This document provides information and strategies for differentiated instruction in grades 6-12. It defines differentiation as a teacher's response to learner needs by recognizing students' varying backgrounds and learning preferences. The document discusses why differentiation is important and lists key elements of differentiated instruction theory. It also provides many specific differentiation strategies teachers can use, such as flexible grouping, learning contracts, choice boards, and technology integration. The document aims to help teachers implement differentiated practices in their classrooms.

1. Differentiated Instruction Grades 6-12Patricia HuttonLA consultantCMSCE at Rutgerstikap@aol.com908-757-27511

2. Session OverviewWhat Is Differentiation?Differentiation StrategiesDifferentiation PracticeTips for Implementing Differentiated InstructionResources2

3. What Is Differentiation?A teacher’s response to learner needsThe recognition of students’ varying background knowledge and learning preferencesInstruction that appeals to students’ differences3

4. 4Why differentiate ?Because not all children learn in the same way.

5. Because NCLB requires all children to be proficient.

6. Because research demonstrates effectiveness.

7. Because meeting a student’s needs maximizes growth.

8. Because of diverse student populations. (ELL, disabilities, and cultural backgrounds) 5Teachers Can DifferentiateContentProcessProductAccording to Students’InterestLearningProfileReadinessAdapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

9. 6

10. Key Elements of DI TheoryHigh-quality curriculumContinual assessmentRespectful tasksBuilding communityFlexible groupingTeaching up7

11. ReflectionHow are traditional classrooms and differentiated classrooms alike? How are they different?8?

12. Comparing Traditional and Differentiated ClassroomsConsideration of student differencesFrench 1-Use of assessmentEnglishUse of student interest and learning stylePhysical educationMiddle school science9

13. Comparing Traditional and Differentiated Classrooms (continued)Instructional formatMiddle school EnglishAssignment optionsAlgebra 2-US HistoryFactors guiding instruction10

14. 11What are you already doing to differentiate instruction in your classroom?Discussion Question

15. Because………. When you differentiate you must:Know exactly where students are before you know how to take them someplace newOrganize resourcesPrepare for varying degrees of depthSupportModify your strategy as you goRecognize there are different ways to reach the same destination12

16. Differentiation StrategiesAll strategies are aligned with instructional goals and objectives.Specific strategy selection based on Focus of instructionFocus of differentiation 13

17. Knowing the LearnerLearning stylesAuditoryVisualKinestheticTactileThinking stylesConcrete randomConcrete sequentialAbstract randomAbstract sequentialMultiple intelligences14

18. Assessing the LearnerBefore instructionPre testsJournalingSurveysSquaring offGraffiti factsDuring instructionPortfoliosTestsRubricsFist of fiveAfter instructionPost testPortfolioConferencesCirclesDonut15

19. Adjustable AssignmentsWhole groupLecturePresentationDemonstrationJigsawTextSmall groupInterestRandomHomogeneousHeterogeneousPairsInterestTaskIndependentPersonalizedMultiple intelligences16

20. Differentiation Strategies Compacting- Steps for compactingIndependent Study- Sample independent projectsInterest Centers or Interest GroupsFlexible Grouping- Types of groups17

21. Strategies That Support Interest-Based StudiesStudying concepts and principles through the lens of interestStudent choice of tasksIndependent StudyI-SearchesOrbitalsMentorshipsGroup InvestigationsInterest GroupsJigsawLiterature CirclesWebQuestsStudent-selected audiences18

22. Strategies for Differentiated ProcessingCubingLearning logs or journalsGraphic organizersCenters or interest groupsRole playingChoice boardsJigsawThink-pair-sharePMI Model-makingLabs Tiered activities19

23. Strategies ContinuedComplex instruction- 10th grade EnglishSmall groupsOpen-endedAmbiguousIntegrate reading and writingUse multiple intelligences and multimedia20

24. Orbital studies- grade 6Addresses similarities and differencesIndependent investigations that orbit around curriculumStudents choose topicsStudents develop research question and plan, method of presentation, and criteria for assessment21

25. Entry points- Grade 7 Social StudiesAddress differing multiple intelligence profiles5 entry pointsNarrationalLogical-quantitativeFoundationalAestheticExperiential22

26. Examples of Differentiation StrategiesChoice Boards- PersuasionPhotosynthesisTechnologyTiered Activities- Causes of the Civil WarPhotojournalism 10-12Learning Contracts- Samples23

27. Summarization PyramidSOME GREAT PROMPTSSynonymAnalogyQuestionThree attributesAlternative titleCausesEffectsReasonsArgumentsIngredientsOpinionFormula/sequenceInsightLarger category ToolsSamplePeopleFuture of the topicCreate a pyramid of horizontal lines, then ask students at different readiness levels to respond to tiered prompts as they interact with the topic. 24

28. Change the VerbRaise or lower the challenge level by changing the verb in your prompt:CONSIDER USING:AnalyzeReviseDecide betweenWhy didDefendDeviseIdentifyClassifyDefineComposeInterpretExpandImagineSupposeConstructRecommend Predict Argue for (or against)ContrastCritique25

29. Using Technology in Differentiated InstructionIt's a Wild Ride- project based learningtech matrix- identify appropriate toolsbackpack it- Make pages with to-do lists, notes, files, and images word 2 word- dictionaries in multiple languagespodcastsNational Geographic webcamsUnited Streaming videosVirtual Field tripsHandhelds26

30. Technology for Student Productswww.blogger.comhttp://pbwiki.com/ www.voicethread.comhttp://www.storycenter.org/Bio CubeAcrostic poemsCharacter trading cards27

31. 28Strategies to replace Lectures The Thinking Web

32. The Forum

33. The Gallery Walk renowned Strategies to Support LecturesText Lookback Procedure

34. Verbal Retelling

35. RTC Procedure

36. Cubing - example

37. Graphic Organizer Samples

38. KWL Procedure

39. Performance Tasks

40. Importance Charts Big Question Teaching Frame lessons and units as questions, issues or problems -more challenging and interesting -narrows the topicOpen-ended questions stimulate thought, encourage creative thinking and diverse responses -authentic learning and investigation. Examples of big questions: • What makes a poem memorable? • What are the unsolved mysteries of the pyramids? • What does it mean to be an ethical scientist? 29

41. Learning Agendas A list of projects or activities to be completed during a specific time- independent with support and collaboration when necessary.-visual record of work - develop management and organizational skillsTasks vary to meet student needs-extra items for enrichment- compacting activities Flexible Grouping 30

42. Centers or Stations Flexible grouping -work with individual students or small groupsFocus on important learning goals, use materials that support individual students' growth; use activities addressing a range of reading levels, learning profiles, and student interests; and provide clear directions Student-led or teacher-led. In a secondary math classroom, learners might rotate through five stations: • working with the teacher to learn about probability • solving probability problems from the textbook • generating a list of real-world applications for probability • working on new computer program with a small group • completing a review worksheet from the last unit 31

43. 32Diner Menu – PhotosynthesisAppetizer (Everyone Shares)Write the chemical equation for photosynthesis.Entrée (Select One)Draw a picture that shows what happens during photosynthesis.

44. Write two paragraphs about what happens during photosynthesis.

45. Create a rap that explains what happens during photosynthesis.Side Dishes (Select at Least Two) Define respiration, in writing.

46. Compare photosynthesis to respiration using a Venn Diagram.

47. Write a journal entry from the point of view of a green plant.

48. 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.33THINK-TAC-TOEBook Report

49. 34Tiered Activity – Writing a Persuasive Essay6th–7th Grade Classroom

50. 35LearningContract #2To 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_ OtherThis 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 ___/___/___

51. Differentiation PracticeDifferentiation Scenario36

52. 37Differentiation Activity – ReadingYour task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective.Objective: Students will complete a report on the bookThe Outsiders.Identify the pros and cons of using both strategies in a class of 25 students that includes these 5 students:Sherry likes to be asked to do things by the teacher. She is interested in fitting in and speaks out often in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level.Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, is a solid reader, and enjoys excelling and being the “best.” He gets very excited to start new books, but they don’t hold his attention for long.Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work.Jack failed reading three times. He is an expert hunter and fisherman and knows more about the outdoors than anyone. He seems to learn best with hands-on activities. His reading and writing skills have only slightly improved over the last 2 years.Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.

53. Assessment in the Differentiated ClassroomOngoingInstruction-dependentStudent-dependentInformative for continuedinstruction38

54. Assessment ToolsStudent Progress- monitoring toolsEngrade-online gradebook 39

55. Seventh Grade Science-independentAs part of an exploration of life science, students chose a living creature and develop questions of interest to them individually.Students figure out how to find answers to their questions.Each student determines ways to share their findings with their peers.(Questions can vary in complexity.)40

56. High School Algebra II-compactStudents can pre-test and “compact out” of a unitStudents who opt out do independent investigation of following teacher guidelinesStudents who did not “compact out” receive whole group instruction, , divide into cooperative groups for practice, or meet in a small group wthe teacherWhole class review and test41

57. High School U.S. History-choice boardStudents read biographies of their choice from a suggested reading list. Each student chooses to do one of the following:Write a two-page summary of the person’s life.

58. Note transforming dates in the subject’s life and make a timeline.