in Physical WelfareA Tiered Task: Assignment A: Assignment B: “A classmate had to “Pretend you were the leave the room today coach of your kickball team just as we were today. Select a key or beginning to play critical play in today’s game. kickball. Please write Pretend it happened in that student a note some other way. What might explaining what the results have been? happened in today’s Why? What principle can game, why it happened you infer? Be sure you pick the way it did, and what something that will help your your team could do to team in its efforts to improve improve your over time.” performance. Be as Strickland, p. 8
    36. 36. Ways to get the information you need to differentiate by Readiness Things all teachers can Formal Assessments thatdo to obtain information: can provide information:• Pre-Assessment • EPAS Data (Explore, Plan,• In-Class /Formative ACT) Assessment • Read 180 (During the Unit) •White Boards • AIMS Web Data •Knowledge Rating • NWEA Map Data Chart • Aleks Data •KWL•Homework Assignment • Formal Educational•Entrance & Exit Slips Testing (WISC, WIAT)
    37. 37. Ways to differentiate by Readiness Two Ways to Incorporate Differentiation by Readiness1. Create Tiered Tasks • Like previous Physical Welfare example2. Offer mini-lessons to students missing content or skills while simultaneously offering an alternate activity for enhancement to students who have mastered the content or skills • Like previous Social Science example Strickland, p. 8-9
    38. 38. ACTIVITY #3FIRST : Examine your results SECOND: Complete the activityfrom our initial white-board that corresponds with yourpre-assessment. Then, use readiness level of emerging,the scale below, to determine established, or expert.the category you are in…EMERGING 0-3 Correct  Emerging: Fill-in the provided graphic organizer withESTABLISHED 4-6 Correct examples of each type ofEXPERT 7 Correct differentiation  Established: Identify and describe a a truly differentiated lesson that you facilitated in your classroom  Experts- : Reflect upon this prof. dev. session and explain how differentiation was demonstrated.
    39. 39. Review & Reflection• Differentiation is a way of thinking about teaching. • systematic approach to planning instruction • provides learners (who are different) with equally appropriate options for learning • good teaching• Three Types of Differentiation• How did we differentiate throughout the presentation?• How can you apply today’s information to your classroom?
    40. 40. References Tomlinson, Carol Ann & Cindy Strickland (2005). Differentiation in practice: A resource guide for differentiating curriculum: 9-12. Alexandria, Virginia: ASCD. Strickland, Cindy (February, 2012). Differentiation of Instruction at the High School Level. Alexandria, Virginia: ASCD.

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