1. DIFFERENTIATION NINE STRATEGIES Brenda Wilson Gifted Coordinator Springfield Local Schools Materials Provided by ODE JAVITS Project: I-GET-GTEd

2. Centers/Stations Centers/Stations are specific areas throughout the classroom that contain independent learning activities for students to complete. Students can complete these activities during transitional times, during specific “station” time, after finishing assigned work or at other times specified by the teacher.

3. Differentiation Strategy Explained: Centers/Stations

4. Differentiation Strategy: Centers/Stations Centers/Stations are specific areas throughout the classroom that contain independent learning activities for students to complete. Students can complete these activities during transitional times, during specific “station” time, after finishing assigned work or at other times specified by the teacher.

5. Differentiation Strategy: Centers/Stations What’s the difference? Centers can be used when the student has ‘down time’, after finishing current work and before the next subject begins. Stations are considered work areas that are used like circuit training. Students all work on stations at the same time. Students change stations at a signal, or can move independently between stations at their own pace. For the purposes of the Javits Project, the words Stations and Centers are used interchangeably. From this point forward the term “Centers” will be used for both.

6. Differentiation Strategy: Centers can fall within one content area/topic or many are self-contained learning locations. Each stop adds to the learning goal but does not have to be completed in a set manner. can be used to develop or reinforce skills. invite independence and flexible grouping because students choose centers and spend different amounts of time completing each task.

7. Differentiation Strategy: Centers Assignments in centers can vary from day to day depending on who is in the center. Centers offer a balance between student and teacher choice. Sometimes the teacher indicates a set task and other times there are choices that address the same idea but in different ways.

8. Differentiation Strategy: Centers Centers can have a learning focus or stimulate interest in a topic. Learning-focused centers have tasks that guide students to work with information to develop knowledge and skills. Interest-focused centers contain materials that allow students to investigate a topic they have an interest in and want to learn more about.

9. Differentiation Strategy: Centers Ground Rules W hen developing centers remember: Think about focused learning goals – use your state standards to develop activities. Use materials that support students in achieving those goals; Address varied readiness, learning profiles and student interests; Include a variety of activities from simple to complex, concrete to abstract, structured to open-ended.

10. Differentiation Strategy: Centers More Ground Rules Also remember: provide clear directions for students; offer instructions for student if help is needed; include instructions for students when a center assignment is completed; use a record-keeping system to monitor what students do at the center and the quality of work completed; include a plan for ongoing assessment of student growth in the class overall, which can lead to adjustments in center tasks.

11. Differentiation Strategy: Centers Early childhood teachers often use centers as learning situations for their students. You may wish to talk with these teachers to learn how they select their center options.

12. Centers: Tips Each center should be easily visible in the room. Include clear student instructions at each center, these can include visual prompts or tape recorded instructions. An orientation should be given to the entire class on each center. Create a student schedule, sign-in and sign-out logs for each center, if desired. Give students a chance to evaluate each center and to self-evaluate their work in a journal or checklist.

13. Centers Discussion What areas in your teaching can benefit from the use of centers? How can using centers assist you in reaching the needs of all learners in your classroom? Discuss how you might use information about student readiness, interests and learning preferences to create differentiated centers. Discuss specific ways you might use centers in your classroom.

14. Centers Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Centers. Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.

15. Centers/Stations Resources  ASCD video. (2002). Instructional Strategies for the Differentiated Classroom, Tape 6: Centers. Available from http://www.www.ascd.org  Winebrenner, S. (2001). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolism, MN  http://www.engine-uity.com/

16. Interest Inventories Interest Inventories are tools to identify student interests in a variety of areas. Interest Inventories are not necessarily content related but may look at many different interest areas. Once these interests are identified learning experiences can be developed to provide opportunities for students to explore a facet of their area of interest.

17. Differentiation Strategy Explained: Interest Inventories

18. Differentiation Strategy: Interest Inventories Interest Inventories are tools to identify student interests in a variety of areas. Interest Inventories are not necessarily content related but may look at many different interest areas. Once these interests are identified learning experiences can be developed to provide opportunities for students to explore a facet of their area of interest.

19. Differentiation Strategy: Interest Inventories Interest areas may include people or careers of interest to the student, or types of tasks students prefer. All Interest Inventories have the same goal – to know what is of interest to the individual student. Interest Inventories are available online, commercially or can be created for a specific situation by a creative teacher.

20. Interest Inventories What do you think? Discussion: Have you created and/or used Interest Inventories in your classroom? What ideas can you share with the group about Interest Inventories in your specific classroom situation?

21. Interest Inventories Activity: Try it! Activity: Complete either the “Adult Interest Inventory” or “Inspiration” Inventory, then consider: Does this reflect what you enjoy? How might this information be used to nurture your interests in a learning situation? Could you create an Interest Inventory for students specific to your situation that might help you learn more about them?

22. Interest Inventories Ideas There are many different ways to find out about student preferences. Have students list some of their favorite things: books games places school subjects TV shows food holidays computer activity sports music animals thing to collect Can you think of anything else?

23. More Interest Inventories Ideas Have students brainstorm a list of writing topics. They can refer to the list as often as they wish for free choice writing activities or independent project ideas. starter sentences fascinating characters interesting events time periods fictional story ideas superheroes non-fiction topics interesting places

24. Interest Inventories Ideas Gardner’s Multiple Intelligences Theory Use a checklist find out how you – and your students – prefer to learn. Linguistic Intelligence ("word smart") Logical-Mathematical Intelligence ("number/reasoning smart") Spatial Intelligence ("picture smart") Bodily-Kinesthetic Intelligence ("body smart") Musical Intelligence ("music smart") Interpersonal Intelligence ("people smart") Intrapersonal Intelligence ("self smart") Naturalist Intelligence ("nature smart")

25. Interest Inventories Ideas Parents can give you great information about your students too! Try the “Things my child likes to do” from the National Research Center on the Gifted and Talented (NRC/GT) at The University of Connecticut

26. Interest Inventories Now What? How to use what you learned about students’ interests: Connect to students in a personal way by asking them about their hobbies, sports, music or drama performances Field trips Special speakers Journal writing topics

27. Interest Inventories Now What? Other ways to use Interest Inventories: Independent study topics oFor all students: Integrate your students’ interests into your curriculum by assigning independent study topics like a jigsaw activity. Each student learns more about a single facet of the topic and shares his research and information with the class. Everyone learns more! oFor some students: When compacting for students who have already mastered the core ideas of the unit, assign an independent study that runs parallel to the unit or adds depth to the topic everyone will be studying.

28. Interest Inventories Now What? Other ways to use Interest Inventories: Lesson and unit planning oKids love it when special accommodations are made for them. “This activity is for you, Jared, because I know you love maps.” oGrouping students according to interest or learning styles (homogeneous or heterogeneous, according to your preference) can improve cooperative learning activities. oVarying the use of modalities/intelligences in teaching and learning helps all students – special needs, English Language Learners, and gifted.

29. Interest Inventories Now What? Other ways to use Interest Inventories: Creating activities for choice boards, interest centers, stations and other learning opportunities oInterest is a strong motivator for students of all ages - it makes learning more fun! oConsidering intelligences and multiple abilities of students will help teachers create more appealing activities for students. oLooking at students as individuals will make students feel that school is relevant and personal.

30. Interest Inventories Now What? Other ways to use Interest Inventories: Make students conscious of their own interests and learning styles. Chart the inventory results and discuss them as a group. oStudents may become more tolerant of others who have different preferences and styles. oKnowing their areas of weakness may give students the courage to take risks to try something new. Everyone can support this kind of risk-taking. oStudents may develop leadership qualities in their areas of strength and may wish to assist others.

31. Interest Inventories Discussion What areas in your teaching can benefit from the use of interest inventories? How can using interest inventories assist you in reaching the needs of all learners in your classroom? Discuss how you might organize the information you receive from interest inventories so that it is easily accessible and usable. Discuss specific ways you might use the information from the inventories to adjust units, lessons and assignments.

32. Interest Inventories Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Interest Inventories. Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.

33. Interest Inventories Resources Armstrong, T. (2000). Multiple intelligences in the classroom. Association for Curriculum and Development: Alexandria, VA. Renzulli, J. S. (1997). Interest-a-lyzer: Family of instruments. Mansfield Center, CT: Creative Learning Press. Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolism, MN http://www.gifted.uconn.edu

34. More Interest Inventories Resources Renzulli, J. S., Rizza, M. G., & Smith, L. H. (2002). Learning styles inventory, version III: A measure of student preferences for instructional techniques. Technical and administrative manual. Mansfield Center, CT: Creative Learning Press. Renzulli, J. S., & Smith, L. H. (1978). Learning styles inventory: A measure of student preferences for instructional techniques. Mansfield Center, CT: Creative Learning Press.

35. Tic-Tac-Toe Menu The Tic-Tac-Toe Menu is a tool to teach and support independent work skills. This strategy allows the teacher to use approaches such as Bloom’s Taxonomy and Gardener’s Multiple Intelligences to create activities that respect students’ individual preferences and learning styles. The Tic-Tac-Toe Menu allows students to select a series of activities to complete.

36. Differentiation Strategy Explained: Tic-Tac-Toe Menus

37. Differentiation Strategy: Tic-Tac-Toe Menu This is a strategy that can be used for different purposes, including: for “I’m Done” times when students complete regular activities in the classroom as a way to assess student learning at the completion of a unit or book study. This works well paired with a simple rubric that outlines expectations for completed work. The Tic-Tac-Toe Menu is a tool to teach and support independent work skills.

38. Differentiation Strategy: Tic-Tac-Toe Menu This strategy allows the teacher to use approaches such as Bloom’s Taxonomy and Gardener’s Multiple Intelligences to create activities that respect students’ individual preferences and learning styles. The Tic-Tac-Toe Menu allows students to select a series of activities to complete. Students may also have the option completing an activity of their own creation.

39. Tic-Tac-Toe Menu Book Study Sample Write Continue the story. What happens next? Draw - Create a book jacket for the book. Include a synopsis and author info. Venn Diagram Compare/Contrast two characters from the story. Act You are a newscaster - interview the main character. Free Space Geography Where does the story occur? Learn more about it and share. Teach your class something that relates to the story. Write A book report using the book report form. Game Create a “Jeopardy” style game for your book.

40. Tic-Tac-Toe Menus Discussion What areas in your teaching can benefit from the use of Tic-Tac-Toe Menus? How can using Tic-Tac-Toe Menus assist you in reaching the needs of all learners in your classroom? Discuss how you might use information about student readiness, interests and learning preferences to create Tic-Tac-Toe Menus. Discuss specific ways you might use this strategy in your classroom.

41. Tic-Tac-Toe Menus Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Tic- Tac-Toe Menus. Your observer can use the Observation Form found on the User Guide page of the Teacher Module.

42. Tic-Tac-Toe Menus Resource Winebrenner, S. (2001). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolism, MN Try an online search for “Tic-Tac-Toe Menus” for more ideas and examples.

43. Anchoring Activities An Anchoring Activity gives students choices of ongoing activities to be completed during times when they are not actively engaged in classroom work. Anchoring Activities can be: Used in any subject or across subjects Whole class assignments Small group or individual assignments Tiered to meet the needs of different learners by readiness, interest or learning style The Anchoring Activity presentation should be used in conjunction with the Choice Board/Agenda Presentation.

44. Differentiation Strategies Explained: Anchoring Activities

45. Anchoring Activities Defined: An Anchoring Activity is a strategy that provides students with choices of ongoing activities to be completed during times when they are not actively engaged in classroom work.

46. Anchoring Activities are not ‘ busy work’: “Busy Work” used to define these kinds of activities. Be mindful of this as you create meaningful tasks that will add content knowledge, skills and products to enhance whole class lessons. Remember – quality, not quantity.

47. Anchoring Activities can be: Used in any subject or across subjects Whole class assignments Small group or individual assignments Tiered to meet the needs of different learners by readiness, interest or learning style

48. Anchoring Activities The purpose of an anchoring activity is to: Provide meaningful work for students during ‘ragged’ or transitional times. Provide ongoing tasks that relate to a content area and current instruction. Give students opportunities to practice self-directed work. Give the teacher time to give extra attention to individuals or small groups.

49. Rules for Anchoring Activities 1. Create meaningful tasks. 2.Teach students to work independently 3. Include a variety of tasks. 4. Students should be held accountable for task completion and the quality of their work.

50. Rules for Anchoring Activities 1. Create meaningful tasks: Plan activities in conjunction with content and concepts currently being taught in the classroom. Use what you know about student readiness, interests and learning styles Worksheets are used sparingly Tasks enhance, extend or add depth to learning.

51. Rules for Anchoring Activities Meaningful task structures for anchoring activities: Journals Centers* or Stations* Drop Everything And Read Finish up other work Portfolio management Ongoing research projects Computer work Tic-Tac-Toe Menus* Agendas and Choice Boards*

52. Rules for Anchoring Activities 2. Teach students to work independently. Students can help create rules Independent work rules can mirror class rules. Attention-getting signal. Create rules for non-academics. Easily accessible materials. Keep rules to a minimum Clearly state and post rules in the room. Review rules periodically and revise them as necessary

53. Anchoring Activities Sample Student Rules Suggested rules for independent work: Work quietly. Stay on task. Small groups = small voices. Be respectful of others if you leave your seat.

54. Anchoring Activities Sample Student Rules If you need help: Ask another student. Put your name on the help list. Keep working on a part you can do alone. If you are finished: Recheck your work. Be willing to help others. Do a ‘choice’ or ‘may do’ activity

55. Rules for Anchoring Activities 3. Include a variety of tasks Include “must do” as well as “may do” tasks. Use menu metaphor (Main Course, Side Dish, Dessert) to indicate. Create tasks for student interests, learning styles and readiness levels. Differentiate by tiering or leveling tasks. Use a variety of resources and materials to initiate tasks.

56. Adding variety to Anchoring Activities Other ways to add variety to the tasks: Use Bloom’s Taxonomy Verbs. Use Gardener’s Multiple Intelligences. Use an Interest Analyzer, create tasks that consider these interests. Vary group size - alone, pairs or small groups. Take student suggestions for tasks.

57. Rules for Anchoring Activities 4. Students should be held accountable for task completion and the quality of their work. Suggestions for accountability: Regular or bonus points Checklist of activities to complete Percentage of final grade Portfolio check Teacher/student conference Rubric Peer review

58. Anchoring Activities See the I-GET-GTED Javits Teacher Module for training on these strategies that can be used as anchoring activities: Tic-Tac-Toe Menus Centers Stations Agendas and Choice Boards

59. Anchoring Activities Discussion What areas in your teaching can benefit from the use of Anchoring Activities? How can using Anchoring Activities assist you in reaching the needs of all learners in your classroom? Discuss how you might use information about student readiness, interests and learning preferences to create Anchoring Activities. Discuss specific ways you might use this strategy in your classroom.

60. Choice Boards Choice Boards are permanent pockets - like a word wall chart - where assignments are posted, arranged and changed based on teacher decision. Within the pockets are tasks students can do when time is available, such as before class officially begins, when an assignment is completed, when there is free time, etc. Students select from the assigned row on board, each row targeting students’ particular learning needs.

61. Agendas Agendas are personalized task lists where the order of completion is determined by student. The teacher shares instructional information with students, assigns tasks and sets aside agenda time where students can work on completing these tasks. Some teachers set this work time at the first part of day, before class starts or during attendance. Agendas can be scheduled as an anchoring activity when students complete an assignment and have time to work on other tasks.

62. Differentiation Strategies Explained: Choice Boards and Agendas

63. Differentiation Strategies: Choice Boards and Agendas These two strategies are considered Anchoring Activities, which can provide choices of ongoing activities to be completed during times when students are not actively engaged in classroom work. You may wish to view the I-GET-GTED PowerPoint presentation on Anchoring Activities for more detailed planning information.

64. Differentiation Strategy Explained: Choice Boards

65. Differentiation Strategy: Choice Boards These are permanent pockets - like a word wall chart - where assignments are posted, arranged and changed based on teacher decision. Within the pockets are tasks students can do when time is available, such as before class officially begins, when an assignment is completed, when there is free time, etc. Students select from the assigned row on the board, each row targeting students’ particular learning needs.

66. Differentiation Strategy: Choice Boards Each row of tasks has a different readiness level. All tasks deal with the same content or skill goals but at different readiness levels or interest influences. Students select tasks from their row to complete. (Students may also be challenged to complete a task from another row.) All tasks should be respectful, engaging and meaningful.

67. Differentiation Strategy: Choice Boards Choice boards address readiness and interest of students, similar to tiered assignments, with the added element of student selection within teacher parameters.

68. Sample Activities: Choice Boards Book Report See examples of book dust jackets and list components of a good dust jacket. Create a dust jacket for your book with all of these components. Draw maps of at least 3 places from the story. Label on the maps where major events take place. Create a Venn diagram comparing and contrasting two characters from the book. Write a news commentary of the story events from one character’s point of view. Practice and perform it. Research and write a biographical sketch of the book’s author.

69. Choice Boards Discussion What areas in your teaching can benefit from the use of choice boards? How can using choice boards assist you in reaching the needs of all learners in your classroom? Discuss how you might manage choice boards in your specific situation.

70. Differentiation Strategy Explained: Agendas

71. Differentiation Strategy: Agendas These are individualized task lists where the order of completion is determined by student. The teacher shares instructional information with students, assigns tasks and sets aside agenda time when students can work on completing these tasks. The teacher monitors students with periodic conferences where coaching, goal setting and adding or amending agenda tasks can take place. Agenda tasks can last two to three weeks.

72. Sample Agenda items Eric’s Agenda Tasks - Practice adding fractions by doing the Math practice problems 1-15 on page 36. - Read chapter 5 in your chapter book, making personal connections to the text on post-it notes. - Write questions about Albert Einstein that will guide your personal interest project. Tasks I/Eric want to do: - Research Albert Einstein and make a timeline of his life. - Make up a baseball trivia game. - Learn more about caring for cockatiels.

73. Sample Agenda Date & Comments TasksSpecial Instructions 2/9 Great! 13 out of 15 correct. Practice adding fractions by doing the Math practice problems 1-15 on page 36. Don’t forget to reduce your answers! Go to your study buddy, Craig, if you need help. Ask for the teacher manual to check your answers. Read chapter 5 in your chapter book, making personal connections to the text on post-it notes. Write about one of your connections in your reading log. Write questions about Albert Einstein that will guide your personal interest project. Write at least 6 questions. Read the science text pp.113 - 115 for basic information about Einstein if you wish.

74. Agendas: Getting Started Each student has a notebook to keep track of agenda work. Three types of tasks: Class Tasks - tasks for all students. Small Group Tasks - tasks for small, leveled groups. Differentiate by readiness, reading/math level, interest or learning style. Have a procedure in place for informing specific students about these tasks. Individualized tasks – a task for one student can be written on a post-it note for him/her or use conference time to discuss and add new tasks.

75. Agendas: Discussion What areas in your teaching can benefit from the use of agendas? How can using agendas assist you in reaching the needs of all learners in your classroom? Look over the Agenda Planning Sheet and Agenda Grid and disc uss specific ways you might use agendas to add to units, lessons and assignments in your classroom.

76. Choice Boards and Agendas Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using choice boards or agendas. Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.

77. Learning Contracts Contracts are negotiated agreements between the teacher and student. Contracts provide the student with some freedom in acquiring skills and understandings what the teacher deems important based on Content Standards. Student choices can include: - what is to be learned (content) - working conditions (process) - how information will be applied or expressed (assessment)

78. Differentiation Strategy Explained: Learning Contracts

79. Differentiation Strategy: Learning Contracts Contracts are negotiated agreements between the teacher and student. Contracts provide the student with some freedom in acquiring skills and understandings that the teacher deems important based on Content Standards. Student choices can include: - what is to be learned (content) - working conditions (process) - how information will be applied or expressed (assessment or product)

80. Differentiation Strategy: Learning Contracts A CONTRACT: assumes that the teacher identifies specific important skills and understandings and assures students acquire them, allows students to take some responsibility for their own learning and delineates skills needed to be practiced and mastered, ensures students apply those skills, specifies work conditions such as time constraints, behavior, homework, and class work involvement.

81. Differentiation Strategy: Learning Contracts A CONTRACT: sets positive consequences (allowable freedom of choice, grades) for students adhering to the contract, establishes criteria for students completing contract with high quality work, includes signatures of both teacher and student, includes periodic checkpoints (more for dependent students, less for independent ones) for review of progress.

82. Differentiation Strategy: Learning Contracts Designing a Differentiated Learning Contract Four Contract Elements 1.Skills/Content Pre-Assessment Focus is on skills-based tasks and can be taken from Academic Content Standards. Assignments are based on pre-assessment of students’ readiness levels or Grade-Level indicators. Teachers can create their own pre-assessments or use existing ones from texts or other resources.

83. Differentiation Strategy: Learning Contracts Designing a Differentiated Learning Contract Four Contract Elements 2. Skills/Content Activities Focus is on applying, extending, or enriching key content (ideas, understandings) or skills. Requires sense making and production. Assignment based on readiness or interest.

84. Differentiation Strategy: Learning Contracts Designing a Differentiated Learning Contract Four Contract Elements 3. Time Teacher sets completion date and check-in requirements. Students select the order of work (except for required meetings and homework versus class work).

85. Differentiation Strategy: Learning Contracts Designing a Differentiated Learning Contract Four Contract Elements 4. Agreement The teacher agrees to let students have freedom to plan their time Students agree to use the time responsibly Guidelines for working are spelled out Consequences for ineffective use of time are delineated Signatures of the teacher and student are placed on the agreement

86. Differentiation Strategy: Learning Contracts Student contracts at differentiated levels should have similar qualities, and should look a great deal alike. The work noted in a given section of the contract parallels other contract versions. The work in some contracts is more complex than other contracts. The Pre-Assessment and Activities components of the contract can be on separate pages so that Pre-Assessments might be the same for all contracted students but the tasks might be individually determined.

87. Learning Contracts Discussion What areas in your teaching can benefit from the use of Learning Contracts? How can using Learning Contracts assist you in reaching the needs of all learners in your classroom? Discuss how you might use information about student readiness, interests and learning preferences to create Learning Contracts. Discuss specific ways you might use Contracts in your classroom.

88. Learning Contracts Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Learning Contracts. Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.

89. Learning Contracts Resources  ASCD video. (2002). Instructional Strategies for the Differentiated Classroom, Tape 1: Learning Contracts. Available from http://www.www.ascd.org  Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolism, MN  http://www.teach-nology.com/web_tools/contract/ for an online contract generator. http://www.teach-nology.com/web_tools/contract/

90. Cubing using Bloom’s Taxonomy Verbs Cubing is a differentiation tool based on readiness. Cubing asks students to enter the task at a complexity level that is a best fit. Students will be grouped based on what you know about their strengths and weaknesses. Students do not have to be physically sitting next to one another in this group as the cubes will serve as their assignment guide.

91. Tiering Tiering matches instruction with students’ needs. Tiering allows students to begin learning where they are Tiered lessons allow modifications of working conditions based on learning style Tiering allows for reinforcement or extension of concepts and principles based on student readiness Tiering uses a variety of resource materials at differing levels of complexity and with different learning modes Tiered lessons adjust tasks by complexity, abstractness, and independence to ensure appropriate challenge.

92. Differentiation Strategy Explained: Tiering

93. Differentiation Strategy: Tiering Tiering is an instructional strategy that provides instruction to match students with their individual needs. The teacher creates levels or tiers at specific points in a unit to accommodate different learners.

94. Differentiation Strategy: Tiering The rationale for using tiered assignments is that they: blend assessment and instruction, allow students to begin learning where they are, allow students to work with appropriately challenging tasks, allow for reinforcement or extension of concepts and principles based on student readiness, allow modification of working conditions based on learning style, avoid work that is anxiety-producing (too hard) or boredom- producing (too easy), promote success and are therefore motivating.

95. Differentiation Strategy: Tiering Guidelines for using tiered assignments: The task should be focused on a key concept or generalization essential to the study. Use a variety of resource materials at differing levels of complexity and associated with different learning modes Adjust task by complexity, abstractness, number of steps, concreteness and independence to ensure appropriate challenge. Establish clear criteria for quality and success.

96. Differentiation Strategy: Tiering Tiering can be done by... area – content, process, product type – readiness, interests, learning style number of tiers – based on specific students Consider Vygotsky’s Zone of Proximal Development and adjust to meet students’ needs from... concrete to abstract less independence to greater independence structured to open-ended simple to complex

97. Summing up Tiered Assignments Decide on concepts, knowledge, and skills. Consider students in the classroom. (readiness, interests, learning profile) Choose an area of the unit you will tier. Create one activity at the “Ready to Go” level. Think.... LADDER. Clone the activity to create different versions, varying the degrees of difficulty, materials, products, etc. Match the tasks to students based on needs and task requirements.

98. Tiering One Important Point Do not give more or less work, but different work. For example: The “Not-Yet-Ready” group can list character traits from a story, The “Ready-To-Go” group can compare/contrast the character traits, The “Ready-To-Go-Further” group can take the character traits and determine how these traits influence the movement of the plot. These three tasks still address the same skill but in an increasingly complex manner.

99. Tiering Discussion What areas in your teaching can benefit from Tiering? How can using Tiered lessons assist you in reaching the needs of all learners in your classroom? Discuss specific ways you might use Tiering in your classroom.

100. Tiering Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Tiered Lessons. Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.

101. Tiering Resources  ASCD video. (2002). Instructional Strategies for the Differentiated Classroom, Tape 3: Tiering Assignments. Available from http://www.www.ascd.org  Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolism, MN.  Indiana Department of Education has dozens of examples of tiered lessons, K-12 for Math, Science and Language Arts at http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welc ome.html http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welc ome.html

102. Assessment and Differentiation These topics will be explored: Grading vs. Assessment The Assessment Continuum Assessment strategies that support differentiation Assessment approaches to avoid The differentiated gradecard

103. ASSESSMENT FOR THE DIFFERENTIATED CLASSROOM Based on the work of Tomlinson & McTighe and Wormeli

104. Activity: Your Assessment Concerns I Jot down answers to these questions on your worksheet.  What are your concerns about assessment in a differentiated classroom?  What specific problems do you have?

105. Why do we grade students? THINK about the reasons you grade students. PAIR up with someone near you. Discuss and compare your reasons. SHARE these together with the entire group

106. Grading vs. Assessment  Grading  Predetermined  Specific  Symbolic  Should not drive instruction  Assessment  Ongoing  Continuous  Drives instruction

107. Successful Assessment in the Differentiated Classroom  Focus on the Need to Know and Want to Know  Standards or other  Determine Student Readiness  Know your audience!  Design Assessments  Pre-, Formative, Summative  Authentic Assessment  Real world application  How students are/have been learning  Assessment drives planning

108. Activity: The Continuum of Assessment  The next three slides contain information about the continuum of assessment in a classroom.  As the group discusses each part of the continuum, jot down ideas on your worksheet about:  Specific examples of this type of assessment.  What actions does this type of assessment drive you to take? How does it drive instruction?

109. The Continuum of Assessment Pre-Assessment 1. Pre-Assessment  Before unit or lesson  Formal or informal  Indicates readiness  Other general pre-assessments can include interest inventories and learning profiles, which can give teachers useful information in unit planning (good information for students, too!)  Assessments result in action.

110. The Continuum of Assessment: Formative Assessment 2. Formative  Ongoing, en route checkpoints  “Can you hear me now?”  Informal, sometimes formal  Assessments result in action

111. The Continuum of Assessment: Summative Assessment 3. Summative  Gauges mastery of Essential Knowledge  Formal  After learning occurs  Gradable  Assessments result in action

112. Know What You Are Assessing When you take off content points or lower grades for late work, student not putting his name on the paper or poor penmanship is you are not assessing content or skills. You are assessing work habits. DO assess work habits, just assess them separately.

113. Three assessments that support differentiation  Portfolios  Ongoing snapshot of student work.  Rubrics  Teacher/student created, with specific goal levels that can be stretched to include higher level work.  Student Self-Assessment  Make first/last assessment tasks the same and ask students to analyze their own growth.

114. Tiering Assessments  Every student is expected to demonstrate mastery of the standard.  The standard will have subsets of skills and content. Listing these can give great ideas for tiering.  Usually, but not always 3 tiers.  Not Yet Ready  Ready to Go  Ready to Go Further You don’t have to tier every aspect of every lesson.

115. Ten assessment approaches to avoid... 1. Including nonacademic factors into the final grade 2. Penalizing multiple attempts at mastery 3. Grading practice (homework) 4. Withholding assistance when it is needed 5. Assessing in ways that do not accurately indicate their mastery From Fair isn’t always equal by Rick Wormeli

116. Ten assessment approaches to avoid. 6. Allowing extra credit or bonus points 7. Group grades 8. Grading on a (bell) curve 9. Recording zeros for work not done 10. Norm-referenced terms to describe criterion referenced attributes From Fair isn’t always equal by Rick Wormeli

117. The Grade card  Traditional grade cards do not support a differentiated curriculum.  The differentiated grade card considers:  Achievement of goals/mastery of standards (basic, proficient, advanced)  Progress toward goals  Work habits  How can you use the above information with your current grading system to reflect your differentiation?

118. Activities: The Differentiated Grade card  Create a differentiated report card based on what you know about differentiation right now.  Create a system of using your current report card to reflect differentiation for all learners. What do you need to add or attach?

119. Activity: Discuss with Colleagues:  Should we hold students accountable for everything?  How do we assign equitable grades when different tierings are used?  Do we let all students try the complex assessments if they want to?  Do we let advanced students ‘get by’ by doing less complex work occasionally?

120. Activity: Your Assessment Concerns 2 Revisit your answers to these questions.  What are your concerns about assessment in a differentiated classroom?  What specific problems do you have? What suggestions do you have to answer some of these concerns now?

121. Resources  Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction + understanding by design. ASCD: Alexandria, VA.  Wormeli, R. (2006). Fair isn’t always equal. Stenhouse: Portland, ME.

122. Curriculum Compacting Compacting creates a challenging learning environment in the regular classroom. Compacting identifies objectives and guarantees proficiency in basic curriculum. Compacting honors previous learning. Compacting allows time for alternative learning activities based on advanced content and individual student interest.

123. Differentiation Strategy Explained: Compacting

124. Differentiation Strategy: Compacting Compacting is a method of: - identifying the content or skill for a particular unit - documenting what the gifted/advanced student already knows and how prior knowledge was determined - providing alternative tasks that extend learning and eliminate the repetition of mastered content or skills by students.

125. Differentiation Strategy: Curriculum Compacting Rationale of Curriculum Compacting: Current textbooks show signs of being “dumbed down” or of poor quality Gifted students often experience repetition of content The needs of most high ability students are not met within the classroom Pace of instruction and practice time can be modified Compacting enables differentiated instruction and provides educational accountability for students

126. Differentiation Strategy: Curriculum Compacting Goals of Curriculum Compacting: To create a challenging learning environment in the regular classroom To identify objectives and guarantee proficiency in basic curriculum To honor previous learning To find time for alternative learning activities based on advanced content and individual student interest.

127. Differentiation Strategy: Curriculum Compacting Two kinds of curriculum compacting: 1.Basic Skill 2.Content Key Concepts: Modification of regular curriculum through assessment of student strengths Elimination and acceleration of skills activities in strength areas following assessment Systematic planning of enrichment or acceleration activities to replace skills students have already mastered or can master at a faster pace

128. Curriculum Compacting: 8 Steps 1. Identify learning objectives. 2. Find or develop pre-test format. 3. Pre-test students. 4. Identify students for compacting option based on pre-test results. 5. Eliminate practice and instructional time. 6. Streamline instruction or assignments. 7. Offer enrichment or acceleration options. 8. Keep records of process and instructional options offered to compacted students.

129. Curriculum Compacting: How-to 1.Identify Learning Objectives. To start curriculum compacting the educator must identify the key ideas within a topic or unit of study. These can be identified within your standards - not the actual task but rather what big ideas a student must know, understand and be able to do. The content or skill for the topic are identified within the first column of the compactor.

130. Curriculum Compacting: How-to 2. Find or develop pre-test format. 3. Pre-test students – either all students or by student choice. 4. Use pre-test results to identify students for compacting as well as for grades for compacted students. An assessment tool to document student mastery must be selected and used. The next slide lists possible assessment tools. Assessments serve as justification for compacting, when the student works on alternative tasks during traditional instruction and practice. The assessment tool used and the level of mastery demonstrated by a student is documented in the middle column of the compactor.

131. Curriculum Compacting: Observable student behaviors that show a need for compacting Finishes task quickly Appears bored during instructional time Consistently daydreams Creates own puzzles, games or diversions Brings outside reading materials to class Has consistently high performance in one or more academic areas Expresses interest in pursuing alternate or advanced topics Test scores consistently excellent despite average or below-average class work Asks questions indicating advanced familiarity with material Is sought after by other students for assistance Uses vocabulary and verbal expression advanced for grade level

132. Curriculum Compacting: Quick Check Are there students in the class who: are in the top reading group or reading at an advanced level? finish tasks quickly on a regular basis? in your opinion, would benefit from more challenging work?

133. Curriculum Compacting: Pre-Assessment Ideas KNW (Know, Need to know, Want to know) Observations Journal prompt “write all you know about…” Most difficult first Ask parents, former teachers about student strengths Lists, inventories and surveys Pre-tests from texts, teacher created Products What are some other ways to assess?

134. Curriculum Compacting: How-to 5. Eliminate practice and instructional time. 6. Streamline instruction or assignments. 7. Offer enrichment or acceleration options. 8. Keep records of process and instructional options offered to compacted students. The third column is used to document what a particular student will do instead of revisiting content or skills already mastered. Documentation must be clear and specific about what the student will be doing, researching, and working on during instructional time.

135. Curriculum Compacting: How-to Alternative activities could include: teacher selected activities student selected activities from options a combination of the above Tic-Tac-Toe Menu of activities working with the same content or skill at a more complex level (higher grade level indicators on the same skill) specific independent exploration of an interest area in the library or on the internet

136. Curriculum Compacting: Record Keeping One compactor is completed for each compacted student and kept in a binder. These records support and justify the curricular adjustments made and explain why one or two students are doing alternative tasks. These documents also help parents better understand how their child is doing in the classroom and what accommodations are being made for their abilities.

137. Curriculum Compacting Discussion What areas in your teaching can benefit from the use of compacting? How can using compacting assist you in reaching the needs of all learners in your classroom? Discuss how you might use information about student readiness, interests and learning preferences to determine which students need compacting and write the compactor. Discuss specific ways you might use the compactor in your classroom.

138. Curriculum Compacting Consider inviting your coordinator of gifted services, principal, curriculum coordinator or other administrator to observe your students using Compacting. Your observer can use the observation form found under Module Specific Planning Documents in the Facilitator Module.

139. Curriculum Compacting Resources Reis, S, Burns, D. & Renzulli, J. (1992). Curriculum compacting: The complete guide to modifying the regular classroom for high ability students. Creative Learning Press: Mansfield Center: CT. Renzulli, J. S. & Smith, L. H. (1978). The compactor. Mansfield Center, CT: Creative Learning Press. Tomlinson, C. (2001). How to differentiate instruction in a mixed-ability classroom. ASCD: Alexandria, VA.

140. More Curriculum Compacting Resources Winebrenner, S. (2009). Teaching gifted kids in the regular classroom. Free Spirit Publishing: Minneapolis: MN http://www.gifted.uconn.edu/ http://www.bertiekingore.com/web-curr.htm