The principle goal of education is to create people who are capable of doing new things, not simply

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• The principle goal of education is to create
  people who are capable of doing new things, not
  simply repeating what other generations have done
  people who are creative, inventive discoverers.
• Jean Piaget

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DIFFERENTIATED INSTRUCTION
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• Essential Questions
• Overview of differentiated instruction
• Unpacking the Standards
• Differentiation strategies
• Implementing Differentiation at the classroom,
  school, and district level

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• DIFFERENTIATION
• What does it
• LOOK LIKE?
• FEEL LIKE?
• SOUND LIKE?

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Why Differentiate?

• All kids are different. Surveys
• Differentiating Instruction With Style
• One size does not fit all.
• Differentiation provides all students with access
  to all curriculum.

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What Is Differentiation?

• Teachers response to learner needs
• Recognition of students varying background
  knowledge and preferences
• Instruction that appeals to students differences

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HERE AND NOW

• WHAT ARE THE UNIQUE NEEDS OF YOUR STUDENTS ?
• WHAT DO THOSE LEARNERS NEED ?
• HOW ARE YOU CURRENTLY ADDRESSING THOSE NEEDS ?

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Comparing Traditional and Differentiated
Classrooms

• Consideration of student differences
• Use of assessment
• Use of student interest and learning style

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Comparing Traditional and Differentiated
Classrooms (continued)

• Instructional format
• Assignment options
• Factors guiding instruction

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Differentiation Strategies

• All strategies are aligned with instructional
  goals and objectives.
• Specific strategy selection based on
• Focus of instruction
• Focus of differentiation

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REFER BACK TONOVEMBERTRAININGUnpacking
Standards into Student-Friendly Language
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Challenges

• Before instruction and assessments can be
• developed educators need a clear understanding
• of what the standards look like in student work
• and what measurable learning targets are
• required for students to achieve mastery.

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Improving Student Achievement

• When students are involved in the assessment
• process they are required to think about their
  own
• learning, articulate what they understand and
  what
• they still need to learn and achievement
• improves.
• (Black and Wiliam, 1998 Sternberg, 1996 Young,
  2000)

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Standards and Targets

• In order to fully utilize the standards,
  educators
• must be able to answer the following questions
• What does the standard look like in student work?
• What are the imbedded learning targets?
• How are standards and targets understood by
• teachers and shared with students?
• Are the targets found in our maps?

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What Are the Learning Targets?

• A learning target is any achievement expectation
  we have for students on the path toward mastery
  of a standard.
• It clearly states what we want the students to
  learn and should be understood by teachers and
  students.
• Learning targets should be formatively assessed
  to monitor progress toward a standard.

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Not everything that is faced can be
changed, but nothing can be changed until it is
faced. James Baldwin
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Differentiation Design

• Considerations
• Before
• While
• After

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Steps to Take Before Designing the Learning
Experiences in a Differentiated Class

• Identify your essential understandings,
  questions, benchmarks, objectives, skills,
  standards, and/or learner outcomes.
• Identify your students with unique needs, and get
  an early look at what they will need in order to
  learn and achieve.
• Design your formative and summative assessments.
• Design and deliver your pre-assessments based on
  the summative assessments and identified
  objectives.
• Adjust assessments or objectives based on your
  further thinking discovered while designing the
  assessments.

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Steps to Take While Designing and Implementing
the Learning Experiences in a Differentiated
Class

• 6. Design the learning experiences for students
  based on the
• information gathered from those pre-assessments,
  your
• knowledge of your students, and your expertise
  with the
• curriculum, cognitive theory, and students at
  this stage of human development.
• 7. Run a mental tape of each step in the lesson
  sequence to
• make sure things make sense for your diverse
  group of
• students and that the lesson will run smoothly.
  
• 8. Review your plans with a colleague.
• 9. Obtain/Create materials needed for the lesson.
  
• 10. Conduct the lesson.
• 11. Adjust formative and summative assessments
  and
• objectives as necessary based on observation and
  data
• collected while teaching the lessons.

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Steps to Take After Designing the Learning
Experiences

• Evaluate the lessons success with students.
  What evidence do you have that the lesson was
  successful? What worked and what didnt, and why?
  
• Record advice on lesson changes for yourself for
  when you do this lesson in future years.

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Lesson Components

• Inviting and Thinking Activities
• Setting Context and Objectives
• Presenting Agenda/Itinerary
• Learning Experiences
• Sponges
• Assessment Formative/Summative
• Summarization/Closure
• Advanced Look at the Next Lesson 
•  

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RESEARCH SAYS
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• Concept Attainment Model
• Summarized from Canaday and Rettig
• Teacher presents examples, students work with
  them, noting attributes
• Teacher has students define the concept to be
  learned
• More examples are critiqued in light of newly
  discovered concept
• Students are given practice activities in which
  they apply their understanding of the lesson
  concept
• Students are evaluated through additional
  applications

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• Direct Instruction Model
• Summarized from Canaday and Rettig
•  Review previously learned material/homework
• State objectives for today
• Present material
• Provide guided practice with feedback
• Re-teach (as needed)
• Assign independent practice with feedback
• Review both during and at the end of the lesson
• Closure (Summarization)

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EXAMPLES OF DIFFERENTIATION IN THE CLASSROOM
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Teachers Can DifferentiateIn Many Areas
Content
Process
Product
According to Students
Interest
Learning Profile
Readiness
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Using lots of tools
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CHOICE BOARDS

• MENU
• RAFTS
• CUBING
• CONTRACTS
• TIC-TAC-TOE

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Learning Menus

• Similar to learning contracts, students are
  given choices of tasks to complete in a unit or
  for an assessment. Entrée tasks are required,
  they can select two from the list of side dish
  tasks, and they can choose to do one of the
  desert tasks for enrichment.

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Diner Menu Water Cycle

• Appetizer (Everyone Shares)
• View and create a graphic organizer on a film of
  the water cycle.

• Entrée (Select One)
• Draw a picture that shows what happens during the
  water cycle.
• Write two paragraphs about what happens during in
  the water cycle.
• Create a rap that explains what happens during
  the water cycle.

• Side Dishes (Select at Least Two)
• Define respiration, in writing.
• Write a journal entry from the point of view of a
  drop of water.
• With a partner, create and perform a skit about
  the water cycle
• Create a rap about the water cycle.

• Dessert (Optional)
• Create a test to assess the teachers knowledge
  of the water cycle.

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R.A.F.T.S.

• R Role, A Audience, F Form, T Time or
  Topic, S Strong adverb or adjective
•  
• Students take on a role, work for a specific
  audience, use a particular form to express the
  content, and do it within a time reference, such
  as pre-Civil War, 2025, or ancient Greece.
• Sample assignment chosen by a student
• A candidate for the Green Party (role), trying
  to convince election board members (audience) to
  let him be in a national debate with Democrats
  and the Republicans. The student writes a speech
  (form) to give to the Board during the
  Presidential election in 2004 (time). Within
  this assignment, students use arguments and
  information from this past election with third
  party concerns, as well as their knowledge of the
  election and debate process. Another student
  could be given a RAFT assignment in the same
  manner, but this time the student is a member of
  the election board who has just listened to the
  first students speech.

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R.A.F.T.S.

• Raise the complexity Choose items for each
  category that are farther away from a natural fit
  for the topic . Example When writing about
  Civil War Reconstruction, choices include a rap
  artist, a scientist from the future, and Captain
  Nemo.
• Lower the complexity Choose items for each
  category that are closer to a natural fit for the
  topic. Example When writing about Civil War
  Reconstruction, choices include a member of the
  Freedmens Bureau, a southern colonel returning
  home to his burned plantation, and a northern
  business owner

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Cubing

• Ask students to create a 3-D cube out of foam
  board or poster board, then respond to one of
  these prompts on each side
• Describe it, Compare it, Associate it, Analyze
  it, Apply it, Argue for it or against it.
• We can also make higher and lower-level
  complexity cubes for varied groups responses.
• OR USE VERBS FROM THE BLOOMS

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Cognitive Taxonomy Circle                      
                                                  
                  
Blooms
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CONTRACTS
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• It is understood that
• A learning contract is an alternative
  experience, not to be taken for granted by
  students. If a student breaks any portion of the
  contract, then the contract becomes null and void
  at teacher discretion, and the student must
  return to what the rest of the class is doing.
  Because a contracts tasks are done in lieu of
  the regular classs tasks, teachers make sure
  everything the rest of the class is learning is
  provided in alternative contracts negotiated by
  students.

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Learning Contracts

• Some contracts indicate working behaviors as
  contractual stipulations. The student will
• Work without bothering others
• Use an indoor voice
• Avoid interrupting the teacher when she is
  teaching
• Bring two sharpened pencils and ample paper
  supply to class every day
• When stuck on something but the teacher isnt
  available to help at the moment, do something on
  the posted classroom options list

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• Basic Components Clearly stated
• Student and Teacher responsibilities
• Teacher expectations of Student
• Consequences for the student if he does not live
  up to responsibilities and expectations
• Spaces for both teacher and student to
  evaluate the success of each task
• Opportunities for students to go beyond the
  basic requirements of the contract, if
  interested, are described
• Spaces for dates and signatures, signifying
  agreement to the contracts stipulations by both
  teacher and student
• Space for parents signatures

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While working on these tasks during contract
time, the student will

• Use time wisely
• Ask questions when he doesnt understand
  something
• Avoid bothering other students
• Come to class prepared with two pencils, plenty
  of paper, rough drafts of writings, and his
  textbook
• Speak in a quiet indoor voice
• Stay in his seat unless obtaining something or
  information for his contractual tasks
• Not work on homework from other classes

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Learning Contract
To demonstrate what I have learned about
____________________, I want to
_ Design a mural _ Write a song _ Make a movie _
Create a graphic organizer or diagram _ Other
_ Write a report _ Put on a demonstration _ Set
up an experiment _ Develop a computer
presentation _ Build a model
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 __/__/__
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• Checkpoints
• These are dates and descriptions that indicate
  when each item will be submitted for teacher
  assessment. Checkpoints serve two purposes 1)
  For the teacher to assess student progress and
  possibly change instruction as a result, and 2)
  to keep students dedicated to the tasks and
  learning.

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Contractual Consequences

• All grades earned on each of the contracts
  tasks will be used to determine the students
  official grade for this unit of study. If any
  portion of this contract is not achieved in the
  time and manner specified, it becomes null and
  void at teacher discretion. In such instances,
  the student may be required to end all
  contractual tasks and return to what the rest of
  the class is doing without complaint.

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Designing a Learning Contract

• Skills Component
• Content Component
• Time Line
• Contract Agreement

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Science Class The student will complete the
following tasks by December 10th

• Build and maintain a healthy terrarium for four
  weeks that contains all the elements listed on
  the accompanying direction sheet.
• Explain in writing how each element influences
  the health of the terrarium.
• View the video, At Home in the Biome, and
  create a matrix graphic organizer that identifies
  the five biomes described in the video according
  to water sources, climate, typical flora,
  typical fauna, geographic location, and sample
  food chain
• Identify five limiting factors for a local
  habitats carrying capacity and one action per
  factor that our community can take to remove
  those factors from limiting the habitat
• Write a personal mission statement about your
  dedication to protecting our natural resources.
  It must include your definition of natural
  resources, why its important to protect them,
  and what specific steps youll take to keeping
  them healthy for generations to come.

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Enrichment Opportunities

• Create a diorama, Web site, or public library
  display that accurately portrays the food, water,
  space, shelter, and arrangement for any three
  animals, each from a different biome, and include
  a statement as to why its important to
  understand an animals habitat elements.
• Create a poem or artistic performance (fine or
  performing art) that expresses the
  interconnectedness of the food chain or web of
  life. Specific elements of the energy transfer
  cycle must be included.

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Tic - Tac -Toe Board
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THINK-TAC-TOE Book Report
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Double-T Charts
eye ear heart
Char.s of Char.s of
Char.s of success wed success wed
success wed see wed
hear feel
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Summarization Pyramid
__________ ______________ ____________________ ___
______________________ ___________________________
___ ___________________________________
Great prompts for each line Synonym, analogy,
question, three attributes, alternative title,
causes, effects, reasons, arguments, ingredients,
opinion, larger category, formula/sequence,
insight, tools, misinterpretation, sample,
people, future of the topic
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Anchor Lesson Design

•    
•  
•  
•  
•  
•  
•  
•  
•  
•  

Activity/Group
Activity/Group
Activity/Group
Anchor Activity (20-45 min.)
Activity/Group
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Ebb and Flow of ExperiencesTomlinson
Back and forth over time or course of unit
Individual
Individual
Small Group
Small Group
Whole Group
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Anchor Activities Advice

• Use activities with multiple steps to engage
  students
• Require a product increases urgency and
  accountability
• Train students what to do when the teacher is not
  available
• Start small Half the class and half the class,
  work toward more groups, smaller in size
• Use a double t-chart to provide feedback
• Occasionally, videotape and provided feedback

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Anchor Activities Advice, continued

• Task cards may help
• Use and train students in attention signals
• Fish Bowl
• Scaffolding
• Examples and Non-examples
• 20-45 minutes in length for secondary students,
  10-20 minutes for primary and early elementary
  students
• Train students in how to disengage from one
  activity and move back into another one
  successfully

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What to DoWhen the Teacher is Not Available

• Move on to the next portion something may
  trigger an idea
• Draw a picture of what you think it says or asks
• Re-read the directions or previous sections,
  re-read them aloud
• Find a successful example and study how it was
  done
• Ask a classmate (Ask Me, Graduate Assistant,
  Technoids)
• Define difficulty vocabulary
• Try to explain it to someone else

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Sample Anchor Activities

• History
• Read pages 45-52 on the Industrial Revolution.
  Identify the five policies/ideas for which the
  meat-packing industry labor unions were fighting,
  then design a flag that incorporates symbols of
  each of those ideas in its pattern. Write a
  short paragraph describing the flags symbols.
• Math
• Identify the number of faces, edges, and
  vertices for each of the following 3-dimensional
  shapes cube, rectangular prism, rectangular
  pyramid, triangular pyramid, triangular prism,
  pentagonal pyramid, pentagonal prism, cylinder.
  Then draw the patterns on paper that, when folded
  and edges taped together, would create each of
  these shapes. Then, actually build each 3-d
  shape from your 2-d drawings.

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Sample Anchor Activities, continued

• Language Arts
• Draw and label the plot profile of the novel.
  Then, draw a second plot profile of the same
  story, but this time pretend a character from
  another book is inserted into the story at the
  mid-point and has a major influence on the
  outcome of the story. Draw the new changes in
  the plot profile and explain in writing how the
  story might change as a result of this new
  character being added.
• Science
• Draw two graphs to represent the data collected
  in the experiment One that provides us with an
  accurate portrayal of what happened, and one that
  changes the vertical scale and thereby distorts
  our interpretations of the data. Write an
  explanation on the importance of proper scale
  when graphing data, including how data can be
  misinterpreted based on the scale used in datas
  graphing. Finally, choose one of the sample
  graphs of data given to you and explain whether
  or not the scale was appropriate for the data
  does it lead to accurate interpretations?

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The Football Sequence

• First teach a general lesson to the whole class
  for the first 10 to 15 minutes.
• After the general lesson, divide the class into
  groups according to readiness, interest, or
  learning profile and allow them to process the
  learning at their own pace or in their own way.
  This lasts for 15 to 20 minutes.
• Bring the class back together as a whole group
  and process what theyve learned. This usually
  takes about 10 minutes.
• The football metaphor comes from the way we
  think about the lessons sequence
• Narrow general Lesson
• Wider - Whole class expansion of the topic then
  Narrowing it back as we re-gather to process

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Students come back together and summarize what
theyve learned
General lesson on the topic -- everyone does the
same thing
Students practice, process, apply, and study the
topic in small groups according to their needs,
styles, intelligences, pacing, or whatever other
factors that are warranted
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Centerbar Phoenix LA
Stations
Today in class, you will be experiencing a
concept known as stations. There are 12
different stations to which you will be
traveling. You will work at the stations for
approximately 20-minute segments of time enough
for you to learn or review some material,
practice that material and then apply what you
have learned to your narrative. EXPECTATIONS My
expectations during stations are that you keep
your schedule safe and follow it exactly. You
must follow all directions within each station in
order to receive full credit. Missing work in
any station will result in an incomplete/F until
it is completed with quality. You must SAVE all
of your station work as proof of your effort and
turn it in with your schedule. DO NOT LOSE THE
SCHEDULE. IT MUST BE ATTACHED TO YOUR WORK! No
one is to leave a station until everyone has
completed the work and the checker has checked.
This means that at the start of each session, a
checker should be appointed. When time is up,
neaten the folder, take any work or papers that
you need, and move quickly and quietly to your
next scheduled station.
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Sample Exit Cards

• Names
• Research Topic
• Directions Complete these sentence starters
  regarding your research today.
• 1.      I used time well today because I
• 2.      I need to do a better job ofduring the
  next research session because

• Names
• Research topic
• Directions Complete the following sentence
  starters.
• 1.      Im having the most success with
• 2.      I could use some help with

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Pictionary Dictionary

In an effort to have as much interaction with
your vocabulary words as possible, please choose
10 of the words we have reviewed from Act One of
The Miracle Worker and write the word, the
definition, part of speech, and add some artistic
way to represent what it means in your
dictionary. Try to choose words that you are
having a more difficult time remembering. You
will be adding to this dictionary as we make our
way through the vocabulary for The Miracle
Worker. Design a unique and colorful cover.
Your word representations also need to be
colored. Take your time. I am not an artist,
however, I can do a really neat and careful job
in order to be proud of what I hand in.
Presentation counts for a lot!!! Have fun
with this. And remember, there is always a
method to my madness!
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Implementing Differentiated Instruction

• Be committed
• Look for existing resources.
• Start with one or two strategies
• Try it and be willing to alter and extend.

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Reflection

• Share a reflection on our session today
• with a colleague

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Where Do I Go From Here?Resources

• Online discussion forum
• http//www.k8accesscenter.org/discuss
• Effective classroom strategies
• Differentiated instruction
• Differentiation Listservs
• mstorm_at_air.org
• Collaboration
• Rick Wormeli
• Karen Bailey
• Access Center www.k8accesscenter.org

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• Susan Holt
• Director of Instructional Training
• sholt_at_lawtonps.org