A Systematic Approach for Addressing Critical Differences Among

1
Differentiation Revealed
A Systematic Approach for Addressing Critical
Differences Among Students
Jeanne H. Purcell, Ph.D Connecticut State
Department of Education jeanne.purcell_at_po.state.ct
.us
2
Curriculum DifferentiationTodays Agenda

• Is curriculum differentiation something new?
• What are the goals for curriculum
  differentiation?
• What are the steps in the curriculum
  decision-making process?
• What is curriculum differentiation?
• How can we modify the 10 key curriculum
  componentseither singly or in combinationto
  address critical learner differences?
• What does curriculum differentiation look like at
  different grade levels and in different content
  areas?

3
An Historical PerspectiveIs This a New Concept?
A New Pedagogy?

• Fourth Wave of Interest Since 1860
• Tutors (Pre 1860)
• One Room Schoolhouse
• Grade Levels
• Individualization
• Special Education
• Gifted Education
• Differentiation

4
Why the Current Interest? Why the Present
Initiative?

• International Comparisons
• Information Age
• Global Economy
• Standards Movement
• The Achievement Gap
• Prisoners of Time
• IDEA

5
The Learning Gap
Learning Gaps Persist In State Mastery Test
Scores Edge Up, But Blacks, Hispanics, Poor Lag
BehindMarch 6, 2002 By ROBERT A. FRAHM, Courant
Staff Writer Black and Hispanic children
continue to make slow, steady gains in academic
performance but still lag far behind most
Connecticut public school students, new test
results show. Only 25 percent of black and
Hispanic children reach the state's fourth-grade
reading goal, for example, compared with more
than 70 percent of white students, according to
Connecticut Mastery Test scores being released
today. Overall scores edged upward, but the
test, which reached greater numbers of special
education and non-English speaking students this
year, identifies one in five of Connecticut's
fourth-graders as a poor reader. Aside from
the poor performance of many blacks and
Hispanics, major learning gaps persist among
non-English speakers and the poor. And the
latest scores show that boys lag well behind
girls in writing skills on the annual exam, the
state's chief measure of academic progress.
6
What is the Learning GAP?

• Rich and poor
• ESL and Native English speakers
• Special education and regular education
• Regular education and gifted education
• Culturally diverse and majority students
• Motivated and unmotivated
• Boys and girls
• College track and vocational education track
• American students and their global counterparts
  (TIMSS)

"The stakes for underdevelopment in 2000 are much
high than they were in 1900."     Edmund W.
Gordon, professor emeritus, Yale University
7
The GAP
8
Critical Student Differences We Can Attend

• ACADEMIC
• Prior knowledge
• Reading level
• Core content
• Concepts/skills

• COGNITIVE
• Developmental readiness
• Schemas
• Working memory
• Thinking skills
• Learning rate

• SOC/EMOT
• Interests
• Learning styles
• Motivation
• Self-efficacy

9
One Line of Thinking
10
One Way to Reduce the Gap
D E P T H
BREADT
KEY CURRICULUM COMPONENTS
11
Why differentiate? What do we want? What goals
are we trying to achieve?

• Increase academic learning decrease learning
  gaps
• Improve student self-efficacy for learning
• Enhance intrinsic motivation for learning
• Promote self-directed learning behaviors

12
A Technical Definition of Curriculum
Differentiation

• Curriculum differentiation is a process
  teachers use to enhance student learning by
  matching various curriculum components to
  characteristics shared by subgroups of learners
  in the classroom (e.g., learning style
  preferences, interests, prior knowledge, learning
  rate).
• The most effective and efficient
  differentiation practices involve proactive
  changes in the depth or breadth of student
  learning. Differentiation is enhanced with the
  use of appropriate classroom orientation and
  management, varied pedagogy, preassessment,
  flexible small groups, access to professional
  development opportunities and related support
  personnel, and the availability of appropriate
  resources.

13
THE DECISION-MAKING PROCESS

• CONTENT
• INTRODUCTION
• INITIAL INSTRUCTION
• PREASSESSMENT
• DIAGNOSIS

What are the CRITICAL DIFFERENCES in my students?
How can I MODIFY one or more of the 10 curriculum
components to address difference?
CHOICE ALTERNATIVES Adjusting the Breadth
TIERING Adjusting the Depth
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
POST ASSESSMENT
MEASURE THE IMPACT OF DIFFERENTIATION
14
The 10 Curriculum Components An Advance Organizer

• CONTENT
• ASSESSMENT
• Grouping
• Introduction
• Teaching Methods

• Learning Activities
• Products
• Resources
• Extensions
• Time

15
Content Knowledge/Standards



Definition Broad statements about the knowledge
that we want all students to
acquire Purpose To communicate learning
expectations and the lessons focal point to
teachers, students, and interested others to
promote academic achievement to ensure
equity Characteristics Clear, powerful,
developmentally appropriate, authentic,
aligned with other curriculum components









16
The traditional approach for creating content
goals

• Follow the textbook guide
• Use Blooms taxonomy
• Blooms Priority Develop a system to improve
  communication between test designers,
  psychometricians, and curriculum developers
• Categorize the behavior or performance (VERBS)

17
Emphasis on the behaviors and cognitive processes
that must be observed during assessment to
demonstratemastery of the objective
Blooms Taxonomy One technique for categorizing
learning goals
Evaluation
Synthesis
Application
Analysis
Comprehension
Knowledge
18
An Alternate Approach Nouns instead of Verbs
Categorize and prioritize knowledge

• Alfred North Whitehead (1920s)
• Ralph Tyler (1940s-1990s)
• Mortimer Adler (1940s 2000)
• Jerome Bruner (1960s now)
• Hilda Taba (1960s)
• Phillip Phenix (1960-1980)
• National and State Standards (1990 now)
• Robert Marzanno and John Kendall (1990s now)
• Lynn Erickson (1990s now)
• Understanding by Design (Wiggins and McTighe)
  (1988 now)

19
Identify, emphasize, and teach the CORE knowledge
in each subject area

• Each discipline or subject area has a small set
  of essential (core) facts, concepts, principles,
  generalizations, and skills that is related to
  all/many topics in that subject area.
• This core content provides the structure for
  studying and understanding any topic in that
  subject area that subject area.
• Teaching students to understand this core content
  and structure makes learning deeper, more
  connected, and easier to learn.
• Some of the major concepts and principles in a
  subject area are general enough to be valid in
  other disciplines. Teaching these ideas supports
  interdisciplinary wisdom.

20
Discipline Based Knowledge
Theme
THEORY
Thinking skills, tools, techniques,strategies,
and methods
GENERALIZATIONS
PRINCIPLES
CONCEPTS
Representative Topics
FACTS
21
Categories of Knowledge
Facts A fact is a specific detail, verifiable
information, or characteristics about a
particular object, person, or event.
PARTICULARS Concepts A concept is a general
idea or abstraction, especially a generalized
idea of a thing or class of things a
category or classification. VOCAB
WORDS Principles A principle is an underlying
truth, law, or rule, that explains the
relationship between two or more concepts.
HOW THINGS WORK Generalizations A
generalization is a statement that explains or
describes a category of things or ideas. FAT
FACT Skills Skill is a proficiency, ability,
technique, strategy, method, or tool. HOW
TO
22
Examples of Factual Knowledge

• There are nine planets.
• The capital of Connecticut is Hartford.
• 2 2 4
• Cat has one syllable.
• There are 7 food groups.
• Andrew Wyeth was a painter.

23
Examples of Concepts

• Planet
• Constellation
• Capital
• Government
• Nutrition
• Transportation
• Conflict
• Horizon
• Symmetry

• Balance
• Irony
• Emergency
• Science Fiction
• Addition
• Octagon
• Force
• Gravity
• Precipitation

24
Examples of Principles and Generalizations

• Planets revolve around the sun. G
• Gravity is needed to hold planets in their orbit.
  P
• Capitals were located near the center of a state
  and near bodies of water to make it easier to
  travel. P
• People must work together to develop laws and
  policies that they can support and implement. P
• A balanced diet helps us stay healthy. P
• Different body functions and systems require
  different types of nutrients. G
• Most trees are green. G

25
What makes a principle?
What makes a generalization?

• Explains a relationship
• Explains how things work
• Axiom, proverb, rule
• Cause/effect (location, location, location)
• Law, rule
• If/then (air pressure and storms)
• Influences
• Conditions

• General descriptions
• Details about a category of things
• Overarching
• Stereotypical
• Parts and the whole
• Common characteristics

26
SkillExamples

• Comparing and contrasting
• Listening
• Note taking
• Using an index
• Controlling a variable
• Writing a business letter
• Measuring temperature

27
SkillCategories

• Thinking Skills
• Affective Skills
• Reading and Study Skills
• Reference Skills
• Research Skills
• Communication Skills
• Subject Area Methods and Techniques

28
What is a representative topic?

• A representative topic is specific subject
  matter that is selected purposefully as a focus
  for teaching and learning because of the topics
  potential for illuminating the essential
  concepts, principles, and skills in a related
  discipline for students of a specific
  developmental level.

29
The role of representative topics

The Domains of Knowledge


Understanding is supported by careful attention
to the developmental appropriateness of the topic
and students use of cognitive and methodological
inquiry
sheds light on core knowledge within a discipline.






Representative Topics
30
Where do standards fit in with this picture?

• National and state committees of content experts
• Identified core concepts, principles,
  generalizations, skills, attitudes, and
  applications in various content areas.
• Spiraled the content across grade levels

31
What is a standard?

• A content standard is a declarative statement
  that identifies the essential knowledge in a
  given subject area that students should attain as
  a result of instruction. Performance standards,
  or benchmarks, specify ascending levels of
  understanding across various grade levels.

32
Categorizing Content in Standards
Facts A fact is a specific detail, verifiable
information, or characteristics about a
particular object, person, or event.
PARTICULARS Concepts A concept is a general
idea or abstraction, especially a generalized
idea of a thing or class of things a category
or classification. VOCAB WORDS Principles A
principle is an underlying truth, law, or rule,
that explains the relationship between two or
more concepts. HOW THINGS WORK Generalizations
A generalization is a statement that explains or
describes a category of things or ideas. FAT
FACT Skills Skill is a proficiency, ability,
technique, strategy, method, or tool. HOW
TO Attitudes Inclinations, beliefs, state of
mind, appreciations, dispositions, efficacy
VALUES Applications The ability to
generalize and transfer knowledge to familiar and
novel contexts PROBLEM SOLVING
33
Understanding the standards is only the first
step.

• A major challenge facing any designer is the
  inadequacy of most district, state, and national
  standards in helping to clarify which are the big
  ideas and how to uncover them.
• 1988, Understanding by Design ASCD.

34
Discipline Based Knowledge
THEORY
Activities, cognitive processes, tools,
techniques,resources,and products
Representative topics
GENERALIZATIONS
PRINCIPLES
CONCEPTS
FACTS
35
How Can We Use Content to Differentiate
Instruction?

• CONTENT MODIFICATIONS
• Its not about giving facts to the students who
  have little experience with knowledge and
  concepts and principles to the top students.
  Its about using preassessment data to tie
  teaching to existing schemas and teaching
  concepts to everyone (TIMMS).
• Increase/Decrease the abstractness of the
  representative topic
• Change the representative topic to something more
  familiar/less familiar
• Change the representative topic (i.e., within the
  discipline, across disciplines, time periods,
  people, or events)
• Offer the opportunity to explore an application,
  the methodology of a field, or the lives of
  contributor (s) in a field
• Provide background information about a
  representative topic
• Break the representative topic into smaller parts
• Provide more/fewer examples offer choice
• Offer students the opportunity to explore related
  representative topics
• Identify and address students misconceptions

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Social and Emotional
• Interests
• Learning styles
• Motivation

36
KindergartenPresidents DayPerformance
Standard Students will apply the process of how
leaders are selected and how people monitor and
influence decisions of their government (p. 155).

• DIFFERENTIATED
• To celebrate Presidents Day, Janet Henry decided
  to link the holiday to a discussion about
  leaders. She collected some picture books about
  presidents, coins of all types, and paper
  currency in small denominations.
• She began by giving each child a penny, and asked
  her students to tell her about the face on the
  coin. Then, she asked them a series of
  questions Whose face is on the coin? Do other
  coins have different people on them? What might
  you have to do to get your face on a coin?
• Some students wanted to find out more about
  famous American presidents. She had a separate
  conversation with these students about Lincoln
  and birthday celebrations. She made a mental
  note to watch the kiddos who wanted to learn more
  for other opportunities to facilitate their
  learning in this area.

• CORE
• To celebrate Presidents Day, kindergarten
  teacher, Emily Rosen, planned a special day for
  her students. She showed students pictures of
  George Washington and President Lincoln. Then,
  she had her students paste lengths of black yarn
  onto a picture of Lincoln to show his beard.
  They put elastics around their pictures to make
  masks and wore them in a parade around the school
  to celebrate this special day.

37
Developmental Readiness in Mathematics
38
Grade 2 Addition Performance standard Develop
proficiency with basic addition, subtraction,
multiplication and division through the use of a
variety of strategies and contexts, K-4 (p. 90).

• EXAMPLE 1
• Katie Martin prepared to teach her 2nd grade
  students about addition. She gathered together
  gummed stars in two colors and construction
  paper. She gave pairs of students construction
  paper on which she had written an addition fact.
  Each child was asked to display an addend with
  different colored stars and then the pair was
  asked to add all the stars by counting on from
  the greater number of stars. The students
  displayed all their work to make a sky full of
  addition facts.

• EXAMPLE 2
• Ms. Brennan knew from her preassessment that her
  grade two students were at very different
  developmental levels with respect to their
  understanding of addition. One group of students
  needed manipulates to visualize the addition
  facts and practice skip counting. They used
  manipulatives, like dominos, and counters to
  count on. Another more sophisticated group was
  working on accuracy and speed with their addition
  facts. They worked in pairs to check each others
  work. A final group, ready for more abstract
  thinking, was asked to use dominos to infer a
  rule (commutative principle) of addition.

39
6th Grade Spelling
Students will demonstrate proficient use of
capitalization, punctuation, usage and spelling
skills and develop proficiency in the use of
resources for proofreading and editing - all
appropriate for their grade level, and individual
goals.

• EXAMPLE 1
• Mr. Jenkins pretests his students on the required
  lists of spelling words at two week intervals.
  When students demonstrate at least 80 mastery on
  the list, they do not have to write out the
  words, a definition, and an accompanying
  sentence. He does require all students to take
  the posttest at the end of the two week period
  because he want to make sure everyone really
  knows the words.

• EXAMPLE 2
• Mr. Forrester pretests his students on the
  required lists of spelling words at two week
  intervals. Students have a spelling notebook in
  which they write the next ten words. Each writes
  the word, a definition, and a sentence. Students
  work in pairs, correcting each others work,
  which is then reviewed by the Mr. Forrester.
  Peers administer the quizzes. Words missed are
  recycled into next weeks list. Repetitions help
  students internalize key spelling patterns.
  Students who demonstrate mastery are provided
  with other words that emphasize roots and/or
  students own personal list of vocabulary words.

40
8th Grade Social Studies
Content Standard 4 Students will recognize the
continuing importance of historical thinking and
the role of historical knowledge in their own
lives an in the world in which they live.

• EXAMPLE 1
• Ms. Kahlid realized that it was important for her
  students to understand the role of the
  archeologist. These researchers played a key
  role in helping historians recover the stories of
  ancient civilizations. Every year, she assigned
  students to look over the page in their textbook
  called, A Moment in Time The Anthropologist.
  It showed a picture of a woman studying a coal
  mine in West Virginia. The picture illuminated
  her tools a notebook, a camera, a lantern, her
  shoulder bag and lunch pail. Ms. Swift made a
  point to review this picture with her students
  the next day in class and answered any questions
  they had about anthropologists.

• EXAMPLE 2
• Ms.Budzinsky, an 8th grade social studies
  teacher, had looked forward to her trip to Peru
  for many years. Way in advance, she had decided
  to bring back a collection of 50-100 inexpensive
  artifacts. She made a point to collect items
  that reflected the family life, technology, and
  art of this South American culture inexpensive
  musical instruments, inexpensive pottery,
  articles of clothing, some books, kitchen
  utensils, childrens inexpensive games,
  band-aids, and the like.
• Upon her return, she used the artifacts in her
  social studies class to help students understand
  the role of the archeologist and historian. She
  grouped the artifacts around the three aspects of
  culture. Then, she asked students to form small
  groups of scientists and researchers. Using the
  artifact cluster of their choice, she asked
  students to infer the culture of this ancient
  South American society.

41
11th Grade Chemistry
CT 15.9-12.4 Recognize that the ability of a
reaction to occur and the extent to which is
proceeds depends upon the relative stability of
the reactants compared to the products and the
conditions under which the reaction occurs.

• EXAMPLE 2
• Mr. Luther knew at the outset of his chemistry
  unit on reaction rates that he had students who
  not only had different levels of prior knowledge
  about aspects of chemistry, but also learned more
  quickly than others in the class. He decided to
  provide most of his students with a hands-on lab
  that helped students understand that there is a
  direct relationship between the concentration of
  an acid and the reaction rate.
• He provided the remaining students with the same
  metal and solutions as the other group, but
  invited them to find the ideal conditions for the
  fastest reaction time.

• EXAMPLE 1
• Ms. Barnes prepared for the lab on simple
  reactions between metals and acids. At the
  conclusion of the experiment, she wanted students
  to understand that there is a direct relationship
  between the concentration of an acid and the
  reaction rate. To help them understand this
  important direct relationship, she set up
  different test stations for students to observe.
  Each station had the same mass of a given metal.
  Each of the containers held increasing
  concentrations of HCl. Students had to combine
  the reactants and analyze the data for trends in
  the reaction rates.

42
Grade 11 U.S. History
Students will demonstrate knowledge of the rights
and responsibilities of citizens to participate
in and shape public policy, and contribute to the
maintenance of our democratic way of life. .

• EXAMPLE 2
• As she began the unit on the Constitution and
  the Bill of Rights, Ms. Polanski realized that
  she had students with widely differing reading
  abilities in her classrooms. She designed a
  simple plan to scaffold for her students.
• She divided her class into two groups based upon
  her knowledge of their reading comprehension.
  For the struggling learners, she developed a one
  sheet, two-column table that listed each of the
  10 amendments in the Bill of Rights in the
  left-hand column and definitions of troublesome
  words in the right-hand column. Using this
  information, students were asked to write down
  their own understanding of the meaning of the
  first ten amendments.
• Ms. Polanski provided her more advanced readers
  with the original text of each amendment and
  asked them to derive, in their own words, the
  meaning of each.
• At the conclusion of the lesson, students
  reconvened as a whole group to share their new
  understandings about the Bill of Rights.

• EXAMPLE 1
• Mr. Todd loved teaching his students about the
  Constitution. He especially liked the
  simulations he had collected over his career that
  dealt with the debates that occurred between the
  Federalists and the Antifederalists over the
  ratification of the Constitution. Another of his
  favorites was the interdisciplinary, culminating
  activity in which students were required to take
  on the role of a responsible citizen and voice
  their opinion about a local matter. Each had to
  compose a letter to the editor of a local
  newspaper and express their opinion about a
  community issue.

43
Stopping By Woods on a Snowy Evening
by Robert
Frost Whose woods these are I think I know.
His house is in the village thoughHe will not
see me stopping hereTo watch his woods fill up
with snow. My little horse must think it queerTo
stop without a farmhouse nearBetween the woods
and frozen lakeThe darkest evening of the year.
He gives his harness bells a shakeTo ask if
there is some mistake.The only other sound's the
sweepOf easy wind and downy flake. The woods
are lovely, dark and deep.But I have promises to
keep,And miles to go before I sleep,And miles
to go before I sleep.
44
Its Your Turn

• Content Standard 1 Reading and Responding
• 1.9-10.12 Students will use the literary
  elements (theme, symbolism, imagery, etc.) to
  draw conclusions about a text
• 1.9-10.13 Students will understand that a single
  text may elicit a wide variety of responses

45
10th Grade American Lit
Content Standard 1 Reading and
Responding 1.9-10.12 Students will use the
literary elements (theme, symbolism, imagery,
etc.) to draw conclusions about a text 1.9-10.13
Students will understand that a single text may
elicit a wide variety of responses

• EXAMPLE 1
• Mr. Johnson spent a bit more than a week on
  Robert Frosts poetry, including Stopping By
  Woods on a Snowy Evening. He wanted his
  students to appreciate the down homeness of
  Frosts poetry. He had students read selected
  poems aloud to appreciate the sounds and cadence
  of each selection. With respect to Stopping,
  he asked students to write responses to the
  following questions
• How do you interpret the speakers attraction to
  the woods?
• What do the last three lines suggest about
  everyones life? Why did Frost repeat the last
  line? What is the effect of the repetition?

• EXAMPLE 2
• Ms. Mody wanted her students to understand that
  poetry can evoke many viable interpretations from
  the skillful use of literary elements by the
  author. At the same time, she knew that her
  juniors were at very different levels with
  respect to abstract thought. For one group of
  learners, she provided a list of symbols (the
  owner of the land, the horse, the woods.
  promises, sleep), some possible interpretations
  for each, and asked them to interpret the poem
  from their point of view in a one-page essay.
  For a second group of learners, she provided the
  poem only. She asked them to identify the
  symbols, think about how they interact within the
  poem, and generate a reflective essay about its
  meaning to their lives. For the sophisticated
  learners, she provided them with a copy of the
  poem and carefully selected quotations by Frost
  reflecting on his art. She asked them to select
  one or two of Frosts quotations and explain,in a
  short essay, how there can be so many
  irreconcilable interpretations of Stopping, the
  poem that Frost called his best bid for
  remembrance.

46
Selected Quotations

• It should be the pleasure of a poem itself to
  tell how it can. The figure a poem makes. It
  begins in delight and ends in wisdom. The Figure
  a Poem Makes, 1939
• Metaphor saying one thing and meaning another,
  saying one thing in terms of another, the
  pleasure of ulteriority. Poetry is simply made
  of metaphor. The Constant Symbol, 1946
• Like a piece of ice on a hot stove the poem must
  ride on its own melting. The Figure a Poem
  Makes, 1939

Ulteriority Lying beyond what is evident or
revealed)
47
(No Transcript)
48
Assessments



Definition Varied tools, technique, and criteria
teachers use to measure students content
expertise Purpose To ascertain the extent to
which students have attained the knowledge
contained within the learning goal(s), to make
decisions about future areas of
emphasis Characteristics Aligned with the
learning goal, reliable, valid, varied,
efficient, equitable, motivating, have a low
baseline and a high ceiling









49
The Assessment Equation

• PARTICIPANT
• TASK
• KNOWLEDGE
• COGNITIVE PROCESSING
• ASSESSMENT

50
Sample Assessment Formats
51
THE RELATIONSHIP BETWEEN ASSESSMENT AND CURRICULUM
STANDARDS Content Knowledge
PREASSESSMENT and resulting modifications, if
warranted, are based upon critical differences
among students
TEACHING AND LEARNING ACTIVITIES AND FEEDBACK
ON-GOING POST ASSESSMENT
52
Why Should We Increase the Depth in Our Rubrics?

• Addresses differences in students zone of
  proximal development
• Attends to varying levels of prior knowledge.
• Fosters continuous progress on the novice-expert
  continuum.
• Reduces frustration.
• Increases challenge levels.
• Makes teaching more efficient.

.

53
The Ladder A Tool for Climbing Out of the Box
Grade 5 Benchmark (Content) Students will
understand the characteristics and properties of
two- and three- dimensional geometric shapes. NO
students understand the properties of platonic
solids. A FEW students can explain how triangles
and rectangles can be classified by their sides
and angles. SOME students can explain the
features of three dimensional figures edges,
vertices, face and volume. ALL students can
already identify 2-dimensional shapes triangle,
quadrilateral, rectangle, rhombus, trapezoid,
circle, and square.
None
Few
Some
All
54
So how might theladder look when its finished?

• Often the grade level expectation is in the
  some rung.
• If we review world-class standards related to
  this objective, we might find that the content in
  those standards could be listed on the few
  rung.
• Knowledge addressed in the previous grade level
  if often listed on the many rung.
• Knowledge listed on the all rung is often
  gained from life experiences.
• The knowledge listed on the no one rung may
  related to big ideas, themes, or students
  interests and questions.

55
How Can Assessment Help Us to Differentiate Our
Instruction?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Affective Differences
• Interests
• Learning styles
• Motivation

• ASSESSSMENT
• Use well-aligned preassessments and preassessment
  data to monitor and communicate growth
• Align assessment datapre, post and ongoingwith
  instructional components to ensure impact on
  achievement
• Use gain scores to determine how individual
  students are progressing with the acquisition of
  content
• Use trait rubrics rather than holistic scoring to
  illuminate student learning gains and
  misconceptions/gaps
• Offer students alternative product formats to
  demonstrate their understanding (e.g., written,
  kinesthetic, visual, multi-media)
• Provide for self-assessment

56
Examples AssessmentStandard Student will
develop a healthy eating plan

• EXAMPLE 2
• Student will design a daily diet for one week
  that is based on the U.S. dietary guidelines. In
  several paragraphs, the student will explain how
  his/her plan adheres to the guidelines (pre and
  post).

• EXAMPLE 1
• The student will design and construct a collage
  of the seven different food groups.

57
Rubrics Essential Assessment Instruments
Sample Rubric Health Performance Standard Plan
and select a nutritious daily diet based on U.S.
dietary guidelines.
58
Rubrics Essential Assessment Instruments
Sample Rubric Chemistry Performance Standard
Reactions and Interactions
59
Grouping Strategies


Definition The varied approaches to arranging
students for effective learning in the
classroom Purpose To enhance the depth or
breadth of student learning to promote
reflection, to address student differences to
provide teachers with opportunities to observe
students in varied settings to provide
students with opportunities to work in varied
settings that nurture their unique abilities
and talents to minimize heterogeneity, to make
learning more efficient Characteristics
Aligned with the content goals, teaching
methods and students learning needs
varied










60
Examples of Grouping Formats
61
Other Options

• Homogeneous
• Heterogeneous
• Cross Grade Grouping
• Cluster
• Interest-based
• Across Class

62
How Can We Use Grouping Formats to Support
Differentiation?

• GROUPING
• Avoid the one-size-fits-all model of curriculum
  and instruction
• Teach to small groups to address learners
  academic and cognitive differences
• Use a variety of factors to group students
• Locate contracts and centers to deliver and
  manage small group learning
• Develop in-class extensions around the interests
  of individuals and small groups of students
• Provide opportunities for students to work in
  small groups or individually to pursue their own
  questions
• Provide opportunities for students to present
  their work to small groups of peers
• Offer after-school clubs and Power Hour
  programs to address students interests and
  learning needs

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Cognitive Differences
• Interests
• Learning styles
• Motivation

63
Grouping World LanguagePerformance standard
(9-12) Students will analyze various elements
of the target language (such as tense) and
compare and contrast them with comparable
linguistic elements in English

• EXAMPLE 2
• In a series of skill lessons, Madame Cailliard
  emphasized the formation of the future tense for
  her French students. One group, challenged by
  the formation of this tense, worked in a small
  group to supply the correct verb form for simple
  sentences, written in French, that contained
  regular verbs. Another group, with greater
  familiarity and proficiency, worked on a similar
  exercise. Their sentences were more complex and
  contained a number of irregular verb forms. A
  final group worked on a skill sheet that
  contained complex sentences in English only and
  needed translation. The English sentences
  contained a variety of irregular verb forms. Two
  students did not need practice in the formation
  of the future tense. These two students worked
  collaboratively to tape record an advertisement
  for a self-selected French product.

• EXAMPLE 1
• Students work as a whole class to complete
  several worksheets related to the formation of
  the future tense in French

64
Introductory Activities




Definition A forward or segue to a curriculum
unit the first interaction between the
student and the ideas contained within the
curriculum unit Purpose To introduce,
challenge, orient, preassess, motivate,
provide students with a rationale, provide
clarity about learning expectations, to
increase students cognitive engagement, or
provide rules and guidelines Characteristics
Purposeful, enlightening, motivational,
useful, aligned with other curriculum
components








65
The Introduction Six Features

• I Interrogative focusing question
• N Needs assessment preassessment
• T Teaser or hook
• R Rationale
• O Objectives, expectations
• S Students schemas and interests

66
How Can We Use Introductions to Support
Differentiation?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Affective Differences
• Interests
• Learning styles
• Motivation

• INTRODUCTIONS
• Ensure introductions are included in the teaching
  sequence
• Ensure that a preassessment is completed and that
  preassessment data has been analyzed and linked
  to forthcoming instruction
• Ask students to complete a concept map to uncover
  prior knowledge and misconceptions
• Provide an advanced organizer
• Use a discrepant event to heighten interest and
  motivation
• Use community resources to demonstrate relevance
• Develop developmentally appropriate guiding
  questions

67
Examples IntroductionsContent Standard
Students will demonstrate knowledge of major
trends in state and local history, including
history of original people

• EXAMPLE 1
• After students read the chapter title (The First
  People of the Americas) ask them to describe in
  one word the culture that existed in America in
  AD 1200 (varied, old, active).

• EXAMPLE 2
• Students were provided with copies of an original
  map of Native American Indian tribes in
  Connecticut, as well as the goals and purposes of
  the unit and a timeline for its completion. The
  teacher knew that her students liked to learn by
  listening, so she made arrangements for a local
  archeologist to kick off the unit. The
  archeologist brought artifacts with her that were
  collected from a recent archeological dig nearby.

68
Teaching Strategies


Definition Activities designed and/or conducted
by the teacher in order to explicitly or
implicitly provide students with the
information, challenge, support, and on-going
experiences they need to process knowledge and
improve performance related to the lessons
learning goal (s) Purpose To mediate
learning, increase the likelihood of student
success and self-directed learning, promote
cognitive processing, rehearsal, and transfer.
Characteristics Aligned with the content and
students learning needs, varied, motivating,
promote cognitive engagement










69
The Teaching Strategies Continuum
Direct

• Lecture
• Drill and recitation
• Direct instruction
• Strategy-based instruction
• Coaching
• Concept attainment
• Synectics
• Demonstration
• Socratic Questioning
• Visualization

• Role playing
• Cooperative learning
• Jurisprudence
• Simulation
• Inquiry-based instruction
• Problem-based learning
• Shadowing experiences
• Mentorships
• Independent study
• Independent investigations

Indirect
70
Teachers Role
Explicit-Implicit

• Drill Instructor
• Illustrator
• Trainer
• Inquirer
• Coach
• Facilitator
• Designer

71
How Can We Use Teaching Strategies to Support
Curriculum Differentiation?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Affective Differences
• Interests
• Learning styles
• Motivation

• TEACHING STRATEGIES
• Avoid being the sage on the stage.
• See teaching as FACILITATING students sense
  making
• Use direct or indirect teaching methods to
  respond to students learning needs
• Vary the amount of teaching time for different
  groups of learners
• Vary the amount and source of feedback
• Provide skill strategies only if learners need
  them
• Provide practice and reinforcement only if
  warranted
• Change the pace of teaching

72
Examples Teaching StrategiesContent Knowledge
Students will identify physical changes as
changes in state or form evaporation and
condensation (the rain cycle)

• EXAMPLE 1
• Lecture
• Whole-class discussion
• Assign homework

73
Examples Teaching StrategiesContent Knowledge
Students will identify physical changes as
changes in state or form evaporation and
condensation (the rain cycle)
EXAMPLE 2Students were assigned to small,
flexible groups based upon preassessment data
that revealed critical differences in students
prior knowledge. One group of students was
provided with a demonstration about the two
processes, asked to work as a small group to come
to consensus in a small group discussion about
their observations, and make a list of everyday
examples of these two processes at work. Another
group, with greater prior knowledge than the
first, was asked to watch the same demonstration,
come to consensus in a small group discussion
about their observations and conclusions and to
compare their findings to the weather outside.
The third group, who demonstrated a thorough
understanding of the two processes, was provided
with topographical maps and related weather
information, and was asked to draw conclusions
about why it rains in some parts of the United
States than in other parts. The teacher roved to
each of the small groups and used Socratic
questioning and feedback to advance students
thinking.
74
Learning Activities




Definition Tasks for students that are designed
to develop the knowledge, understanding, and
skills specified in the content and learning
goals. Purpose To help students perceive,
process, store, and/or transfer new
information and skills. Characteristics
Aligned with the content goals, teaching
methods and students learning needs
varied motivating promote cognitive
engagement efficient, causes perturbation,
and dissonance








75
Evolving Definitions of Learning A Good
Learner Is One Who Can

• 1st Generation Memorize and recite
• 2nd Generation Paraphrase, summarize, and
  synthesize
• 3rd Generation Analyze and infer
• 4th Generation Transfer and apply
• 5th Generation Solve problems creatively

76
Information Processing Model
Sensory input Selective encoding Working
memory Short Term memory Mental
representation Schema storage Rehearsal Long term
memory Retrieval
77
Then and Now Perspectives on Learning
THEN

• Fixed Intelligence
• Rote Learning
• Drill and Recitation Methods
• Behavioral Psychology

Novice-Apprentice-Practitioner-Expert

• Cognitive Psychology
• Thinking and Learning
• Cognitive Apprenticeship

NOW
78
What is the Learners Role?

• See Relationships
• Critique
• Apply
• Evaluate
• Decide
• Plan
• Problem Solve
• Create
• Metacogitate

• Recall
• Memorize
• Practice
• Sequence
• Describe
• Paraphrase
• Categorize
• Analyze

79
The Thinking-Learning Connection
Analytic
Critical
Practical
Creative
80
Thinking-Learning Activities Analysis

• Draw Conclusions
• Infer
• Inductive Reasoning
• Deductive Reasoning

• Make an Observation
• Find Similarities and Differences
• Compare and Contrast
• Sequence, Rank, Prioritize
• Categorize
• Classify
• Predict
• Look for Patterns
• Find Cause and Effect
• Make an Analogy

81
Thinking-Learning ActivitiesCritical

• Critique
• Evaluate
• Judge
• Persuade
• Argue

• Detecting Fact and Opinion
• Determining Bias
• Determining Credibility of a Source
• Identifying Assumptions
• Detecting Warranted and Unwarranted Claims
• Determining Strength of an Argument
• Identifying Fallacies

82
Thinking-Learning Activities Practical

• Decision Making
• Problem Solving
• Planning
• Decision Making
• Hypothesizing
• Formulating Questions
• Criteria Setting

83
Thinking-Learning ActivitiesCreative

• Design
• Innovate
• Invent
• Develop
• Improve

• Fluency
• Flexibility
• Originality
• Elaboration
• Brainstorming
• Creative Problem Solving
• Synectics

84
How Can We Use Learning Activities to Support
Curriculum Differentiation?

• LEARNING ACTIVITIES
• Make students think
• Listen and watch students thinking purposively
  and frequently use your observations to tailor
  instruction
• Ensure that the learning activities are not too
  easy or too frustrating
• Ensure that the learning pace is not too fast,
  not too slow, but just right
• Offer more or less scaffolding
• Provide more or less time
• Provide advance organizers that have more/less
  detail
• Create more reflection opportunities
• Vary grouping options for learning activities
  (e.g., heterogeneous, homogeneous) provide some
  opportunity for students to self-select group
  membership

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Affective Differences
• Interests
• Learning styles
• Motivation

85
Examples Learning ActivitiesLearning Goal
Students will identify physical changes as
changes in state or form evaporation and
condensation (the rain cycle)

• EXAMPLE 2
• Observe a demonstration
• Make observations and write them down your
  observations in a scientific log
• Work with students in your group. Come to
  consensus within your group about your
  observations
• Compare your observations to the weather outside.

• EXAMPLE 1
• Read pages 74-79 in your textbook. Answer the
  first three questions on page 80, Review
  Questions.

86
Resources





Definition Materials that support learning
during the teaching and learning
activities. Purpose To provide a context or
format for delivering, receiving, processing,
or communicating new knowledge . Characterist
ics Aligned with the content goals, teaching
methods and students learning needs
varied authentic motivating, appropriate
levels of readability and cognitive demand








87
How Can We Use Resources to Support Curriculum
Differentiation?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Affective Differences
• Interests
• Learning styles
• Motivation

• RESOURCES
• Use advance organizers
• Incorporate manipulatives
• Develop skill/strategy sheets that include
  varying levels of detail
• Use mnemonics
• Provide post-its_at_ and highlighters
• Provide resources at appropriate levels
• Dont put a ceiling on resources
• Use www.iconn.org
• Consider students interests
• Ensure that resources reflect a variety of
  formats (e.g., visual, auditory)

88
Examples ResourcesLearning Goal Students will
describe and explain some of the reasons people
have moved and relate these reasons to some
historic movements of large groups of people

• EXAMPLE 1
• The textbook
• Stories about Native Americans
• Books about Native Americans

• EXAMPLE 2
• Primary Source Documents
• Faith Unfurled The Pilgrims Quest for Freedom
• American Quakers
• www.ushistorydocs.com
• Simulations
• Interact www.interact-simulations.com
• Web Sites
• Caleb Johnsons Mayflower PageResource dedicated
  to the historic vessel provides educational
  resources, original documents, passenger lists,
  biographies, and Pilgrim writings. http//
  members.aol.com/calebj/mayflower.html
• Related Literature
• Childrens Literature in Social Studies-Dean M.
  Krey

89
Grade 11 U.S. History
CPNTENT STANDARD 1 Historical Thinking Students
will develop historical thinking, including
chronological thinking and recognizing change
over time. .

• EXAMPLE 2
• As she began the chapter on the roots of the
  Constitution, Ms. Polanski wanted her students to
  understand many different aspects related to this
  important time in American history. Equally
  important she saw the critical need to teach her
  students how to trace and analyze influential
  ideas that shaped US History.
• She gathered together easily accessible primary
  source documents The Magna Carta (1215), the
  Mayflower Compact (1620),. The Fundamental Orders
  of Connecticut(1639), and the Bill of Rights
  (Ratified 1791). She organized her students into
  three flexible groups based upon their ability to
  make inferences and analyze dense text, and
  provided each group a copy of the Bill of Rights
  and one of the other 3 documents. She asked each
  group to (1) identify their other historical
  document, (2) analyze the ideas contained within
  the document, (3) compare and contrast its ideas
  to these contained within the Bill of Rights, and
  (4) trace the succession of the ideas related to
  rights and freedoms.

• EXAMPLE 1
• Mr. Todd loved teaching his students about the
  roots of the Constitution. He especially liked
  the simulations he had collected over his career
  that dealt with the debates that occurred between
  the Federalists and the Antifederalists over the
  ratification of the Constitution. Another of his
  favorites was the culminating activity in which
  students collected photographs from newspapers
  and magazines that illustrated the freedoms
  guaranteed under the Bill of Rights. Each
  student made a poster entitled, Pictures of
  Liberty.

90
Products




Definition Performances or work samples created
by students that provide evidence of student
learning Purpose To assess student growth
to provide for student reflection, to monitor
and adjust instruction, to evaluate
students. Characteristics Aligned with the
content goals, teaching methods and students
learning needs varied authentic motivating
efficient








91
Products

• Advance organizer
• Advertisement
• Animation
• Annotated bibliography
• Argument
• Assignment
• Audiotape
• Biography
• Blueprint
• Board game
• Book jacket
• Bulletin board
• Bulleted list
• CD disc
• Calendar
• Campaign
• Card game
• Census
• Ceramics

Costume Critique Dance Debate Diagram Diary Dictio
nary Diorama Display Dramatic monologue Drawing Ec
onomic forecast Editorial Elegy Essay Etching Expe
riment Fable Fact file Fairy tale Family
tree Festival Filmstrip Glossary Graph Graphic
organizer Greeting card Haiku Hypercard
stack Hypothesis
Illustrated story Interview Invention Investment
portfolio Journal Landscape design Learning
profile Lecture Lesson Letter Limerick Line
drawing List Magazine article Map Maze Memoir Memo
ir Montage Movie Museum exhibit Musical
composition Newspaper Notes Observation log Oil
painting Oral history Oral report Outline Overhead
transparency
Pamphlet Pantomime Paragraph Pattern Photo
essay Photo journal Play Picture
dictionary Picture book Poem Portfolio Poster Pott
ery Powerpoint slides Prediction Protocol Proposal
Puppet Puppet show Questions Radio show Relief
map Reflection Reflective essay Research
report Rubbing Rule Science fiction
story Scrapbook
Sculpture Set design Short story Silk
screening Simulation Skit Slide show Small-scale
model Social action plan Song Sonnet Stencil Summa
ry Survey Table Terrarium Textbook Timeline Theory
Think piece Topographical map TV documentary TV
newscast Video Video game Vocabulary list Weather
instrument/log Web Worksheet Wrapping paper design
92
How Can We Modify Products to Attend to Learner
Differences?

• DIFFERENCES AMONG STUDENTS
• Academic Differences
• Developmental readiness
• Prior knowledge/Opportunity to learn
• Reading level
• Concept and skill attainment
• Cognitive Differences
• Schemas
• Thinking skills
• Learning rate
• Affective Differences
• Interests
• Learning styles
• Motivation

• PRODUCTS
• Dont spend more time than is necessary to figure
  out the nature and extent of learning
• Use daily formal or informal assessments
• Develop rubrics with a low baseline and high
  ceiling
• Link drafts, final products, learning
  opportunities, and reteaching
• Dont make everyone write all the time use a
  variety of product formats
• Encourage self-assessment
• Provide choice allow students to express
  themselves in their preferred expression format
  some of the time
• Keep selected exemplars to showcase as
  possibilities
• Provide time for students to share their work in
  large and small groups

93
Examples ProductsLearning Goal Students will
describe and explain some of the reasons people
have moved and relate these reasons to some
historic movements of large groups of people

• EXAMPLE 2
• Throughout the unit, students have the
  opportunity to work on a variety of products.
  All students create their own concept map about
  migration, as well as other protocol or thinking
  skill worksheets related to the unit. They also
  have the opportunity to create a reflective essay
  about the diversity of people in their
  neighborhood, an audiotape created to chronicle
  the thoughts of immigrants coming to America, and
  a collage.

• EXAMPLE 1
• The preparation of the Thanksgiving dinner for
  the class, parents, and invited officials to
  coincide with Thanksgiving Day

94
Determining Cause and Effect
Leader ______________ Colony ______________

• Reasons for leaving Europe
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________

• Effects of the migration
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________
• _____________________________________

95
Making Generalizations-Causes/ Effects
of Migration (Colonization)
Generalization (s)
Evidence to support the generalization (s)
96
Concept Map Migration
Movement across time and space
Ideas
Goods
LIVING THINGS Migration The study of interactions
among people and other life forms located in
different places, times, and different
environments
Animals
People
Barriers
Effects/Changes
Cultural Reasons
People
Land
Push Factors
Pull Factors
Economic
Cultural
Physical
Famine
Lack of Freedom
Land
Wealth
People Leaving
New Land
Indigenous People
Former Land
Speech
Religious
Political
Refugees
Assimilation
Innovation Diffusion
Acculturation
Dissension
Conflict
97
Extensions



Definition Preplanned or serendipitous
experiences that emerge from the learning
goals, debriefing and reflection activities,
and students interests. Purpose To extend
students learning, promote the transfer and
application of content goals to real-world
contexts and problems, to generate excitement
for learning, to address individual interests,
to promote intrinsic motivation for
learning. Characteristics Linked to the content
goals aligned with students interests,
open-ended, guided, authentic









98
Extension Activities
Extension Activity Time Support
Required Print article S Videotape S Communit
y Speaker S Simulation S-M Performance S-M Libra
ry research S-M Field Study M Web
Quest M Pro