1. Differentiating Instruction Day 4
Evelyn Blalock
Columbus State University
Summer 2010
Evelyn Blalock

2. Agenda for Today Differentiated Instruction Review
Complete Graphic Organizer & Play game
Differentiated Assessment
Accommodations and Modifications for students with disabilities
Plan of Implementation Activity
Modify your Tiered lesson to enhance assessment and to provide access of students with disabilities
Evelyn Blalock

3. Review Review Activity Graphic Organizer Cube
Toss the cube for review, to share ideas about how to use differentiated instruction
Knowing the Learner
Climate
Assessment
Adjusted Assignments
Instructional Strategies
Curriculum Approaches
Evelyn Blalock

4. Video High Quality Curriculum (MID) Carol Tomlinson intro
Lift students to reach content standards
Process that works for individual students
Commonalities with the understandings/ objectives for ALL students
Evelyn Blalock

5. Assessment in the Differentiated Classroom
Formative & Summative
Ongoing
Pre-assessment
Assessment During
Assessment After
Instruction-dependent
Assessment to INFORM Instruction
Student-dependent
Tiered Assessment example
(HS: Continuous Assessment intro & EX, 2:13 Min)
Evelyn Blalock

6. Types of Assessment Formative
Given DURING the instructional period
To measure acquisition of skills and goals
Allows teachers to make instructional decisions
Summative
Given at the END of the instruction period
To summarize and measure what students have mastered
Evelyn Blalock

7. Video: Assessment Video Activity
Differentiating Instruction to Meet the Needs of All Students, Secondary Edition, Part 2
3:00-13:58 minutes
Activity
Complete the T-chart using examples of Formative & Summative assessments that you see in the video
Add examples from your experience as a Secondary Math Teacher
Evelyn Blalock

8. Tiered Assessment Multi-level Assessment
Did they learn what you planned for them to learn?
Learning Objectives (Identify underlying concepts: Essential Content, Skills, Questions)
ALL students will learn
MOST students will learn
SOME students will learn
Tiered Assessment by:
Level of Abstraction
Level of complexity (more steps, more connections to related subjects)
Level of Learning (Bloom’s Taxonomy)
Level of support (scaffolding)
Level of depth (more or less details)
Levels of readiness (2 or more)
Evelyn Blalock

9. Rubrics for Problem Solving Task
CATEGORY 4 3 2 1
Completion
All problems are completed.
All but one of the problems are completed.
All but two of the problems are completed.
Several of the problems are not completed.
Explanation
Explanation is detailed and clear.
Explanation is clear.
Explanation is a little difficult to understand, but includes critical components.
Explanation is difficult to understand and is missing several components OR was not included.
Diagrams and Sketches
Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s).
Diagrams and/or sketches are clear and easy to understand.
Diagrams and/or sketches are somewhat difficult to understand.
Diagrams and/or sketches are difficult to understand or are not used.
Mathematical Concepts
Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Evelyn Blalock

10. 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 ___/___/___
Evelyn Blalock

11. U.S. Department Of Education & Georgia DOE
Standard:
90% of Students with Disabilities will be Educated in the General Education Classroom for a Minimum of 80% of the School Day
Evelyn Blalock

12. What are Accommodations?
Changes to:
Activities
Instruction
Materials
Environment
ACCOMMODATIONS
That DO NOT dilute the Georgia Performance Standards
Evelyn Blalock

13. Accommodations
Services and supports to help students gain full access to class content and instruction
to demonstrate accurately what they know
(Friend & Bursuck, 2006).
A Change in:
Presentation
gain access to curriculum by having your lecture notes or the notes of another student while you are lecturing
Setting
Student has a copy of info written on the board
Work in pairs or groups
Timing or Scheduling
Can walk around the back of the room during lectures
More time to complete assignments
Response
Write a rap song instead of a 5 paragraph essay
Homework buddy, helps keep assignment folder organized and updated
Evelyn Blalock

14. What are Modifications?
Changes to:
Content Expectations
Less content
Different content
Performance Outcomes
That Require Less of the student than the minimum Georgia Performance Standard
Evelyn Blalock

15. Personnel Supports General Education Consultation
Least Restrictive
General Education
Consultation
Supportive Instruction
Collaboration
Co-Teaching
Special Education Classroom
Personnel Supports
Most
Restrictive
(Continuum Of Services)
Evelyn Blalock

16. Math Learning Disabilities
Many students with learning disabilities have persistent trouble “memorizing” basic number facts in all four operations.
Some students with learning disabilities have an excellent grasp on the math concepts, but are inconsistent in calculating.
Evelyn Blalock

17. Difficulty with Sequencing & Multi-step Problems
Many students with math disabilities find complex, multi-step math problems particularly difficult.
The ability to perform multiple operations in the proper sequence or to hold on to one piece of information while remembering another is critical to a student’s success in mathematics.
Evelyn Blalock

18. Sequencing & Multi-step Problems Activity
Lift the flap at the bottom of the case studies.
Multiply the third number in the first row by the seventh number in the third row.
Evelyn Blalock

19. Sequencing & Multi-step Problems Activity1
2. Add this result to the fifth number in the second row.
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20. Sequencing & Multi-step Problems Activity1 2
3. Add to this total ten times the fourth number in the third row.
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21. Sequencing & Multi-step Problems Activity1 2 3
4. Subtract the eighth number in the first row from the result.
Evelyn Blalock

22. Sequencing & Multi-step Problems Activity
Multiply the third number in the first row by the seventh number in the third row.
Add this result to the fifth number in the second row.
Add to this total ten times the fourth number in the third row.
Subtract the eighth number in the first row from the result.
Read fast.
?understand the directions?
Must explicitly teach the sequence.
Evelyn Blalock

23. Internet Sites http://ldonline.org
html
Evelyn Blalock

24. Modify your Tiered Task
Embed ways to meet the needs of diverse learners:
Use the case studies of students with disabilities
Make the following changes:
Universal Design, design of the lesson to meet the needs of ALL students
Accommodations
Modifications
Enhance the assessment tools and methods for continuous assessment
Evelyn Blalock

25. F.A.T. City Video Frustration Anxiety Tension
Risk-Taking (3:30 mintues)
Oral Processing (34 – 45 minutes; track 11)
Dysnomia
Associative vs. Cognitive Thinking
Evelyn Blalock

26. DI Books
Benjamin, A. (2008). Differentiated Instruction using technology
Gregory, G. H. (2007). Differentiated Instructional Strategies: One size does not fit all. Thousands Oaks, CA: Corwin Press.
Northey, S. S. (2005). Handbook on Differentiated Instruction for Middle and High Schools. New York: Eye on Education.
Tomlinson, C. A., Strickland, C. A. (2005). Differentiation in Practice 9-12
Evelyn Blalock

27. Resources The Access Center www.k8accesscenter.org
National Center on Accessing the General Curriculum (NCAC):
Evelyn Blalock

28. Math Strategies using DI
go to the Access Center at to look up Math strategies (Link on the left side of the home page)
Math Graphic Organizers for Students with Disabilities at mathgraphicorganizers.asp
Concrete-Representational-Abstract Instructional Approach at training_resources/CRA_Instructional_Approach.asp
Direct Instruction in Middle School Mathematics for Students with Learning Disabilities at training_resources/directinstructionmath.asp
Evelyn Blalock

29. Exit Ticket
Post your Tiered Lessons to Ning
Evelyn Blalock