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Differentiated Instruction to Support and Challenge our 21st Century Learners Toni Theisen Loveland High School Thompson School District Loveland, CO

Goal: Students who can function in real-world situations that are authentic, predictable, unpredictable and vital.

“Do not confine your children to your own learning, for they were born in another time.” -Hebrew Proverb A Thought…

“The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of you own mind.” Kahlil Gibran-Lebanese poet, ( ) Another Thought…

Essential Question: How do teachers vary instruction and assessment in order to be responsive to the needs of all students?

Comparing Traditional (T) Differentiated (D) Classrooms

What patterns did you notice?

Why Differentiate? To provide access, equity and support for all students.

ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

The Many Layers of Learning The many layers of a student

In order to teach the squirrels, you must think like the squirrels!

 Feeling confused?

Guiding Principles  There is a balance between whole class learning and differentiation.  Essential questions guide instruction.  Instruction aligns with standards and curriculum.

Characteristics of a differentiated classroom..  High Expectations for all  Respectful tasks  Flexible grouping  Ongoing assessment  Positive and safe learning environment  Choice  Collaboration  High Expectations for all  Respectful tasks  Flexible grouping  Ongoing assessment  Positive and safe learning environment  Choice  Collaboration

What is Differentiation?  A teacher’s response to learner needs  The recognition of students’ varying background knowledge and learning styles  Instruction that honors students’ differences  A philosophy of teaching and not just a set of strategies  A teacher’s response to learner needs  The recognition of students’ varying background knowledge and learning styles  Instruction that honors students’ differences  A philosophy of teaching and not just a set of strategies

What does content mean? What a student knows, understands and is able to do as a result of the instruction: the “input”

What does process mean? The process helps the student “make sense of”, make meaning from, or “own” the content.

What does product mean? How the student demonstrates what s/he knows, understands, and is able to do: the “output”.

Aspects of teaching for engaging all learners

ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

Some basic strategies  Menu choice board  Tiered lesson  R.A.F.T.  Learning Centers  Menu choice board  Tiered lesson  R.A.F.T.  Learning Centers

Choice Board Menu

T i e r e d lesson for Readiness T i e r e d lesson for Readiness

How to tier for readiness..  Concrete  Concrete/Abstract  Abstract  Concrete  Concrete/Abstract  Abstract

R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

R.A.F.T. Assignment French 2--Traveling in France

Learning Centers

Flexible Grouping Practices Help create a safe and honoring learning environment

ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

Student Engagement Content Process Product

Greater Student Achievement Content Process Product

Activities

Circumlocution Exercise  Partner A looks at overhead and tries to explain the word without using it. (No hand movements)  Partner B doesn’t look at overhead, listens and tries to guess the word.  Second round reverse roles.  Partner A looks at overhead and tries to explain the word without using it. (No hand movements)  Partner B doesn’t look at overhead, listens and tries to guess the word.  Second round reverse roles.

Circumlocution Exercise First round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1.whale  2. boundary  3. irony First round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1.whale  2. boundary  3. irony

Circumlocution Exercise Second round- 3 different words-remember-- NO HAND MOVEMENTS!!!!!!!  1. technology  2. awesome  3. scroll Second round- 3 different words-remember-- NO HAND MOVEMENTS!!!!!!!  1. technology  2. awesome  3. scroll

Create Categories  melon  artichoke  corn  peach  coffee  mango-guava  chocolate  tomato  yams  cherry garcia  café au lait  onions  butter pecan  zucchini  chamomile  melon  artichoke  corn  peach  coffee  mango-guava  chocolate  tomato  yams  cherry garcia  café au lait  onions  butter pecan  zucchini  chamomile  rocky road  fava  peas  latté  bubble gum  tea  squash  expresso  avocado  mocha steamer  vanilla  strawberry swirl  beets  cabbage  double expresso latté

ART START

“Gut” guessers

Activities  Find a person with the answer game  Vocabulary Team Brainstorming Activity  Find a person with the answer game  Vocabulary Team Brainstorming Activity

Grocery Shopping Math

The Tree of Life

 Critical and Creative Thinking Higher-level thinking skills

Bloom’s Taxonomy  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Higher Lower

Activities  What type of question is it?  Apply questioning techniques to content topic.  What type of question is it?  Apply questioning techniques to content topic.

Student generated questions and answers

Create questions in the chart below. Answer your own questions. Question wordQuestionResponse Who? What? When? Where? Why? How? What if? ? (If?)

Types of Writing  Descriptive  Expository  Narrative  Argumentative or Persuasive  Descriptive  Expository  Narrative  Argumentative or Persuasive

R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

R.A.F.T. Assignment French 2--Traveling in France

R.A.F.T.

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

Knowledge Taxonomy-(Bloom’s) 1. Knowledge 1. Knowledge 2. Comprehension 3. Application 3. Application 4. Analysis 5. Synthesis 6. Evaluation 6. Evaluation

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N AB DC Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

A B D C Rigor/Relevance Framework Memorize the countries in the European Community. Answer the multiple choice vocabulary quiz. Calculate volume of simple three- dimensional shapes. Analyze both sides of the reasons for the start of the Civil War. Design a storyboard for the African legend, Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Design a PowerPoint movie as a entry to a “solve a world” problem contest. Calculate percentages of advertising in a Spanish newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.

A B D C Rigor/Relevance Framework Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Memorize the countries in the European Community. Answer the multiple choice vocabulary quiz. Calculate volume of simple three- dimensional shapes.

A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a Spanish newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Organize and display collected data from the food preference survey, using appropriate tables, charts, or graphs.

A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Analyze both sides of the reasons for the start of the Civil War. Design a storyboard for the African legend, Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Obtain historical data about weather in a certain city to predict the chance of snow, rain, or sun during year. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Design a PowerPoint movie as a entry to a “solve a world” problem contest.

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

Quadrant A Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.

Quadrant B Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.

Quadrant C Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide PowerPoint to share your trip.

Quadrant D There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N AB DC Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

A Final Thought "No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." - Emma Goldman

Toni Theisen Loveland High School Thompson School District Loveland, CO ACTFL Teacher of the Year