1. Animal School
“Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it’ll spend its whole life believing that it is stupid.”
~Albert Einstein

2. Differentiating Instruction in the Classroom using MAP Data
Nebraska Unified #1
December 20, 2012
Molly Aschoff •
Jill Bates •
Becky Brandl •
Gloria Christiansen •
Carol Jessen •
Deb Wragge •

3. Agenda Introductions and Review of Agenda Four Corners Activity
Using the MAP Class Breakdown and DesCartes
Differentiation of Instruction –
What it is….How do you “do” it… How do you use it
Break w/ grouping for Work Time
Work Time to create a Differentiated Lesson for use first full week in January 2013
Deb –
Welcome everyone to the workshop
Introduce the ESU 8 Staff
Review the Agenda for the Day

4. Four Corners Activity
Gloria

5. Four Corners Activity I am aware of Differentiated Instruction
I understand Differentiated Instruction
I can apply Differentiated Instruction
I can teach Differentiated Instruction
Gloria –
Carol Ann Tomlinson Video Connection –
Four Corners Activity – Protocol:
Introduce to the participants, they are going to participate in what is called a “Four Corners Activity” (–Using a Christmas Theme, Gloria has created 4 posters describing the 4 Corners.)
Share: The purpose of this activity is to both self-identify and large group-identify your level of knowledge and comfort with Differentiated Instruction.
Identify each corner of the room with one of the four levels. Repeat the identification for clarity.
I am aware of Differentiated Instruction
I understand Differentiated Instruction
I can apply Differentiated Instruction
I can teach Differentiated Instruction
Next say, “When I give you the signal (you select the signal), please move to the corner which best describes your Knowledge and Comfort with Differentiated Instruction.” Quickly, repeat the statements for each corner.
Tell them there are NO INBETWEEN GROUPS. They must determine if a 1, 2, 3,or 4; best describes their level of knowledge and skill.
Give the signal. Allow a minute or less for them to move to their corner.
Now, identify each corner again, noting the size of the group at each corner.
Tell the group this activity is a Pre-Assessment Activity, which:
Provides the instructor, the current knowledge and possible skill level of the participants
Provides to the group of learners:
Identification of other learners at their level
Learners who are more or less proficient then themselves
Learners who in the may have the potential to assist in their learning and growth in the topic
Extending the Activity - Gloria will ask each group to select a Christmas Song Title which describes the groups familiarity with Differentiated Instruction.
Ask if the participants have any questions about this activity, or its potential use with students. Invite them to return to their seats.

6. Why Differentiated Instruction?
Dealing with the reality of diverse learners
Gloria –
Paraphrase the following idea:
We all know that students across the country today represent great diversity. They come from differing cultures, value systems and religions. They have different learning styles. They arrive at our schools with very different levels of developmental maturity. Their interests differ greatly, and at any given time, they reflect differing levels of academic readiness in varying subjects. Teachers must face these diverse classroom settings prepared to meet the needs of these students. We cannot say that teaching has occurred until students have learned.
Stress with participants that we will be learning about how to manage instructional strategies, not defining new strategies. Differentiated instruction is simply a management system.

7. Linking MAP and Differentiation
Molly

8. Class Breakdown Sheet and the DesCartes
Slide 11 & 12 –
SSD Facil_Presentation core4.pptx
Molly and Jill –
Will use slides 11 & 12 from the Stepping Stones Training PPT
Plus, a live link to the NWEA website.

9. One way to think about differentiation
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
Molly –
Share this definition with participants. Talk about how differentiation doesn’t mean individualized instruction, but that it is simply good teaching. Over the years, teachers have developed many approaches to meeting student differences in classrooms. Differentiation starts with matching learning opportunities for students to readiness, interests and learning profiles. One can differentiate by content, activities and/or products. Let participants know that they will see examples of differentiated instruction during this module.

10. Mapping a Route Toward Differentiated Instruction
“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”
~Carol Ann Tomlinson
Molly – Share this slide and briefly comment.

11. Strategies to Differentiate
Becky –
Begins here.
Becky

12. Classroom Elements Elements to consider for differentiating include:
content
process
product
learning environment
Let’s take a look at each one . . .

13. Content what the student needs to learn . . .
instructional concepts should be broad based
all students should be given access to the same core content
content complexity should be adapted to students’ learner profiles
teachers can vary the presentation of content to best meet students‘ needs ( i.e., textbooks, lecture, demonstrations, taped texts)
Content refers to the “input” of the unit: ideas, concepts, information and facts. It is what the student must know and understand as a result of the lesson. Content is differentiated by focusing on the unit’s most relevant and essential components and varying them to meet learners’ needs by providing them choices. For example, if some students need more time to grasp the essential skills needed for the unit, the teacher might provide them more direct instruction, more concrete examples and practice. Other students may quickly understand the concepts and need to be challenged by more complex activities (Berger, 1991).

14. Process
activities in which the student engages to make sense of or master the content
Examples
scaffolding
flexible grouping (ability or interest)
interest centers
manipulatives
varying the length of time for a student to master content
encouraging an advanced learner to pursue a topic in greater depth
Process refers to the ways students make their own sense of the content or input. Process is the how of teaching. To modify the process, the teacher can apply a variety of flexible grouping strategies such as ability grouping or interest grouping.
Process can also be differentiated by modifying the complexity or abstractness of tasks and by engaging students in critical and creative thinking.
Other options include choice boards /menus, a differentiated strategy that provides options for learners to practice skills, try new products, and work with a variety of resources as they learn.

15. Product culminating projects ask students to
apply & extend what they have learned
demonstrate their knowledge in different ways
various levels of difficulty
group or individual work
various means of scoring
A product is the output of the unit or the ways that students demonstrate or exhibit their understanding of the content.
Differentiate the product to increase rigor. Take the original objective and offer different product choices to connect to three different modes of learning:
“Students will list three tools early humans used to survive using lesson three of their social studies book. Student may create a song, and advertisement, or a mini-encyclopedia.

16. Learning Environment
differentiated classrooms should include areas in which students
can work quietly
collaborate with others
access material reflecting diverse cultures
routines allow them to obtain help when the teacher isn’t available
~Tomlinson, 1995, 1999; Winebrenner, 1992, 1996
how the classroom works and feels
Environment: furniture, seating, space, doors, windows, barriers
~Mary Anne Prater, “She Will Succeed!: Strategies for success in Inclusive Classrooms, Council for Exceptional Children

17. Key Guidelines All of you are already doing some differentiation
take small steps to implement
engage all learners (essential)
clarify key concepts and generalizations: note taking is critical
use assessment as a teaching tool to extend rather than merely measure instruction
emphasize critical and creative thinking as a goal in lesson design
provide a balance between teacher-assigned and student-selected tasks
Use the cloze procedure to cover the bulleted information.

18. What is meant by ongoing assessment and adjustment?
Assessment is organic!
Quick, not always recorded for a grade
Is a tool that directly affects ongoing plans for instruction
Leads to increased “yields” in academic growth
Have a brief discussion about assessment with participants.

19. What is meant by “Flexible Grouping?”
Students move frequently between groups as learning objectives change, as their needs evolve, and as they gain proficiency
Students sometimes work in groups defined by interests and/or learning styles
Teachers sometimes move between groups to provide instruction
Suggest that not only does flexibility mean that students can move, but also that it can be the teacher that moves. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level.

20. Benefits of Flexible Grouping
Teacher becomes more of a “facilitator” of knowledge and skills
Removes the negatives and stigma of “static” groups
Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture
Let’s review the benefits of flexible grouping.

21. Sample Supporting Strategies
Paragraph Shrinking
Tiered Lessons
4-MAT
Jigsaw
Tiered Centers
Varied questioning strategies
Taped material
Tiered Products
Interest Centers
Anchor Activities
Learning Contracts
Interest Groups
Varying Organizers
Small Group Instruction
Varied Homework
Varied Texts
Group Investigation
Compacting
Supplementary Materials
Orbitals
Varied Journal Prompts
Literature Circles
Independent Study
Complex Instruction
Cubing
Tiered Assignments
Reading Buddies
Be deliberate and intentional when choosing a strategy or activity.
Note the link that is added under the slide title for more information.
See this wiki for explanations of these activities -
Original notes below:
Have participants share in small groups which of the strategies they have used or observed. Have them share their definition and a short explanation of what it looks like in the classroom. Show or discuss example of each of these strategies that participants do not share – or provide description in materials packet.
Source: The Differentiated Classroom, Tomlinson 1999

22. Differentiation Strategies
Participants will:
identify familiar strategies & explore new strategies
begin to create a differentiated lesson from information in DesCartes & the Class Breakdown by Goal Report
For demonstration purposes, I chose the skill of

23. Summarizes Complex Informational Text
Skills and Concepts to
Introduce, Develop or Enhance
Summarizes informational text (1 – 2 paragraphs)
content
process
product
learning environment
This example was chosen from the DesCartes Subject of Reading
Demonstrate simple ways to begin differentiating instruction tomorrow.

24. Paragraph Shrinking Assign partners (alternate ranking)
Pairs take turns being the coach/player
Read aloud 5 minutes (adjust by time or length of material)
Stop and tell
tell the who or what
name the most important thing about the ‘who’ or ‘what’
tell the main idea
shrink into 10 words or less
Differentiated instruction for second language learners, students of varying reading skill, and younger learners
Have students work together to write out the main points of the reading.
Change the pairs regularly so that all students have the opportunity to be "coaches" and "players."

25. Medical Excerpt
No particular drugs, such as prophylactic bicarbonate infusions or dextran infusions, have been found to be beneficial in the perioperative period. However, bicarbonate along with adequate ventilation should be used to correct for metabolic acidosis. Theoretically, slight hyponatremia may be beneficial by decreasing the concentration of hemoglobin within the red blood cell and MCHC. Hence, this author prefers to use lactated ringers if there is no lactic acidosis over normal saline because of the lower sodium content of lactated ringers. Lastly, mannitol or hypertonic saline should be used with great caution in the sickle-cell disease patient because increased serum osmolality may cause red blood cell dehydration.
Perioperative period – period of time extending from the time of hospitalization to time of discharge
Metabolic acidosis – condition where there is too much acid in the body fluids
Hyponatremia – low sodium content in the blood plasma
MCHC – mean corpuscular hemoglobin concentration
Lactated ringers –common IV solution
Osmolality – test measuring the concentration of chemical particles in blood fluid

26. Easy to Alter Elements Time Increase response opportunities
Vary modalities – oral, motor, written (non-linguistic representation)
Questioning

27. It can be done! Teachers who utilize D/I find that:
They have fewer discipline issues
Student growth is significantly increased
Their interactions with students are more positive and productive
Even most traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned for them
Becky –
Please add this slide to your section of the presentation as a closing just before Break

28. Wiki Walk
Deb

29. Wiki Walk
or Tiny URL
Deb

30. Break Time
About 10 minutes (or as available to allow ample time for the Work Time)
Identify Grade/Content A-Like Groups…Find a space to work in the Gymnasium
Please keep these group to 3-4ish in size
Carol –
You will prepare them for break. Share with them exactly how long the Break will be based upon the available time remaining after Becky’s presentation. Would like to have as near as possible and Hour and a Half Work Time.
Provide them with directions for their groupings for Work Time, and that they are to find a place within the gym for the Work Time.
You will be using a Timer to track Break Time and you would appreciate them being in their places at the end of Break.

31. Work Time Directions
Carol

32. Work Time Responsibilities
In your group briefly discuss the previous presentation.
Seek clarification and depth of understanding
Clarify, or ask for further clarification, of any unclear concepts or possible misconceptions
Determine what, or how, you will differentiate a lesson for the first full week in January implementation
Access the Wiki:
Access and investigate the tools you will use to complete this project
Create your Differentiated Instruction Lesson Plan
Select the Planning Ladder which best matches your “plan”
Using the MAP Class Breakdown Report, the DesCarte for your groupings and your teaching resources design your differentiation
Complete the “Exit Ticket”… A MUST DO
Plan at least minutes near the end of your session to complete this Google Form – The link for this form is being ed to your account as we speak
Carol –
Please go through this slide with the participants. Explain and/or clarify as needed.
Leave the slide active throughout the Work Time.

33. An Allegory for Why Differentiation Matters
Work Time
Video:
School for the Animals
An Allegory for Why Differentiation Matters
Carol –
When there are about 20 minutes remaining in the Work time, please introduce and show the video on this slide. It is linked to the video which is on my desktop.
Add any closing comments you wish to make.
Next, move to slide 34.
You may find this video at:

34. Animal School
“Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it’ll spend its whole life believing that it is stupid.”
~Albert Einstein

35. Exit Ticket
Tiny URL
Exit
Ticket
Deb