Differentiated Instruction for Struggling Students V4K Summer 2016

*** Disclaimer *** Differentiated instruction is an EXTREMELY popular, yet broad topic in the educational field. Please understand that this presentation is a very brief overview of some of the concepts that differentiation encompasses.

Participants will be able to : Workshop Objective Participants will be able to : Understand principles of how to differentiate content, process, and product in a classroom that is diverse (financially, academically, culturally, etc.). Be comfortable enough to implement at least one strategy that supports differentiation. Understand and become familiar with vocabulary related to differentiated instruction.

Our students come to us from a variety of backgrounds: Learning Styles Interests Readiness Levels Educational Experiences Personal Experiences Motivators

“The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.” -Howard Gardner

The Need to Differentiate… Over the years we have seen students have changed High performing/Underachievers Struggling Learners Different levels of English/Language Abilities Poverty Ethnic backgrounds Struggles are NOT always due to intellectual abilities Teachers not teaching to their learning styles Teachers not matching their pace (too fast or too slow) Many classrooms DO NOT address the student diversity

What Are We Currently Doing? Lets look at the things we do in our classrooms already and see what research says about the students’ memory retention rates.

Classroom Teaching Styles Most Effective Least Effective Try to Rank the strategies listed on the right of the pyramid from the least effective to the most effective. See if you can guess what percent of students retain information for each of those teaching styles Teach another person Practice by doing Demonstration Audio/Visuals Discussion Reading Lectures

Effective Teaching Styles Lecture 5% Reading 10% Audio/Visuals 20% Demonstration 30% Discussion 50% Practice by doing 75% Teach others/Use learning immediately 95% How did you do?

Think About This… So the important question: You have seen the different types of learners You have also seen the various teaching strategies So the important question: How are you currently meeting the different learning styles and their needs in your classroom?

Differentiating Instruction V4K Summer 2016

What is Differentiation Idea was originally introduced by Carol Ann Tomlinson “Differentiated instruction is a method of designing and delivering instruction to best reach each student.” Teaches the same material to all students through different instructional strategies Sometimes teacher might have to give the same lesson in different levels of difficulty.

Differentiation Is…. Giving students a way to learn and understand new content, process the ideas Giving students a variety of ways for them to make sense of the information Giving students multiple options of demonstrating what they learned

Things You See in a Differentiated Classroom… Teachers and students working together High student engagement and challenged in their learning All students are participating in the work Time of assignment is different based on the students’ needs Flexible groups (i.e. whole group, pairs, teacher assigned groups, random groups, student selected groups, etc.) Teachers coordinate how space will be used, activities done, and time spent..

Things You See in a Differentiated Classroom… (cont.) Classroom management strategies are used by the teacher (i.e. learning centers, buddy work, etc.) Teacher provides clear expectations and criterion for success for both group and individual work Teacher provides feedback on progress Students are assessed in a variety of ways to demonstrate their growth in learning

guided by the principles of differentiation “The Differentiated Classroom: Responding to the Needs of All Learners”, by Carol Ann Tomlinson, 1999, p.15 Differentiation of Instruction is the teachers response to learners’ needs Tasks Flexible grouping Ongoing assessment guided by the principles of differentiation

According to students’ Ways to Differentiate Readiness Interests Learning Style Content Process Product According to students’

Ways to Differentiate Content: Process: Product: When the teacher offers similar materials but at different levels of difficulty Process: When the teachers offer different instructional techniques and materials to enhance student learning…the teacher changes how it is taught Product: When students are offered different outlets to show their understanding of the material…when teachers change how learning is assessed

Differentiate According to Students… Readiness This is how much the student knows about a given skill Interests This deals with the things that the students find interesting, relevant or fascinating Learning Needs This is the student’s learning style or type of smart each student is and the way in which they process information best.

Strategies for Differentiation Differentiation can be as simple as having an academic buddy or using strategies like think-pair-share. It can also be much more complex and include teachers writing tiered lesson plans. Below are some examples of strategies: Higher Prep Strategies Tiered Lesson Plans Flexible Grouping Multiple Intelligence Options Graphic Organizers Exit Tickets Response Cards Multiple Texts Lower Prep Strategies Reading Buddies Study Buddies Think-Pair-Share Choices of Books Interest Surveys Multiple Levels of Questioning Anchor Activities

Tiered Instruction This strategies is when teachers assign different tasks within the same lesson or unit. Each of the tasks are varied depending on the student’s readiness, interest and learning profile. Things that can be tiered: assignments, activities, homework, centers, experiments, materials, writing assignments, assessments, etc.

How to Create a Tiered Activity Step 1 Identify the key concepts or skills What is it that you want students to know or be able to do? Step 2 Use assessments or think about students to determine their readiness level, interests, or learning profiles

How to Create a Tiered Activity (cont.) Step 3 Create activities at various levels Make sure that the activities cause students to use their skills to show understanding Make sure activities are at different difficulty levels and are interesting Step 4 Adjust the activity according to the students If you are adjusting by readiness, you will have to make changes for the gifted students and the struggling students

Flexible Grouping According to Carol Ann Tomlinson, “Flexible grouping is the cornerstone of successful differentiated instruction. Flexible grouping is when students are given a chance to work with a variety of students. This can happen through various small groups or even in a whole group setting. The most important thing is that they are flexible. When you first use grouping, use whole group for instruction Split the group for enrichment or practice of new skills Never use grouping as a permanent change/arrangement Use groups for one activity

What are the Benefits of Flexible Grouping? Students are able to have a voice It allows for mixed groups Students are not labeled as “advanced” or “struggling” Flexible grouping allows students to work with many different types of peers Good practice for the future work place

Group Determination Groups can be created based on: Reading Levels Skill Levels Interest Based Readiness Based Background knowledge of a particular topic Social skills

Anchor Activities Independent work Work that is provided during a unit, a class period, or over an extended period of time. Meant for students to work independently

Purpose of Anchor Activities Teachers can provide students with tasks that tie into curriculum/instruction Allows the teacher to have some “free time” to work with small groups or individual students Can offer students the opportunity to have meaningful work when they enter the classroom or if they finish an assignment sooner than predicted Can offer students the opportunity to alternate methods of learning when they do not understand the topic

Examples of Anchor Activities Silent Reading Time Website Journaling/Writing prompts Vocabulary Work Research Questions/Projects Learning Packets Learning Centers Magazine Articles/Current events with Comprehension-based questions

Exit Tickets a quick way teachers can gather data They can be used as assessments to gauge student comprehension Teacher gives students a pre-determined question/prompt as they are leaving the class. Students respond and submit on their way out Teacher reviews responses and can use data for groupings or for the instruction that will follow

How to Group Based off Exit Tickets Readiness Groups Group 1 Students who struggle with concept Group 2 Students who have some understanding Group 3 Students who fully understand the concept

Examples of Exit Tickets Exit Tickets can be differentiated by readiness levels. In the examples note how both expect a student to know what similes and metaphors are, but the questions are different based on their skill levels. EXIT TICKET Explain the difference between a simile and a metaphor. Given an example of each. EXIT TICKET “You are happy as a clam.” This is an example of: Simile Metaphor (Circle One)

3-2-1 Exit Ticket This type of exit card is when students are asked to identify 3 of something 2 of something 1 of something These can be used for anything Writing critiques Comprehension of topic Introductions

Example of a 3-2-1 Exit Card After reading my essay… 3 things I can do to improve my essay 2 resources that I can use to help me improve my essay 1 thing I really liked about my essay

Methods for Response Another way in which teachers can give students a quick assessment A quick way in which teachers can gauge students answers Responses can: Increase student participation Provide teachers with quick feedback Motivate students and offer a “fun’ activity “Low-risk” activity– students can participate, and correct their answer if they are wrong

Methods for Response Every student would be given a set of directions Raise a card Write an answer out Lift their right/left hand

Food for Thought…. If teachers use response cards instead of traditional hand raising to answer a questions, for 30 minutes each day, every student would answer more than 3,700 additional academic based questions each school year!!!!

Various Methods of Responses Teachers can have students respond with: pre-printed cards student-made cards On a response board/white board Through gesturing (raise right hand/left hand, stand up/sit down, etc.)

Examples of Response Cards TRUE FALSE Verb Noun LEFT RIGHT . ?

Think-Tac-Toe Copies the concept of Tic-Tac-Toe Students are given a grid of options to demonstrate their understanding of a topic Students have to choose to complete 3 of the 9 topics (boxes must be touching) There is a mix of difficulty levels in the tasks

Example of Think-Tac-Toe Complete a character analysis for the main character in the story. Create a QQ profile for a character in the story. Name and draw a person who is like one of the characters from the book. (tell how they are similar) Build a miniature stage setting for the story. Draw a picture and describe at least 3 details from the setting of the story. Write a poem that tells details of the story and its setting. Create a sequence timeline or graphic organizer to describe at least 7 events in chronological order. Write a new beginning or end of the story. Create a game about your story. Include details in order from the story.

Cubing There are six sides on a cube NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Cubing There are six sides on a cube This gives the teacher an opportunity to have 6 different tasks or prompts written on the cube. Students are able to pick a designated amount and complete work. This can be used to help differentiate based on students readiness, interests or learning style.

Cubing (cont.) Helps students to think about the activity from different angles Its fun….like a game. Students are motivated by this Helps to reinforce or add on additional learning Allows students to try something new and different

Graphic Organizers Helps students to see important vocabulary Organizes information to create a visual aid Allows students to focus on specific details/elements Helps with comprehension of materials Aides in note taking

Cause and Effect Organizer Venn Diagram Cause and Effect Organizer

Examples of Graphic Organizers

Mind Mapping This is also a type of a graphic organizer Used to visual organize information or even take notes A mind map is drawn around a single concept. Details that support the main concept are drawn or written around the concept

Mind Mapping (cont.)

Other Ways to Use Differentiated Instruction… Use audio or video recording so students can receive or even demonstrate knowledge Use graphic organizers: flow charts, Venn Diagrams, mind mapping Have students underline/highlight details Use questions that target comprehension Offer texts at the students reading level Include supplementary materials that relate to current events (newspaper, magazine, books, movies, etc.) Have Word Walls

Other Ways to Use Differentiated Instruction… Offer different forms of demonstrating their knowledge (music, poems, drawings, talking, acting, etc.) Create writing logs/journals/diaries Shorten or lengthen assignments Provide additional time for students who need it Use grouping Pair students who struggle with students who understand the material Re-write problems at different difficulty levels

Challenge… Your task is to take the following instructional objective and identify two differentiation strategies that might be used to teach the objective. The Objective is to write a summary of the story of Cinderella.

Scenario… Jimmy is hyperactive and likes to dance around the room when class is near the end. He is an audio/visual learner, is a solid reader, and enjoys excelling and being “the best.” He gets very excited to start new books, but they don’t hold his attention for long. Terrance does not feel a connection to school. He is a very intelligent student, but he “follows.” He seems to do well in every type of activity when he applies himself. He has exhibited strong reading skills, but does not always complete work. Marie is a very quick learner. She seems to get things just by listening. She likes to excel. She is very concerned about rules and right vs. wrong. She is a natural leader. Her reading and writing skills are both above grade level.

Thank You!!!!!

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