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Similar to Week 9.2 differentiation
Week 9.2 differentiation
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- 2. Today’s Class Pass back A4 If you got less than 28/35, redos due to Carmen 5/31 @ 11:59 p.m. Most common errors: Known words = 80% + mastery Learning Objective: specific targets New Material: Must include instruction/modeling/prompting Instructional Arrangement Time per section
- 3. Today’s Class A6 Headcount Bring watch or phone with timer Review Quiz 8 Academic Feedback/Differentiation Lecture Assignment 5 Study for final exam by next Thursday!
- 4. Quiz 8 An effective instructor focuses on all of the following EXCEPT boosting self-esteem. academic activities. achieving a high number of correct responses* student engagement.
- 5. Faulty Notions Buildingstudents’ self-esteem is a teacher’s primary goal Leads to the use of poorly designed curricula A good teacher is first and foremost creative Be creative within the context of validated curriculum, instruction, and assessment
- 6. Characteristics of EffectiveInstruction 3. It is academically focused Successful teachers spend more time on academic activities and less on non-academic activities (e.g., crafts) 4. It is individualized To help each student succeed Achieve a high number of correct responses Become confident in their competence Not meant that each child works alone
- 7. Quiz 8 Teaching something after initial learning has occurred is Overlearning First-time correct Delayed tests Maintenance
- 8. Key Concepts ofMastery Teaching Overlearning – continuing to teach something after initial learning has occurred Enhances maintenance, automaticity, and application First-time correct – All students correct the first time a task is presented in a lesson Best indicator of mastery Delayed test – selected tasks from the lesson presented later Indicator of “firm” (correct after recent teaching)
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- 11. Instructional Classroom Management (Konoldet al.) Academic feedback = how teachers provide information about the accuracy of responses and how to correct students following errors. Shapes future behavior! Why provide feedback? Reinforce appropriate behavior Let students know how they are doing Extend learning opportunities
- 12. Four Types ofStudent Responses: Differentiated Feedback 1. If quick, confident, and correct Quick “Right” and present the next question 2. If correct, but hesitant Confirm the correct response and repeat it 3. If incorrect and random or careless Quick and simple correction Motivation may be an issue 4. If incorrect and don’t know Provide prompts to lead them to answer Re-teach the material
- 13. Verbal questioning Why use verbal questioning? Evaluate and monitor student performance Help students understand content Help students remain actively engaged Help students remember what they learned Must provide effective feedback!
- 14. Instructive Feedback Consistently adding supplemental information to feedback Expansion=provides additional related information Parallel=different question requiring same response Novel=provides new or unrelated information
- 15. Effective use offeedback Planned, specific feedback is much more likely to influence student performance than haphazard, general feedback. High quality feedback is timely, accurate, constructive, outcome-focused, encouraging, and positive. Correction procedures should end with the student responding correctly and be followed by a delayed test.
- 16. Q and A Which of these following Q formats is preferred? Karen, what’s the name of the biggest animal? What’s the name of the biggest animal? Karen? Why is format 2 preferred? Students must maintain attention because they do not know when they will get called on
- 17. Common teaching errors Resorting to verbal attention, especially reprimands, in response to undesirable behavior Failure to recognize functions of undesirable behavior (e.g., attention-seeking vs. escape motivated) Failure to modify expectation, rules, and instruction for students who need differentiated instruction Reinforce appropriate behavior and correct responses too infrequently Failure to incorporate fun activities to increase student interest (e.g., games, popular characters)
- 18. Effective vs. IneffectivePraise When is praise ineffective? When is praise effective? 1. When it's global and bland 1. When teachers are enthusiastic, 2. When it orients students sincere, and credible toward academic competition 2. Use praise with students who 3. When it's delivered respond well to it non-contingently 3. When it's contingent and teachers 4. When it distracts from task "pick their spots" relevant information and 4. When it results in intrudes on instructional increased engaged time momentum
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- 20. Connecting RTI andDI http://www.youtube.com/watch?v=HWxsI2g5yp8&feature=related
- 21. Instructional Levels (Zone of Proximal Development) Mastery Level Previously taught Too easy Instructional Level Ready to learn The Zone Just right Frustration Level Not taught Too hard
- 22. Scaffolding Instructional strategy that involves providing highly supported instructional trials during new material and gradually fading the support as students gain proficiency in guided and independent practice. Heavily prompted early trials Lightly prompted trials Unprompted trials
- 23. What is DifferentiatedInstruction? Adjusting instruction to address the individual needs of diverse learners. Students are diverse on many characteristics
- 24. What is DifferentiatedInstruction? Content What we teach Process How we teach it Product Way students respond
- 25. Content Differentiation (aka.Grouping) Place students in curriculum and organize smaller instructional groups o Homogenous – grouping students who are on the same lesson in the curriculum. o Reading level, math level, writing level Don’t need to content differentiate Science, Social Studies, etc. o Heterogeneous - grouping students who are at different levels in the curriculum
- 26. Content Differentiation (aka.Grouping) Whole Class Instructional Instructional Instructional Instructional Group Group Group Group
- 27. Examples The class is working on colors. At least one student’s targets include naming brown, black, and pink. Another student’s targets include naming red, blue, and yellow. A different student is learning to point to orange, green, and purple. And yet another student is matching green, blue, and red. The group is working on reading lists of words. Some students are working on reading VCV words while others are reading VCC words.
- 28. You have… Conducted CBAs or placement tests Used a skill matrix to see results for all students Identified instructional goals for individuals & groups Grouped students based on content goals Designed a lesson plan for each group What if content differentiation isn’t sufficient?
- 29. Content - Process- Product Materials – concrete, representational, abstract Difficulty Interest Remember! We’ve already Assistance Prompts or reminders differentiated content! Response Mode – verbal, written, pointing or touching, yes/no etc. Targets Quantity
- 30. Process & ProductDifferentiation Materials Materials Assistance Assistance Responses Responses Materials Materials Assistance Assistance Responses Responses
- 31. Basic Instructional Trial Trial = opportunity for students to respond Antecedent What happens before the student responds What the teacher says and does Behavior What the student says and does – responding to A Consequence What happens after the student responds Praise or correction
- 32. Expanded Trial Elements Attention Signal Gets student to focus attention Task Stimulus Stimuli needed for task (often materials) Stimulus Direction Tells students to do something with A respect to the stimulus (but not the response) Stimulus Prompt Provides a hint; highlights a key feature that serves as a prompt Response Prompt Model or partial model of response Response Direction Specific direction telling what students should do Response Students’ response B C Feedback Praise or correction
- 33. Elements of ExpandedInstructional Trial Example Elements 1. "Everybody, watch me.“ Attention signal 2. Teacher holds up a map of the Task stimulus intermountain states Stimulus direction 3. “Look at this state.“ Stimulus prompt 6. "See - It is shaped like a step.“ 7. "This is Utah.“ Response prompt 8. "Everyone, tell me it's name.“ Response direction 9. “Get ready.” Snap Signal 10. "Utah.“ Response 11. "Good, that state is Utah." Reinforce or Feedback
- 34. Process & ProductDifferentiation Adjust elements of the expanded trial to make instruction easier or more difficult for learners within groups. Big Idea: match materials, assistance, and response to individual students’ instructional level
- 35. 5 Ways toModify Demand Change the task stimulus (material) Change response direction (assistance, response) p Change the response (response) n Remove or insert response and stimulus prompts (assistance) Remove or insert interference between response prompt and response direction (assistance) *Interference: “extra talk” between prompts and response. Causes a delay making the trial slightly harder.
- 36. Which element shouldI adjust? To differentiate on… Element Attention signal Materials Task stimulus Task stimulus 1 Stimulus direction Assistance Remove prompt Stimulus or insert stimulus & response Response Prompt prompts 4 Insert interference 5 Response ResponseDirection 2 Response direction Signal Response Response 3 Feedback
- 37. 1. Change TaskStimulus AS “Everyone.” TS Teacher gives students reading passages RD “Please read the passage silently and write the main idea in the space provided.” S “Do it now.” R Students read and write the main idea. F Teacher checks the students responses and says, “Great you all got it!”
- 38. 1. Change TaskStimulus AS “Everyone.” TS Teacher gives students reading passages; some passages have the main idea highlighted. “Please read the passage silently and write the main RD idea in the space provided.” “Do it now.” S Students read and write the main idea. R Teacher checks the students responses and says, F “Great you all got it!”
- 39. 2. Change ResponseDirection High Demand Response Direction Response 6 . 2 . What do we do? Divide 6 . 2 What operation? Divide 6 . 2 We don't multiply; what do Divide we do? 6 . 2 . Do we multiply or divide? Divide 6 . 2 . Do we multiply? Yes/No Low Demand
- 40. 3. Change theResponse TS Teacher points to a blue horse in a book RD What color is this horse? R “blue” F Yes, the horse is blue.
- 41. 3. Change theResponse TS Teacher points to a blue horse in a book RD What color is this horse? R Holds up a card with word “blue” on it. F Yes, the horse is blue.
- 42. 4. Remove ResponsePrompt AS Everybody, watch me. TS (Teacher holds up an "a"). SD Look at this letter. RP The sound of this letter is "a". RD Everybody, what sound? R "a" F Good
- 43. 4. Remove ResponsePrompt AS Everybody, watch me. TS (Teacher holds up an "a"). SD Look at this letter. RD Everybody, what sound? R "a" F Good
- 44. 4. Insert ResponsePrompt AS Everybody look. TS (Shows a picture of an elephant) SP See, he has a long trunk. RD What kind of animal is this, ? R Elephant F Good
- 45. 4. Insert ResponsePrompt AS Everybody look. TS (Shows a picture of an elephant) SP See, he has a long trunk. RP This animal is an elephant. RD What kind of animal is this, ? R Elephant F Good
- 46. 5. Inserting Interference AS Everybody, look. RP (Teacher writes an "a") RD Your turn to write "a". S Go ahead. R (students write "a") F Good.
- 47. 5. Insert Interference AS Everybody, look. RP (Teacher writes an "a") I We know that “a” is the first sound in apple. RD Your turn to write "a". S Go ahead. R (students write "a") F Good.
- 48. Guided Practice During your learning set, you review math operations. There is a list of problems on the board with – or + as the operation. As you point to the different problems, you ask the class, “What do I do?” Brandon, one of your students, was absent during the lesson in which you introduced this the first time. Typically, he picks up material easily. Without separating him into 1:1 instruction, how could you differentiate this activity for Brandon?
- 49. Operations Math Lesson LearningSet (3 min) Review Activity: Using a list of problems (- or +) on the board, have students tell what they would do. Instructional Students Materials Assistance Response Unit Tell what to Change response do based on direction to Brandon – or + “Do we add problems. or subtract?”
- 50. Scripted Trial withLabels Attention Signal Okay Class. Stimulus Direction Look on the board. Task Stimulus List of addition and subtraction problems on board. Response Direction When I point to a problem, tell me what I should do. Signal Teacher points Response Students respond subtract or add Feedback Yes
- 51. Scripted Trial withLabels Attention Signal Okay Class. Stimulus Direction Look on the board. Task Stimulus List of add and subtraction problems on board. Response Direction Brandon, Do I add or subtract? Signal Teacher points Response Students respond subtract or add Feedback Yes
- 52. Tiered Lessons Lesson plans that are divided into tiers of difficulty Can plan tiers for review/prerequisite check and independent practice, but most important for new material and guided practice.
- 53. Tiered Lesson PlanTemplate I. Review/Prerequisite Check (15-20% time) o Targets - Activity – Arrangement - Instruction II. New Material/Guided Practice (40-50% time) o Targets - Activity – Arrangement – o Instruction Tier 3: High Support Tier 2: Moderate Support Tier 1: Low Support III. Independent Practice (25-30% time) o Targets - Activity – Arrangement - Instruction
- 54. Assignment 5 A. Differentiateon materials. Create ONE trial that involves changing the materials in some way to differentiate on interest and only on interest. B. Differentiate on assistance. Create ONE tier 1 (low support) and ONE tier 3 (high support) instructional trial from this tier 2 trial. Do not change the response! C. Differentiate on response. Create ONE tier 1 (low support) and ONE tier 3 (high support) instructional trial from this tier 2 trial. Do not change anything except response!
- 55. A5 In-Class Example A. Differentiate on materials, but teach the teach the shapes circle, square, and triangle. Create ONE trial that involves changing the materials in some way to differentiate on interest and only on interest. B. Differentiate on assistance, but teach the teach the shapes circle, square, and triangle. Create ONE tier 1 (high support) and ONE tier 3 (low support) instructional trial from this tier 2 trial. Do not change the response! C. Differentiate on response, but teach the teach the shapes circle, square, and triangle. Create ONE tier 1 (high support) and ONE tier 3 (low support) instructional trial from this tier 2 trial. Do not change anything except response and/or response direction!
- 56. Tier 2 Trial(moderate support) T: holds up a shape flashcard (TS) T: “There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom.” (SP) T: “What shape is this?” (RD) S: say “circle” (R) T: “Yes, it’s a circle.” (F)
- 57. Tier 2 Model AttentionSignal Task Stimulus T: Holds up a shape flashcard Stimulus Direction Stimulus Prompt T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom. Response Prompt Interference Response Direction T: What shape is this? Signal Response S: Circle Feedback T: Yes, it's a circle.
- 58. Differentiate on Materials(Task Stimulus) Attention Signal Task Stimulus Stimulus Direction Stimulus Prompt T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom. Response Prompt Interference Response Direction T: What shape is this? Signal Response S: Circle Feedback T: Yes, it's a circle.
- 59. Differentiate on Materials(Task Stimulus) Attention Signal Task Stimulus T: Shows a book focused on circles. Stimulus Direction Stimulus Prompt T: There are lots of things that are this shape. Like the sun, a ball, or the clock in our classroom. Response Prompt Interference Response Direction T: What shape is this? Signal Response S: Circle Feedback T: Yes, it's a circle.
- 60. Differentiate on Assistance(Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support) Attention Signal Task Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcard Stimulus Direction Stimulus Prompt Response Prompt Interference Response Direction Signal Response S: Circle S: Circle Feedback T: Yes, it's a circle. T: Yes, it's a circle.
- 61. Differentiate on Assistance(Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support) Attention Signal Task Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcard Stimulus Direction Stimulus Prompt This shape is like the letter "O." Response Prompt It doesn't look like a gift box or a piece of Interference paper. Response Direction It's not an oval, what is it? Signal Response S: Circle S: Circle Feedback T: Yes, it's a circle. T: Yes, it's a circle.
- 62. Differentiate on Assistance(Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support) Attention Signal Task Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcard Stimulus Direction Stimulus Prompt This looks like the letter "O." Response Prompt It is a circle. Interference Response Direction Is it a circle or square? Signal Response S: Circle S: Circle Feedback T: Yes, it's a circle. T: Yes, it's a circle.
- 63. square squar square
- 64. squar square square
- 65. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal Task Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcard Stimulus Direction T: There are lots of things that are this shape. T: There are lots of things that are this shape. Stimulus Prompt Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in our Response Prompt Interference Response Direction Signal Response Feedback T: Yes, it's a circle. T: Yes, it's a circle.
- 66. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal Task Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcard Stimulus Direction T: There are lots of things that are this shape. T: There are lots of things that are this shape. Stimulus Prompt Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in our Response Prompt Interference Response Direction T: Write the name of the shape. Signal Response T: Write "circle." Feedback T: Yes, it's a circle. T: Yes, it's a circle.
- 67. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal Task Stimulus T: Holds up a shape flashcard T: Holds up a shape flashcard Stimulus Direction T: There are lots of things that are this shape. T: There are lots of things that are this shape. Stimulus Prompt Like the sun, a ball, or the clock in our Like the sun, a ball, or the clock in our Response Prompt Interference Response Direction T: Is it a circle or star? Hold up the card. Signal Response S: Holds up a circle shaped card. Feedback T: Yes, it's a circle. T: Yes, it's a circle.
- 68. Tier 2 Model AttentionSignal T: Okay, class. Task Stimulus List of addition and subtraction problems on the board. Stimulus Direction T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction T: When I point to a problem, tell me what I should do. Signal Teacher points. Response S: Add. Feedback T: Yes.
- 69. Differentiate on Materials(Task Stimulus) Attention Signal T: Okay, class. Task Stimulus Stimulus Direction T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction T: When I point to a problem, tell me what I should do. Signal Teacher points. Response S: Subtract. Feedback T: Yes.
- 70. Differentiate on Materials(Task Stimulus) Attention Signal T: Okay, class. Task Stimulus Addition and subtraction flashcards. Stimulus Direction T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction T: When I point to a problem, tell me what I should do. Signal Teacher points. Response S: Subtract. Feedback T: Yes.
- 71. Differentiate on Assistance(Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction Signal Teacher points. Teacher points. Response S: Add. S: Add. Feedback T: Yes. T: Yes.
- 72. Differentiate on Assistance(Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. We use this operation when we're grocery Stimulus Prompt shopping to see how much we'll spend. Response Prompt Interference We know that we won't multiply or divide. Response Direction What operation? Signal Teacher points. Teacher points. Response S: Add. S: Add. Feedback T: Yes. T: Yes.
- 73. Differentiate on Assistance(Stimulus Prompt, Response Prompt, Interference, Response Direction) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. Stimulus Prompt This problem has a plus sign. This problem requires us to add these 2 Response Prompt numbers. Interference Response Direction Do we add or subtract? Signal Teacher points. Teacher points. Response S: Add. S: Add. Feedback T: Yes. T: Yes.
- 74. squar square square
- 75. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction Signal Teacher points. Teacher points. Response Feedback T: Yes. T: Yes.
- 76. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction Signal Teacher points. Teacher points. Response Feedback T: Yes. T: Yes.
- 77. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction What do we do? Write down the sign. Signal Teacher points. Teacher points. Response Students write + or -. Feedback T: Yes. T: Yes.
- 78. Differentiate on Response(Response Direction, Response) Tier 1 (low support) Tier 3 (high support) Attention Signal T: Okay, class. T: Okay, class. List of addition and subtraction problems on List of addition and subtraction problems on Task Stimulus the board. the board. Stimulus Direction T: Look at the problems. T: Look at the problems. Stimulus Prompt Response Prompt Interference Response Direction Do we add? Hold up the card. Signal Teacher points. Teacher points. Response Hold up a card with a "+" sign. Feedback T: Yes. T: Yes.
Editor's Notes
- #7 How can instruction be individualized and take place in groups? 1. Can’t give one-on-one instruction to all kids. Kids are more engaged when working in groups rather than working alone. Higher achievement when working in groups. Teachers provide more demonstration and feedback when in groups. 2. in reading and math, students make more progress when teacher chooses activities. 3. successful, effective teachers have students spend more time on academic activities; and less time on non-academic activities (crafts). 4. Individualized to help each student succeed, achieve a high number of correct responses, and become confident in his/her competence. (Not individualized to mean that the child works alone.) From Stevens article
- #19 B. According to Brophy, should the low rates of praise in school be increased? 1. No - What is essential? that student receives feedback on performance. That is, contingent feedback and commendation C. When can praise be effective? a. for teachers who “pick their spots” by praising sparingly b. using it with those students who respond well to it ( How do you know if they respond well? Increases desired behavior) c. meets criteria of sincerity, spec. and contingency d. if it increases a student’s engaged time When is praise ineffective ? a. delivered non-contingently b. addresses global reactions c. bland, without credibility in academics d. in academics - orients students toward competition (i.e., Good, Johnny, the answer is 28 as an attempt to vicariously reinf. Bill) e. distracts attention from task relevant infor.; intrudes on instructional momentum
- #26 Content – when we move from whole class arrangements to small grp arrangements it allows us to differentiate the content; e.g. we can group students who read at the 1 st grade level with others at the same level homogeneous grps – students are grouped who are on the same relative level in the curriculum or who are working on the same instructional targets heterogenous grps – students are grouped who are on different curricular levels or who are addressing different content General rule for content grouping - homogeneous for core subjects (reading level; math level; writing level; not necessarily for others (science projects; social studies projects etc.)
- #28 You might grab 3 students and set up a small group in front of the class and briefly illustrate some trials with students who have different targets during the learning set; new material; independent practice VCV: token, navel, spiral, poker VCC: sell, miss, tall, sift Student 1: name red, blue, and yellow Student 2: point to orange, green, and purple Student 3: match green, blue, and red
- #29 What do I consider when I prioritize for individuals and groups? Do I try to teach one lesson to the entire class? What if I have 25 students in my class? Do they all have the same goals and need the same content?
- #30 Content (Content), Process (Materials & Assistance), Product (Reponse) Materials – concrete; representational; abstract Eg. different level of reading passages, different length of passages, different story content depending on interest Eg., transformers made of shapes vs. jewelry, Assistance – prompts (visual, verbal, physical); reminders Response – mode or form – verbal; written; pointing or touching; multiple choice; production; yes/no targets – red, green, yellow; math facts using digits 0-5 or using digits 0-10. Targets – one student “brushing teeth”; another “washing hands”; a third “combing hair” one “double digit addition” ; second “double digit subtraction”; third “multiplication” quantity – have one student read a large section of a passage; have another student read several short sections – they both end up reading the same amount but the quantity read at any one time is different one problem versus 10 problems
- #50 Why don’t I change the response?