Fairview International School Kuala Lumpur Differentiated Instruction What is it? Why do it? How to do it ? September 4th 2013 Fairview International School Kuala Lumpur

FACT: Our International schools today are educating the largest, most diverse student population ever, to higher standards than ever before. This is the reason why the need for Differentiated Instruction is so necessary

Differentiation is responsive teaching rather than one-size-fits-all teaching.

“It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences..Orbitals..Complex Instruction…ETC.

Assessment in a Differentiated Classroom Assessment is part of “teaching for success.” Assessment information helps students chart and contribute to their own growth. Assessment is more focused on personal growth than on peer competition. Assessment information is more useful to the teacher than grades.

Interest – Readiness – Learning Profile CONTENT PROCESS PRODUCT ASSESSMENT Pre - Post - Ongoing for Interest – Readiness – Learning Profile by Self – Peers - Teachers

On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

On-going Assessment: A Diagnostic Continuum Feedback and Goal Setting Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Pre-test KWL Checklist Observation/Evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk around Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

Pre-assessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. provides data to determine options for students helps determine differences before planning helps teacher design activities that are meaningful and challenging allows teachers to meet students where they are identifies starting point for instruction identifies learning gaps makes efficient use of instructional time

Examples of Pre-Assessments: What Do You Want to Learn About Rome? Name: _______________________ These are some of the topics we will be studying in our unit on Ancient Rome. We want to know what you want to learn about. Number your choices from 1 to 8. Make sure that 1 is your favorite and 8 is your least favorite. ____ geography ____ government (laws) ____ agriculture (foods they grew) ____ architecture (buildings) ____ music and art ____ religion and sports ____ roles of men, women, and children What Can You Tell Us About Rome? 1. What country is Rome in? ________________________________________________ 2. What does the word civilization mean?_______________________________________ _________________________________________________________________. 3. Can you give us some examples of different civilizations? ________________________ __________________________________________________________________. 4. Can you name any famous Roman people? ___________________________________ 5. Many things in our country and culture came from the Romans. Can you think of any? ___________________________________________________________________ ___________________________________________________________________.

Examples of Pre-Assessments: How Do You Like to Learn? 1. I study best when it is quiet. Yes No 2. I am able to ignore the noise of other people talking while I am working. Yes No 3. I like to work at a table or desk. Yes No 4. I like to work on the floor. Yes No 5. I work hard by myself. Yes No 6. I work hard for my parents or teacher. Yes No 7. I will work on an assignment until it is completed, no matter what. Yes No 8. Sometimes I get frustrated with my work and do not finish it. Yes No 9. When my teacher gives an assignment, I like to have exact steps on how to complete it. Yes No 10. When my teacher gives an assignment, I like to create my own steps on how to complete it. Yes No 11. I like to work by myself. Yes No 12. I like to work in pairs or in groups. Yes No 13. I like to have unlimited amount of time to work on an assignment. Yes No 14. I like to have a certain amount of time to work on 15. I like to learn by moving and doing. Yes No 16. I like to learn while sitting at my desk. Yes No

“Teaching facts in isolation is like trying to pump water uphill. ” . “Teaching facts in isolation is like trying to pump water uphill.” (Carol Tomlinson)

Differentiation Strategies Tell participants they are now going to look at some strategies in more depth. Go to the next slide.

Flexible Grouping Students are part of many different groups (and also work alone) based on the match of the task to student readiness, interest, or learning style. Teachers may create skills based or interest based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

Diner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

TIC-TAC-TOE Choice Board For a Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

Learning Contract #1 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: I will finish by this date:

Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

Squaring Off Whole Group Assessment 1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge. Rarely ever Sometimes Often I have it! Dirt road Paved road Highway Yellow brick road Tell the students to go to the corner of the room that matches their place in the learning journey. Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Yes/No Cards YES NO Using a 4x6 index card the student writes YES on one side and NO on the other. When a question is asked the students hold up YES or NO. Ask the students if they know the following vocabulary words and what they mean. Call out a word. If a student is holding a YES they may be called on to give the correct answer. Remind them that if they don’t know the words it is OK because they will be learning them. You can do the same thing with conceptual ideas, etc. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Thumb It! Up Sideways Down Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. Where I am now in my understanding of ______? Up Sideways Down I know a lot I know some I know very little Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Fist of Five Show the number of fingers on a scale, with 1 being lowest and 5 the highest. Ask, How well do you feel you know this information? I know it so well I could explain it to anyone. I can do it alone. I need some help. I could use more practice. 1. I am only beginning. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Let's Take Look at Some Examples Teacher prepared pretests 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 Drawing related to topic or content Standardized test information Anticipation journals

What Zone Am I In? THIS is the place to be… On Target I know some things… I have to think… I have to work… I have to persist… I hit some walls… I’m on my toes… I have to re-group… I feel challenged… Effort leads to success… Too Hard I don’t know where to start… I can’t figure it out… I’m spinning my wheels… I’m missing key skills… I feel frustrated… I feel angry This makes no sense… Effort doesn’t pay off… Too Easy I get it right away… I already know how… This is a cinch… I’m sure to make an A… I’m coasting… I feel relaxed… I’m bored… No big effort necessary… THIS is the place to be… THIS is the achievement zone…

Cubing Connect It Describe It Look at the subject closely (perhaps with your senses in mind). Compare It What is it similar to? What is it different from? Associate It What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. Analyze It Tell how it is made. If you can’t really know, use your imagination. Apply It Tell what you can do with it. How can it be used? Argue for It or Against It Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between. Illustrate It Change It Evaluate It Solve It Rearrange It Question It Satirize It Cartoon It

Ideas for Kinesthetic Cube Arrange _________into a 3-D collage to show_________ Make a body sculpture to show__________________ Create a dance to show_______________________ Do a mime to help us understand_________________ Present an interior monologue with dramatic movement that________________________ Build/construct a representation of________________ Make a living mobile that shows and balances the elements of __________________ Create authentic sound effects to accompany a reading of ________________ Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

Think About… HOW?

Possible Products Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Questionnaire Flag Graph Debate Museum Learning Center Advertisement Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4-MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats

Reform must come from within, not from without. WE, are the Agents of Change… nothing can change unless we change ourselves and our ways of teaching James Gibbons

Organize classroom space Find out student interests Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom Start slowly Organize classroom space Find out student interests Start Slowly – begin with one subject and one technique – use it for a while then add more It will take students, as well as the teacher, time to adjust to a new way of learning. Organize your classroom space – think about how your room is arranged and whether it provides space and materials for students to work in various configurations Go to the next slide

Start class with familiar tasks (Do Now) Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom Use technology Start class with familiar tasks (Do Now) Start student port(data)folios Student Files: Have a set of folders where you can easily place anecdotal notes about students or copies of completed assessments. Student portfolios: Have students keep work in portfolios or independent work folders that they monitor (see record keeping chart handout – kids can use it to monitor their work and it provides you with an easy way to see what they’re doing). Portfolios can also be examples of best work or of a progression of skills. If kids put writing samples in a portfolio every month then the teacher has a basis of assessment and can discuss with the student how his or her work has progressed over the months. This also helps teach students how to set their own goals. Clipboard: If you always carry a clipboard, kids get used to you writing on it. Carry goal tracking sheets on your clipboard so that you can keep track of what students are working on on a daily basis. You can also put blank index cards on your clipboard and take anecdotal notes throughout the day. Those note cards can then be placed in student files. Use of technology: Providing students with websites and other technology can allow them to work more independently. There are websites listed on the Resources handout that fall in this category. Start class with familiar tasks: this allows everyone to have a starting place (a warm-up question, for example) that can be completed while the teacher takes care of administrative tasks or moves students to groups. Task cards, tape recorder, or overhead for directions: give students ways to hear and review directions so that they do not need to interrupt instruction or a teacher’s work with a small group. Directions can be written on index cards, tape recorded, and/or posted on an overhead or chart paper in the room. System for student questions: Decide on steps that students should take before they ask the teacher a question. For example, first they use a set of pre-determined strategies (looking in their journal, skimming the textbook, looking online, etc.), next they ask a peer, finally they can ask the teacher. Then decide how students should ask the teacher questions if the teacher is working with a small group at the time (for example, they could write their question on an index card and place it by the teacher, who could write a response without interrupting much of the small group work.

THINK ABOUT ON-GOING ASSESSMENT STUDENT DATA Open response test Oral response Portfolio entry Exhibition Culminating product Question writing Problem solving Journal Entry Short Answer Test TEACHER DATA Anecdotal records Observation by checklist Skills checklist Class discussion Small group interaction Teacher – student conference Assessment stations Exit cards Performance tasks and rubrics

DIFFERENTIATED INSTRUCTION JUST DO IT!!!

References Differentiating Instruction in the Regular Classroom by Diane Heacox Managing A Differentiated Classroom by Carol Ann Tomlinson