Green Floral

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Differentiating Instruction to Maximize Student
Growth by Jacque Melin www.formativedifferentati
ed.com
Free Powerpoint Templates
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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles
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What is Differentiated Instruction?

• Even though students may learn in many ways, the
  essential skills and content they learn can
  remain steady. Students can take different roads
  to the same destination.
• Carol Ann Tomlinson

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Know the Student A resource from Solution
Treehttp//www.solution-tree.com/free-resources/
RTIatWork
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Differentiated Instruction Looks Like

• Learning centers
• Whole group, small group, facilitating,
  workshops, acting, singing, moving, drawing,
  reading, writing, calculating, etc...
• Student choices in the types of assignments they
  do.
• Keeping data on skill mastery and re-teaching
  those who need it, while challenging those who
  dont.
• Different types of delivery, processing, student
  output,
• Students are receiving feedback on a regular
  basis (systematic approaches).

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Differentiated Instruction does not look like.

• Teaching the same way everyday.
• Using the same tools everyday.
• Moving forward and never re-teaching.
• Only data kept is a grade book.
• Only feedback students get is the grade on the
  paper.
• All students are doing the same assignment.

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The Theory Behind It.

• Lev Vygotsky
• individuals learn best in accordance with their
  readiness to do so (Allan Tomlinson, 2008).

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The Philosophy Behind It.

• The philosophical idea that interest based
  options seize on intrinsic motivation
• According to Jerome Bruner (as cited by Allan
  Tomlinson, 2000), when interest is tapped,
  learning is more likely to be rewarding and the
  student becomes a more autonomous learner.
• Howard Gardner, developed the theory of multiple
  intelligences. His theory states that people have
  different intelligences and learn in many
  different ways.
• Robert Sternberg also states that individuals are
  either more analytical, creative or practical in
  their thinking.

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Movie Time Differentiation in Action

• https//www.teachingchannel.org/videos/academic-ch
  oice-lesson

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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles
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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles

• Accommodations
• actual teaching supports and services that
  special education students may require to
  successfully demonstrate learning
• intended to reduce or eliminate the effects of a
  student's disability
• do not decrease learning expectations
• are noted on a student's Individualized
  Educational Plan (IEP).
• Examples taped books, math charts of the times
  tables, additional time, oral vs written quizzes
  and tests, preferred seating, and adapted
  keyboards.

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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles

• Accommodations
• actual teaching supports and services that
  special education students may require to
  successfully demonstrate learning
• intended to reduce or eliminate the effects of a
  student's disability
• do not decrease learning expectations
• are noted on a student's Individualized
  Educational Plan (IEP).
• Examples taped books, math charts of the times
  tables, additional time, oral vs written quizzes
  and tests, preferred seating, and adapted
  keyboards.

• Modifications
• changes made to curriculum expectations in order
  to meet the needs of the special needs student
• made when the expectations are beyond the
  students level of ability
• may be minimal or very complex depending on the
  students learning needs
• must be clearly acknowledged in the IEP.

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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles
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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles

• Enrichments
• "learning activities providing depth and breadth
  to regular teaching according to the child's
  abilities and needs
• are normally in addition to and different from
  the regular classroom activities by way of
  offering challenge.

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Differentiated Instruction teaching in a way to
meet the needs of all students with differing
abilities in the same class (special needs to
gifted). Teachers plan and implement a variety
of approaches to content, process, and
product According to students readiness levels,
interests, and learning profiles

• Enrichments
• "learning activities providing depth and breadth
  to regular teaching according to the child's
  abilities and needs
• are normally in addition to and different from
  the regular classroom activities by way of
  offering challenge.

• Acceleration
• instruction that aligns gifted and talented
  students' abilities and learning needs more
  closely to the curriculum.
• "In practice, acceleration occurs when children
  are exposed to new content at an earlier age than
  other children or when they cover the same
  content in less time (curriculum compacting).

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Scaffolding

• Scaffolding Using a variety of instructional
  techniques to move students progressively toward
  stronger understanding and, ultimately, greater
  independence in the learning process. 
• Common Scaffolding Strategies
• students get a simplified version of a lesson,
  etc. and then complexity, difficulty, or
  sophistication is increased over time
• teacher describes or illustrates a concept,
  problem, or process in multiple ways to ensure
  understanding
• students are given a vocabulary lesson before
  they read a difficult text

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Building a Choice BoardWhat you need to think
about!!

• Standards/Learning Targets
• Student Profiles readiness levels, interests,
  learning profiles
• Accommodations, Modifications, Enrichment,
  Scaffolding, etc.
• Resources needed
• Time
• Partner work? Alone?
• Grading

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Pretending Im a 4th grade teacher.

• Teaching a Social Studies unit on the Underground
  Railroad and incorporating ELA CCSS.

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Standards

• Social Studies
• 4 H3.0.3 Use case studies or stories to
  describe the ideas and actions of individuals
  involved in the Underground Railroad in Michigan
  and the United States. (G, C, E)
• P2.4 Know how to find relevant evidence from a
  variety of sources
• P3.4 Explain the challenges people have faced and
  actions they have taken to address issues at
  different times and places.
• English/Language Arts
• CCSS.ELA-LITERACY.RI.4.1Refer to details and
  examples in a text when explaining what the text
  says explicitly and when drawing inferences from
  the text.
• CCSS.ELA-LITERACY.RI.4.7Interpret information
  presented visually, orally, or quantitatively
  (e.g., in charts, graphs, diagrams, time lines,
  animations, or interactive elements on Web pages)
  and explain how the information contributes to an
  understanding of the text in which it appears.
• CCSS.ELA-LITERACY.W.4.3Write narratives to
  develop real or imagined experiences or events
  using effective technique, descriptive details,
  and clear event sequences.
• CCSS.ELA-LITERACY.SL.4.1Engage effectively in a
  range of collaborative discussions (one-on-one,
  in groups, and teacher-led) with diverse partners
  on grade 4 topics and texts, building on others'
  ideas and expressing their own clearly.

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Basic Complex Basic
Complex All Complex
Basic Complex Basic
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Basic Complex Basic
Complex With a partner, complete the Thinking Chart before we read about what you know about slavery and the Underground Railroad. After we read the book and fill in more about what you learned, questions you might have, and connections you made. H3 and SL4.1 Complex
Basic Complex Basic
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What happened to Henry after arriving in Philadelphia? Write an ending to the story. Think about the unanswered questions you have and include answers to these questions in your story. P2.4, P3.4 and W4.3 Complex Write a series of diary entries for Henry that explain his journey from start to finish. Use evidence from the text to support your thinking. H3 and W4.3
Complex With a partner, complete the Thinking Chart before we read about what you know about slavery and the Underground Railroad. After we read the book and fill in more about what you learned, questions you might have, and connections you made. H3 and SL4.1 Complex
With a partner, read If You Traveled on the Underground Railroad by Ellen Levine (same author) and compare it to Henrys Freedom Box. Make a chart and show 3 ways the information presented in the two books was the same and 3 ways the information presented was different. P2.4 and SL4.1 Complex Choose a place that represents freedom to you. Write the name and address of that place on a picture of a box. Then, attach a note to the picture of the box that describes why you would go there. W4.3

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Basic Do some vigorous online research finding as many primary sources as possible to discover more facts about Henry Brown. From what you learn, write a newspaper article that could be sent to MLive about what you discover. P2.4, RI4.1, RI4.7 and W4.3 Basic
Imagine being a slave during this time period. Write a story from the perspective of a slave and explain your own escape plan. Use first person, use descriptive words to describe your emotions leading up to, during and after your escape and use pictures and diagrams to support your ideas. W4.3 With a partner, complete the Thinking Chart before we read about what you know about slavery and the Underground Railroad. After we read the book and fill in more about what you learned, questions you might have, and connections you made. H3 and SL4.1 Learn about the history of slavery. Does it still exist today? If so, where? Create a map and timeline sharing your findings. P2.4, P3.4, RI4.1, and W4.3
Basic Read When Jessie Came Across the Sea by Amy Hest. Chart the character traits for Henry and Jessie, then use your chart to compare/contrast these characters with a Double Bubble Map. H3, P3.4 and RI4.1 Basic
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What happened to Henry after arriving in Philadelphia? Write an ending to the story. Think about the unanswered questions you have and include answers to these questions in your story. P2.4, P3.4 and W4.3 Do some vigorous online research finding as many primary sources as possible to discover more facts about Henry Brown. From what you learn, write a newspaper article that could be sent to MLive about what you discover. P2.4, RI4.1, RI4.7 and W4.3 Write a series of diary entries for Henry that explain his journey from start to finish. Use evidence from the text to support your thinking. H3 and W4.3
Imagine being a slave during this time period. Write a story from the perspective of a slave and explain your own escape plan. Use first person, use descriptive words to describe your emotions leading up to, during and after your escape and use pictures and diagrams to support your ideas. W4.3 With a partner, complete the Thinking Chart before we read about what you know about slavery and the Underground Railroad. After we read the book and fill in more about what you learned, questions you might have, and connections you made. H3 and SL4.1 Learn about the history of slavery. Does it still exist today? If so, where? Create a map and timeline sharing your findings. P2.4, P3.4, RI4.1, and W4.3
With a partner, read If You Traveled on the Underground Railroad by Ellen Levine (same author) and compare it to Henrys Freedom Box. Make a chart and show 3 ways the information presented in the two books was the same and 3 ways the information presented was different. P2.4 and SL4.1 Read When Jessie Came Across the Sea by Amy Hest. Chart the character traits for Henry and Jessie, then use your chart to compare/contrast these characters with a Double Bubble Map. H3, P3.4 and RI4.1 Choose a place that represents freedom to you. Write the name and address of that place on a picture of a box. Then, attach a note to the picture of the box that describes why you would go there. P2.4 and W4.3
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YOUR TURN

• Work with same grade level partner.
• Use a book that both are familiar with for your
  grade level.
• Come up with ideas for a TTT board (designing it
  as just described).

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OTHER DIFFERENTIATED STRATEGIES
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Thinkdots or cubing
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S H A P E
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• Choice Boards
• Help to manage a differentiated classroom
• Independent work
• Used to extend and refine learning targets

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Tic tac toe boards
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• Rhyme Tic-Tac-Toe Board
• TARGETS
• I can recognize if two words rhyme.
• I can supply a rhyme for a given word.
• I can isolate and name the ending sound of a pair
  of rhyming words.
• I can produce and verbalize a pair of rhyming
  words.
• I can identify the letters that make up the
  ending sound of a rhyme.
• I can identify word family words that rhyme.

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Learning menus
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Novel (Maniac Magee Learning Menu Target I
can explain the vocabulary, main character,
setting, and main theme of the novel.
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Goal 7 Points
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Ned rode his bike 7 miles to the library.He took
a shortcut on the way home which was only 5 miles
long.How many miles did Ned ride altogether?
Anne ate 6 cookies.Samantha ate 4 more cookies
than Anne.How many cookies did Samantha eat?
Angela had 8 computer games.She got 3 more for
her birthday.How many computer games did Angela
have then?
Henry gave 5 stickers to his younger brother.
Now he only has 9 stickers.How many stickers did
Henry have at first?
Derek and Larry have 15 books together.6 of the
books belong to Derek. How many books does Larry
have?
Lisa made 8 apple muffins for the bake sale.
Trevor made 6 banana muffins.They sold 5 muffins
altogether. How many muffins were left?
1 Point Questions
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Carl bought 18 stickers. He used 9 of them that
afternoon.He used 3 more after dinner. How many
stickers did Carl have left?
Alex found 12 pennies on the playground.He spent
5 pennies.Then he found 3 more. How many pennies
did Alex have then?
Chris found 14 colorful leaves at the park. He
gave 4 to his sister. Later he found 6 more. How
many leaves did Chris have then?
Suzanne has 8 pairs of white socks and 6 pairs of
blue socks. Her sister has 12 pairs of white
socks.How many pairs of socks does Suzanne have?
Scott, Frankie, and Corey played in the snow for
4 hours. Scott made 5 snowballs and 2 snowmen.
Corey made 7 snowballs. Frankie made 4 snowballs
and a snow fort. How many snowballs did the boys
make?
Alan has 10 pennies.Bonnie has 6 fewer pennies
than Alan.Jack has 5 more pennies than Alan.How
many pennies does Bonnie have?
3 Point Questions
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Scott had 15 in his wallet. He spent 8 for a
toy. He earned 5 for doing a chore. He spent 3
for lunch. How much money did Scott have left?
A bag contains 20 marbles. 7 are red, 5 are
blue, 2 are yellow, and the rest are green. How
many green marbles are in the bag?
Angela opens a saving account with 12. She then
deposits 5. She withdraws 9 and then later
deposits 6. How much does Angela have in the
account then?
Anthony has saved 8. He gets 4 more for his
allowance. He spends 3 for a toy. He gets
another allowance of 4. How much money does
Anthony need to buy a 20 robot?
Ben walks from school to Dannys house which is 6
blocks east of the school. Ben then walks 11
blocks west to his own house. How many blocks
away does Ben live from school?
Jordan found one seashell at the beach on Monday.
She found 2 seashells the next day. If Jordan
finds 2 seashells every day after that, how many
days until Jordan has 21 seashells altogether?
6 Point Questions
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Goal 4 Points
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Goal 40 Points
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Goal 4 Points
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Goal 60 Points
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Goal 8 Points
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Goal 40 Points
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Goal 20 Points
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Goal 250 Points
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Goal 30 Points
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RAFTS
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RAFT Assignment 4th grade economics

• Directions
• For this assignment, choose two of the four
  options below. Each activity will prove an I
  can statement that correlates. Please circle the
  two RAFT assignments that you have chosen. Be
  sure to look at the attached rubric before
  handing in your two RAFT completed activities!

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RAFT Assignment
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RAFT Assignment Rubric
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RAFT Activity

• Students use various writing samples to explore
  fraction vocabulary words.

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Tri-Mind or Triarchic
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• Shapes Choice Board
• (Triarchic Intelligences)
• TARGET
• Know
• how to solve problems using geometric
  relationships and attributes.
• how to use shapes to create other shapes.
• Be able to
• compose and decompose two- and three-dimensional
  figures to make new ones.
• use geometry to solve problems.
• draw and/or build two- and three-dimensional
  geometric shapes.

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Story Response Choice Board (Triarchic
Intelligences) TARGET I can describe the theme
or message that a writer or author wants to
communicate.
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Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story.
Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story.
Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story.
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Show and Tell
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Show-And-Tell Boards All students have the same
TASK, but have a choice of SHOW AND TELL. Top row
what they could show Bottom row what they
could tell Need 1 SHOW 1 TELL
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Kindergarten Show Tell
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TARGET I can describe events that occurred
during the civil rights movementTASK Describe
a significant event that occurred during the
civil rights movement.
SHOW Charts and graphs Timeline of incidents related to the event Illustrations, photographs, graphics, or artifacts
TELL Newspaper article Video news interview Speech
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The Profiler
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What is your preferred Learning Profile?

• Write
• Draw
• Act
• Sing
• Build

http//www.niehs.nih.gov/kids/music.htmindex
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Geometry Cubes and Spheres
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Profiler
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Daretodifferentiate

• http//daretodifferentiate.wikispaces.com/