Differentiated Instruction Follow-Up Table Talk : Differentiated Instruction Lyons Township High School October 17, 2012

Please Share… IDEAS: QUESTIONS:

Today’s Purpose: To answer participant questions concerning Differentiated Instruction To share and build upon participant ideas To provide several strategies for differentiating instruction in the classroom

K U D THE KUD Essential for Effective Differentiated Facts Places People Things K Big Ideas Generalizations Essential Understandings U Skills Outcomes D Essential for Effective Differentiated Instruction because it ensures the same learning goal and expectations are in place for all students KUD is part of the terminology associated with Differentiated Instruction Gurus of Differentiated Instruction believe that clear learning goals identified in terms of things students are expected to know, understand, and do ensure students get to the same outcome when completing slightly different tasks or activities We have fit the terminology associated with Differentiated Instruction into our PLC Cycle identifying that the K & D are equivalent to Essential Outcomes and the U is the same as an Enduring Understanding, it is a big idea (Strickland, 2011, p.15)

Ideas for Differentiating: Rather than Provide 1 Assessment, Provide 3 To Differentiate Questioning: 1) Identify your KUD 2) Provide students 3 questions/tasks in the midst of a lecture, as part of an activity, or on an entrance/exit slip that arrive at the same KUD 3) Students should answer one of the three questions or complete one of the three tasks * Questions can be differentiated by interest, learning profile, or readiness

Sample ASSESSMENT TASK: Select one of the following tasks to complete in your class notes: Draw a flow chart that depicts the water cycle. Write a narrative explaining the steps of the water cycle from the perspective of a water droplet. C) Draw a picture that clearly articulates the water cycle. Label the picture appropriately.

To Create Tic-Tac-Toe: Ideas for Differentiating: Use Tic-Tac-Toe to Differentiate by Interest To Create Tic-Tac-Toe: 1) Write 9 commands, questions, or tasks on the Tic-Tac-Toe board. 2) Have students choose three options to complete creating a row vertically, horizontally, or diagonally   http://foridahoteachers.org/strategies.htm#ThinkTacToe

Sample TIC TAC TOE

Ideas for Differentiating: Use RAFT to Differentiate by Learning Style To Create a RAFT: Develop a KUD Please note: When assigning a RAFT, you may have to rely upon student presentations or sharing to achieve all aspects of the KUD. Design a writing assignment with a minimum of 4 columns: Roles Audiences Formats Topics (Strickland- Social Studies, 2012, p. 15) (Strickland- Social Studies, 2012, p. 26)

Ideas for Differentiating: Use RAFT to Differentiate by Learning Style To Create a RAFT: 3) Have each student select one horizontal row to complete 4) Make time for students to share their work (so all aspects of the KUD are achieved) * To differentiate by Learning Style, make sure there are several options that appeal to different learning styles in the FORMAT column (Strickland- Social Studies, 2012, p. 15) (Strickland- Social Studies, 2012, p. 26)

Sample RAFT: SOCIAL STUDIES (Strickland- Social Studies, 2012, p. 16)

Ideas for Differentiating: Use Tiering to Differentiate by Readiness “Tiering is a process of adjusting the degree of difficulty of a question, task, or product to match a student’s current readiness level.” Strickland, A Strategy for Readiness Differentiation

Ideas for Differentiating: Use Tiering to Differentiate by Readiness To Tier an Assignment: Determine the KUD statement Identify the readiness ranges relative to the KUD goals Create an activity that is engaging & rigorous Replicate the activity to address differences in readiness Use similar knowledge & skills Yields the same understanding Use assessment data to match the task to the student (Strickland- Math, 2012, p. 16)

Sample TIERED LESSON: MATH (Strickland- Math, 2012, p. 19)

References: Resources for Idaho Teachers: Differentiation Framework. DesCartes Curriculum: NWEA Map. Retrieved from http://foridahoteachers.org/strategies.htm#ThinkTacToe. Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia. Strickland, C.A. (2012). Strategies for respectful differentiation: Music. ASCD: Alexandria, Virginia. Strickland, C.A. (2012). Strategies for respectful differentiation: Math. ASCD: Alexandria, Virginia. Strickland, C.A. (2012). Strategies for respectful differentiation: Social Studies. ASCD: Alexandria, Virginia. Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.