DIFFERENTIATION REVIEW

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Presentation transcript:

DIFFERENTIATION REVIEW Prepared & Presented by LT’s Piece 4 Differentiation Teacher Leader Team January 7, 2013

Objectives: I will be able to: Define differentiation (K) Identify where differentiation fits in the PLC Cycle (D) Define and characterize the three types of differentiation (K) Distinguish examples of differentiation from non-examples (D) Know what constitutes the K, U, and D (K) Explain the purpose of a KUD statement (D)

Agenda: Mini-Lecture: Review of Differentiation Table Game: Define differentiation Identify where differentiation fits in the PLC Cycle Define and characterize the three types of differentiation Table Game: Is it Differentiation or Is It Not? Distinguish examples of differentiation from non-examples Mini- Lecture Cont: Review of Differentiation Explain what constitutes the K, U, and D Explain the purpose of a KUD statement Review Game: Things Associated with… Review presentation objectives

Differentiation is… “A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn. (Tomlinson & Strickland, p.7). Essential Outcome Instruction Formative Assessment Data Collection & Analysis SMART Goals Differentiated Instr.: Intervention & Enrichment Summative Assessment Where does differentiation fit in the PLC Cycle?

Differentiation is… What it is: Meeting kids where they are… not where we wish they would be Teaching with variance in mind Responsive teaching rather than one-size-fits-all teaching “Providing student multiple options for making sense of information” Chart from Strickland, “Differentiation of Instruction at the High School Level.” ASCD, 2012.

THREE TYPES OF DIFFERENTIATION INTEREST “What a student enjoys learning about, thinking about, and doing” (Tomlinson & Strickland, p.6) LEARNING PROFILE “A student’s preferred mode of learning” (Tomlinson & Strickland, p.6). READINESS “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland, p.6).

When we differentiate for interest, we: Engage students in their interest, which increases the likelihood and speed of learning. Positively “impact a student’s readiness to learn too.” WAYS TO DIFFERENTIATE BY INTEREST: “Provide materials to encourage future exploration of topics of interest Use student questions & topics to guide lectures, materials selection, examples, & illustrations Encourage students to design or participate in the design of some tasks Allow students to specialize in aspects of a topic they find interesting and share findings with others” (Strickland, p.1, 2012)

When we differentiate for LEARNING PROFILE, we: Collect data about student learning preferences … in order to “provide students different ways to work or learn”… “simultaneously, rather than waiting for their turn in the learning profile “rotation”.” WAYS TO DIFFERENTIATE BY LEARNING PROFILE: Create different activities (aligned to the same KUD) that allow students to process or make sense of the unit information Create different product options for students to demonstrate what they learned Allow students to work alone or with a partner (Strickland, p.30, 2012)

When we differentiate for READINESS, we: “Accept readiness is not a fixed factor”… and scaffold student experiences to provide them with information and work that is challenging… in order to “maximize student growth” WAYS TO DIFFERENTIATE BY READINESS: Tiered Tasks Small Group Instruction (Strickland, p.51-52, 2012)

GAME: Is it differentiation or is it NOT? YES NO DIRECTIONS: Find a group of three Read the scenario on each label. Determine whether each label is or is not an example of differentiation. If the label: is an example of differentiation, place the label on the left side of your construction paper is not an example of differentiation, place the label on the right side of your construction paper Yes No

5 Principles of Differentiated Instruction: Quality Curriculum Quality Tasks Respectful Community Continual Assessment Flexible Grouping (Tomlinson & Strickland, p. 16-17, 2005.)

A High Quality Curriculum… Has clear learning goals for students that articulate what ALL students are expected to Know, Understand, and Do At LTHS this is articulated through our: Enduring Understandings (U) and Essential Outcomes ( K & D) Essential Outcome Instruction Formative Assessment Data Collection & Analysis SMART Goals Differentiated Instr.: Intervention & Enrichment Summative Assessment

KUD STATEMENT… When differentiating, it is the KUD statement that ensures: the learning goal is clear and consistent all students are led to the same end result or outcome regardless of the type of differentiation that is employed and regardless of the specific task or activity they are completing all students receive the same key learnings (KUD)

KUD STATEMENT… K KNOW U UNDERSTAND D DO LT’s Essential Outcomes Knowledge Facts, People, Dates, Places, Definitions Can begin with “know how” U UNDERSTAND LT’s Enduring Understandings Big Ideas (that frame the details) Generalizations I want students to understand that… D DO Skills Outcomes Includes things you want students to be able to do after they complete your class (Strickland, 2011, p.15)

GAME: THINGS ASSOCIATED WITH DIFFERENTIATION DIRECTIONS: Find a partner One person must act as the “guesser” Turn your chair away from the screen Do not look at the screen or read the terms on the screen The other person will describe each term to the “guesser” in an effort to get the “guesser” to list every term on the screen You may not say the words on the screen Once the “guesser” says all the words on the screen raise your hand The first team done has won the game

GAME: THINGS ASSOCIATED WITH DIFFERENTIATION TERMS THAT MUST BE SAID BY THE GUESSER: PLC Cycle Learning Profile KUD Statement Interest Quality Curriculum Flexible Grouping Readiness Respectful Community Continuous Assessment Quality Task

REFERENCES McTighe, J. & Wiggins, G. (2006). Understanding by design, 2nd ed. Alexandria, Virginia: ASCD. Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia. Strickland, C.A. (2012). Strategies for respectful differentiation. 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. (2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.

WHAT’s NEXT?

AGENDA FOR THE DAY… SESSSION TITLE TIME Opening Session 7:45-8:15am Session I: Differentiation Review 8:20-9:00am Session II: Choice Session Concerning Differentiation 9:10-10:00am Session III: 10:10-11:00am Session IV: Applying Information in Your PLC 11:10-12:00pm LUNCH Provided for all faculty In NC Cafeteria 12:00-12:50pm Division Meeting 1:00-3:00pm

IN MARCH… On March 11, 2013, each PLC Team will present the following information in our division meeting: Explanation of the differentiated lesson, project, activity/task Type of differentiation Summary of the lesson, project, or activity Success experienced Challenges experienced Next steps concerning differentiation

IN A MOMENT… You will get into PLC groups: Please share the sessions you will attend for the day Identify information you would like to obtain so that you can use your time when we return to work in PLCs at 11:10am Use any remaining time (up until 9:00am) to plan your differentiated task/lesson

SEE YOU BACK HERE AT 11:10am TO WORK IN YOUR PLCs