Differentiation

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Differentiation

• Denise Huddlestun, Metro RESA
• (The sources of many of the slides are the GaDOE
  training powerpoint presentations on
  Differentiation.)

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Differentiation

• How have you differentiated instruction in your
  classroom?

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Essential Questions

• What is differentiation?
• Why, what, and how do I differentiate?

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• Come to the edge, he said.
• It is too high, they said.
• Come to the edge, he said.
• THEY DID.
• And he pushed them,
• And they flew.
• Christopher Logue (on Apollinaire)

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Differentiation Articles from SDE.com (also
linked on my wiki)

• Everyone reads an article individually.
• Each person highlights 3 significant ideas from
  their article to discuss.
• Sitting in triads, one person reads one quote
  from the article he/she highlighted.  The other 2
  people each have 1 minute to respond to the
  quote. 
• The person who began has the FINAL WORD (1
  minute) to respond to what has been said by
  members of the triad. 
• The process begins again with another person
  sharing an idea from the article and other people
  responding.
• Discuss and chart the most important information
  from the article.

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Differentiation
What is Differentiation? What is Differentiation? What is Differentiation?
Why we should differentiate What should be differentiated How it should be differentiated
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Gallery Walk of Important Points

• Read the important points from the articles as
  posted on the chart paper.
• Identify similarities in the important points
  from each of the articles.

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Researcher Theodore Sizer says

• while it may be inconvenient that students
  differ, it is an irrefutable fact of life in the
  classroom.
• (Source of slide Cornelius Watts, LF, GaDOE)

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According to Grant Wiggins

• "Good planning leaves room for the
  unplannable. You do not know what you'll be
  doing on April 11, and you're a fool if you think
  so. If you do, then the curriculum is more
  important to you than your students."
• (Grant Wiggins, "Designing and Using Student
  Reflections and Self-Assessment," ASCD Summer
  Conference on Differentiated Instruction and
  Understanding by Design, June 2005)

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Essential Question 2

• Why and how do I differentiate?

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Essential Principles of Differentiation

• Good Curriculum Comes First
• All Tasks Should Be Respectful of the Learner
• When in Doubt, Teach Up
• Use Flexible Grouping
• Become an Assessment Junkie
• Grade for Growth
• GADOE
• --Tomlinson
  Eidson, Differentiation in Practice, Grades 5-9,
  13-15.

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Why Do We Differentiate?

• access to learning
• motivation to learn
• efficiency of learning
• 
  --Tomlinson, The Differentiated Classroom
• GaDOE

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Access to Learning

• Students cannot learn that which is inaccessible
  because they dont understand.
• --Tomlinson, The Differentiated Classroom
• GaDOE

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Pre-Assessment

• Why?
• To determine
• what students know about a topic before it is
  taught
• skill level of students before instruction begins
• To make instructional decisions
• To help the teacher plan for
• flexible grouping patterns based on which
  students are ready for different levels of
  instruction

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Pre-Assessment Strategies
teacher prepared pretest KWL charts and other graphic organizers writing prompts/samples questioning guess box picture interpretation prediction teacher observation/checklists student demonstrations and discussions initiating activities informational surveys/ questionnaires/inventories student interviews student products and work samples self-evaluations portfolio analysis game activities show of hands to determine understanding every pupil response drawing related to topic or content standardized test information reader response survey anticipation journals
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Motivation to Learn

• Students cannot learn when they are unmotivated
  by things far too difficult or things far too
  easy.
• Students learn more enthusiastically when they
  are motivated by those things that connect to
  their interests.
• --Tomlinson, The Differentiated Classroom
• GaDOE

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Differentiating an Activity

• Examine the GPS for your grade level that aligns
  with this activity
• Discuss how the activity might be differentiated
• (refer to the Tiered Lesson equalizer you
  received at the 1st session its the next slide)

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The Equalizer tiering tasks

• Concrete to abstract
• Simple to complex
• Basic to transformational
• Fewer facets to
  multi-facets
• Smaller leaps to greater
  leaps
• More structured to
  more open
• Less independence to greater
  independence
• Slow
  to faster
• 
  
• 
  Tomlinson,1995

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What Does Differentiated Instruction Look Like?
GaDOE
Differentiated Instruction is... Differentiated Instruction is not...
1. Assessing students before a unit of instruction to determine what they already know 1. All students in the class completing the same work for a unit/chapter
2. Adjusting the core curriculum by content (below to above grade level), process (concrete to abstract), and product (simple to complex) 2. Limiting how and what is taught by teaching to the average student
3. Providing assignments tailored for students of different levels of achievement 3. Assigning more work at the same level to high achieving students
4. Having high expectations for ALL students 4. Focusing on student weaknesses and ignoring student strengths
5. Providing educational experiences which extend, replace, or supplement standard curriculum 5. Including activities that all students will be able to do
6. Structuring class assignments so they require high levels of critical thinking and allow for a range of responses 6. Giving the same kind of problems or questions and expecting more
7. Students participating in respectful work 7. Creating more work-extra credit, to do when done
8. Students and teachers collaborating in learning 8. Using higher standards when grading
9. Putting students in situations where they don't know the answer- often 9. Providing free-time challenge activities
10. Differing the pace of instruction 10.Using capable students as tutors
11. Providing a blend of whole class, group, and independent learning 11.Using individualized instruction
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In a fifth grade class of 22 students, we have

• Josh has Down syndrome. He seems to learn best
  with hands-on activities or on the computer. His
  reading, writing, and math skills are below grade
  level.
• Marie is a very quick learner. She likes to
  excel. Her reading and writing skills are above
  grade level.
• Michael has a learning disability and has
  difficulty processing information. His reading,
  writing, and math skills are below grade level.

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Differentiation

• Differentiation curriculum moves teachers away
  from the one size fits all curriculum that
  really fits no one. It encourages students to
  become more responsible for their own learning
  and to recognize and use their own strengths,
  thereby helping them become lifelong autonomous
  learners.
• Coil, Carolyn. (2004) Standards-Based Activities
  and Assessments or the Differentiated Classroom.
  Pieces of Learning.

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Essential Questions (again)

• What is differentiation?
• Why and how do I differentiate?

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• Graphic Organizers

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Graphic Organizers (GOs)

• A graphic organizer is a tool or process to
  build word knowledge by relating similarities of
  meaning to the definition of a word. This can
  relate to any subjectmath, history, literature,
  etc.

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Why are Graphic Organizers Important?

• GOs connect content in a meaningful way to help
  students gain a clearer understanding of the
  material (Fountas Pinnell, 2001, as cited in
  Baxendrall, 2003).
• GOs help students maintain the information over
  time (Fountas Pinnell, 2001, as cited in
  Baxendrall, 2003).

Do an organizational activity?
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Graphic Organizers

• Assist students in organizing and retaining
  information when used consistently.
• Assist teachers by integrating into instruction
  through creative
• approaches.

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Graphic Organizers

• Heighten student interest
• Should be coherent and consistently used
• Can be used with teacher- and student- directed
  approaches

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Coherent Graphic Organizers

• Provide clearly labeled branch and sub branches.
• Have numbers, arrows, or lines to show the
  connections or sequence of events.
• Relate similarities.
• Define accurately.

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How to Use Graphic Organizers in the Classroom

• Teacher-Directed Approach
• Student-Directed Approach

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Teacher-Directed Approach

1. Provide a partially incomplete GO for students
2. Have students read instructions or information
3. Fill out the GO with students
4. Review the completed GO
5. Assess students using an incomplete copy of the GO

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Student-Directed Approach

• Teacher uses a GO cover sheet with prompts
• Example Teacher provides a cover sheet that
  includes page numbers and paragraph numbers to
  locate information needed to fill out GO
• Teacher acts as a facilitator
• Students check their answers with a teacher copy
  supplied on the overhead

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Strategies to Teach Graphic Organizers

• Framing the lesson
• Previewing
• Modeling with a think aloud
• Guided practice
• Independent practice
• Check for understanding
• Peer mediated instruction
• Simplifying the content or structure of the GO

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Types of Graphic Organizers

• Hierarchical diagramming
• Sequence charts
• Compare and contrast charts

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A Simple Hierarchical Graphic Organizer
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A Simple Hierarchical Graphic Organizer - example
Geometry
Algebra
MATH
Trigonometry
Calculus
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Another Hierarchical Graphic Organizer

Category
Subcategory
Subcategory
Subcategory
List examples of each type
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Hierarchical Graphic Organizer example

Algebra
Equations
Inequalities
6y ? 15
14 lt 3x 7
2x gt y
10y 100
2x 3 15
4x 10x - 6
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Compare and Contrast
Category
What is it?
Illustration/Example
Properties/Attributes
Subcategory
Irregular set
What are some examples?
What is it like?
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Compare and Contrast - example
Numbers
What is it?
Illustration/Example
Properties/Attributes
6, 17, 25, 100
Positive Integers
Whole Numbers
-3, -8, -4000
Negative Integers
Zero
0
Fractions
What are some examples?
What is it like?
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Venn Diagram

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Venn Diagram - example

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Multiple Meanings
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Multiple Meanings example
Right
Equiangular
TRI- ANGLES
Acute
Obtuse
3 sides
3 angles
1 angle gt 90
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Series of Definitions

• Word Category Attribute
• Definitions ______________________
• ________________________________
• ________________________________

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Series of Definitions example

• Word Category Attribute
• Definition A four-sided figure with four equal
  sides and four right angles.

4 equal sides 4 equal angles (90)
Square
Quadrilateral
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Four-Square Graphic Organizer
1. Word
2. Example
3. Non-example
4. Definition
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Four-Square Graphic Organizer example
1. Word semicircle
2. Example
3. Non-example
4. Definition
A semicircle is half of a circle.
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Matching Activity

• Divide into groups
• Match the problem sets with the appropriate
  graphic organizer

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Matching Activity

• Which graphic organizer would be most suitable
  for showing these relationships?
• Why did you choose this type?
• Are there alternative choices?

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Problem Set 1

• Parallelogram Rhombus
• Square Quadrilateral
• Polygon Kite
• Irregular polygon Trapezoid
• Isosceles Trapezoid Rectangle

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Problem Set 2

• Counting Numbers 1, 2, 3, 4, 5, 6, . . .
• Whole Numbers 0, 1, 2, 3, 4, . . .
• Integers . . . -3, -2, -1, 0, 1, 2, 3, 4. . .
• Rationals 0, 1/10, 1/5, 1/4, ... 33, 1/2, 1
• Reals all numbers
• Irrationals p, non-repeating decimal

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Problem Set 3

• Addition Multiplication
• a b a times b
• a plus b a x b
• sum of a and b a(b)
• ab
• Subtraction Division
• a b a/b
• a minus b a divided by b
• a less b b) a

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Problem Set 4

• Use the following words to organize into
  categories and subcategories of
• Mathematics
• NUMBERS, OPERATIONS, Postulates, RULE,
  Triangles, GEOMETRIC FIGURES, SYMBOLS,
  corollaries, squares, rational, prime, Integers,
  addition, hexagon, irrational, 1, 2, 3,
  multiplication, composite, m n, whole,
  quadrilateral, subtraction, division.

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Possible Solution to PS 1
POLYGON
Square, rectangle, rhombus
Parallelogram has 2 pairs of parallel sides
Quadrilateral
Trapezoid has 1 set of parallel sides
Trapezoid, isosceles trapezoid
Kite
Kite has 0 sets of parallel sides
Irregular 4 sides w/irregular shape
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Possible Solution to PS 2
REAL NUMBERS


Irrational Numbers
Rational Numbers
Integers

Counting Numbers
Whole Numbers
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Possible Solution PS 3

Subtraction
Addition
____a b____ ___a plus b___ Sum of a and b
____a - b_____ __a minus b___ ___a less b____
Operations
Multiplication
Division
___a times b___ ____a x b_____ _____a(b)_____ ____
_ab______
____a / b_____ _a divided by b_ _____a ? b_____
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Possible Solution to PS 4
Mathematics
Geometric Figures
Numbers
Operations
Rules
Symbols

Rational
Addition
Triangle
Postulate
mn
Prime
Subtraction
v4
Corollary
Hexagon
Integer
Multiplication
Irrational
Quadrilateral
Division
Whole
Composite
1,2,3
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Graphic Organizer Summary

• GOs are a valuable tool for assisting students
  with LD in basic mathematical procedures and
  problem solving.
• Teachers should
• Consistently, coherently, and creatively use GOs.
• Employ teacher-directed and student-directed
  approaches.
• Address individual needs via curricular
  adaptations.