Day 4

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Day 4

• Thinking about DI

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But first

• ASCD discovery, after our discussion yesterday
• http//www.knoxnews.com/news/2011/jun/28/students-
  map-out-local-government/

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Mapping out your plan

• Differentiated Instruction usually means looking
  at three areas
• Content (Skills/content that we want students to
  learn)
• Process (How students will learn this)
• Product (How students will show us that they have
  learned this)

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Share in groups

• What is your most favorite example of
  differentiating
• Process, Product, and/or Content
• that you can share with others?

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Alignment Check again

• Initially, you checked for alignment between your
  KUDs.
• Now, you want to double-check alignment of your
  summative assessment with your KUDs. Is the
  summative assessment asking kiddos to demonstrate
  those same KUDs in a new setting?

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How to determine assessments needed (again, use
the skills/content of your summative assessment
to start your thinking about thiswhat
skills/content must students have in order to be
successful at the Summative Assessment?)
What is the skill/content (the KNOW/DO)? What are my readiness/ affect/ LS/ Intelligence concerns about this? How can I preassess for this/ how have I pre-assessed for this? How can I formatively (dip-stick) assess for this?



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Tiered Assignments

• In a DI classroom, the teacher
• Uses varied levels of tasks to ensure that
  students explore ideas.
• Uses varied levels of tasks that asks students to
  use skills at a level that builds on what they
  already know.
• Uses varied levels of tasks that encourage
  student growth.
• In a DI classroom, the students
• Explore the same essential ideas.
• Work at different levels of thought.
• Work at varied degrees of difficulty on their
  tasks.

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How can you differentiate content?

• You can tier complexity of the content (depth,
  breadth). Use your standards and GEs they are
  already tiered for you if you look above and
  below
• You can also differentiate the source of content.

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Content What are we talking about?

• Content consists of ideas, concepts, skills,
  knowledge that we want students learn. The way we
  differentiate content is by thinking hard about
  the depth and complexity of this, depending upon
  what a student currently knows and where you want
  him/her to move.

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History
Historical Connections6.4 Students identify
major historical eras and analyze periods of
transition in various times in their local
community, in Vermont, in the United States, and
in various locations world wide, to interpret
the influence of the past on the present. This
is evident when students
Prek-4 5-8 9-12
6.4.a. Demonstrate understanding of concepts of past, present and future (e.g., create time lines, create chronologies based on narratives, compare and contrast family life, or school, and community life in different periods) 6.4.b. Examine local history by reading historical narratives and documents, investigating artifacts, architecture, and other resources that illustrate key periods in local history (e.g., investigate local town's history and establish its connection/place with Vermont and other cultures) 6.4.c. Investigate the impact of new knowledge and inventions (e.g., the knowledge of fire, the printing press, the cotton gin, train, automobile, textile, machine, electricity, steam) and Evidence Prek-4 b. and c. applies, plus- 6.4.aa. Demonstrate the ways that time has been organized throughout history (e.g. linear, cyclical) and various dating system (e.g., A.D., B.C.) and 6.4.dd. Sequence historical eras identify the characteristics of transitions between eras, being sure to make connections to the present and research, examine, and analyze historical data from each era VERMONT The Pre-Contact to 1608 Era -discover how Abenaki oral tradition reflects and influences their society The Colonization Era (1609-1774) -interpret the impact of resettlement on Abenaki, European colonizers, and the environment Evidence Prek-4 b. and c. applies, plus- 6.4.ddd. Sequence historical eras identify the characteristics of transitions between eras, being sure to make connections to past and present and research, analyze, and synthesize historical data from each era VERMONT The Growth and Emergence of Modern Vermont Era (1860-1930) -discover the impact Vermonters made on the Civil War and the war's impact on life in Vermont -discover the environmental and industrial factors that effect the emergence of modern Vermont (e.g. the great flood of 1927 and immigrations)
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Content Differentiation continued

• Differentiate the source of your content. For
  example, if you have to extract content from a
  source (text book, resources, materials), make
  sure there is a wide range of sources to choose
  from, in terms of difficulty.
• For example, if I am going to learn how to fix my
  computer, I want the EASIEST source (a picture
  book is best).

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Tiering by Resources
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Considerations for Content Differentiation

• Do you have the knowledge to expand your content
  expectations (especially for those students who
  are at either end of a vast spectrum)?
• Do you have the resources/materials to access,
  that will help with the content acquisition?
  (on-line resources, librarians, other teachers at
  other grades)

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Process Differentiation

• Coming up with different ways students can
  learn the material.
• Peer learning (heterogeneous groupings or
  partners)
• Teacher coaching (homogeneous groups or
  individual help)
• Stations/centers/independent study/contracts
• Accessing learning styles/intelligences
• Scaffolding (templates, helping devices)
• Technology tools help with the process

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When thinking Process Differentiation

• You have to think about how to structure your
  time, both in the day and over the week
• How you use your human resources in the class
  (you, your teaching partners, your special
  educators, your students)
• Set up a schedule that works for you, that takes
  into consideration both activities and time.

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As students move through the process

• Keep track, formatively, of how they are doing.
• Match that growth/ acquisition against where your
  standard/ benchmark of competency.
• Use that data to determine who you will be giving
  extra support to, giving extension opportunities
  to

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Data collection is EXTREMELY important!

• It isnt enough to do these assessments. You need
  some sort of a data collection system, related to
  the KUDs and points of interest, so that you can
  monitor growth of students easily.
• This will also help you group students for either
  extensions or remediation (flexible grouping).

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Example of data collection form
Student Purpose Organization Details VT GUM
Mary M M N M N
Bill N B N N M
Joe M M M M B
Nedim B N B N N
Suzette N N M M M
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Sponge/ Lag time activities

• This is an important thing to have on-hand, so
  that as students finish at different rates, they
  can move onto another activity without wasting
  time.
• Examples specific skills practice, journaling,
  silent reading, working on the problem of the
  week, contract work.

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Product Differentiation

• Tiered assignments of a variety of forms

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Warning

• These are somewhat boring examples think of
  using a Web 2.0 tool, that addresses the 21st
  century attributes in combination to learning
  styles, interests, and readiness.
• Think of your scenarios.

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Tiering by Product
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Tiering by Complexity
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Product Differentiation - Health
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Tiering by Outcome
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RAFTs as Projects (also think about them as
possibilities for a Summative Assessment)

• Students pick, or are assigned, one row on the
  RAFT.
• They take a specific role.
• They address a specific audience within a given
  format.
• They address a specific topic.

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Creating a Raft for Immigration Unit
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Math RAFT
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Process/Product Example

• Curriculum compacting

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Curriculum Compacting

• Curriculum compacting is one of the most common
  forms of curriculum modification for academically
  advanced students. It is also the basic procedure
  upon which many other types of modifications are
  founded. Compacting is based on the premise that
  students who demonstrate they have mastered
  course content (through pre-assessment), or can
  master course content more quickly, can buy
  time to study material that they find more
  challenging and interesting (Renzulli and Reis,
  1985). This study is usually in the form of an
  independent study, that a student will negotiate
  with a teacher (or choose from a list of
  options), that related to the EUs and Content
  Understandings of a unit.

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