1. Differentiating Instruction Day 2
Evelyn Blalock
Columbus State University
Evelyn Blalock

2. Check your Group Assignment
Evelyn Blalock

3. Agenda for Today Differentiated Instruction Review
Math Learning Styles
Content, Process, Product
Differentiated Strategy
Menu
Tiered Instruction
Flexible Grouping
Plan of Implementation Activity
Create a Tiered Menu for a Math 3 lesson/objective
How can you use Flexible Grouping in Math 3
Evelyn Blalock

4. 4 Math Instructional Styles
4 Instructional Styles: (6th grade) all studying area and perimeter
Mastery
Apply formulas, compute accurately, reinforce skills through practice
EX-apply formulas you already know
Understanding
Discover patterns, make generalizations, develop mathematical explanations
EX-explain the process you used to figure out your answer
Self-expression
Think creatively, develop new problems, try our a variety of problem solving approaches
EX-create your own area & perimeter problem using shapes
Interpersonal
Make personal connections and solve real world problems
EX-draw floor plan of your house, How much carpet?
Evelyn Blalock

5. The Differentiated Instruction Umbrella
Differentiated Instruction is not so much a strategy, but rather an umbrella approach under which strategies are applied to meet specific student needs.
You differentiate because - All kids are different.
One size does not fit all.
Differentiation provides all students with access to all curriculum.
The Access Center for descriptions of different Differentiated Strategies
What is Differentiated Instruction for Math
Evelyn Blalock

6. Learning & Math Instructional Style Activity
Individual Activity
Learning Objective: Students will investigate the relationships between lines and circles.
What Math Instructional Style do you use most often?
Find 1 Math Tool to teach Conics
Use the matrix to find a Math Tool
Pick a style that you use least often.
Evelyn Blalock

7. Learning & Math Instructional Style Activity
Group Activity – How to teach content
Share with your Group
Math Tool for preferred Math Instructional Style
Math Tool for least used Math Instructional Style
Expand it
Create a way to use a Math Tool to teach content for any Math Instructional Style not covered
Alter your instructional plans using the Math Tools to use them as a group to differentiate for an entire class
Evelyn Blalock

8. Teachers Can Differentiate
Content
Process
Product
According to Students’
Content – What is being taught
Process – How the student learns what is being taught
Product – How the student shows what he/she has learned
Readiness – Skill level and background knowledge of child
Interest – child’s interest or preferences
Learning Profile – learning style, preferences for environmental or grouping factors
You pick a differentiation strategy based on why you are differentiating
Readiness
Interest
Learning
Profile
Evelyn Blalock
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

9. What to Differentiate:
CONTENT
WHAT students learn
PROCESS
PRODUCT
HOW students learn
How students SHOW what they’ve learned
Evelyn Blalock

10. Content Connecting learning to real life uses
Content: What is being taught.
differentiate the actual content being presented to students
remediate, accelerate, or enrich using basic or more complex resources
Examples:
Connecting learning to real life uses
Leveling or Tiering materials; Adjustable Assignments (Gregory & Chapman, p )
Using a variety of instructional materials
Providing choice (Gregory & Chapman, p )
Using selective abandonment
Acceleration, compacting, flexible pacing
(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
Evelyn Blalock

11. 1. Content Example Designing Multi-level lessons
Identify underlying concepts (Essential Content, Skills, Questions)
ALL students will learn
Use a graphing calculator to solve quadratic equations
Graph a quadratic equation
MOST students will learn
Solve polynomial, exponential, and logarithmic equations analytically and graphically
SOME students will learn
High Achievement: An abstract understanding of the parameters of a given quadratic equation
Beginning skills:
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12. Process Process: How the student learns what is being taught.
Differentiated by addressing different learning styles, levels of thinking, and kinds of thinking
Examples:
Flexible Grouping
Jigsaw (Gregory & Chapman, p )
Task Cards and Tiered groups (Differentiated Instruction in Action Video)
Research and Brain-Based Instructional strategies from Marzano like Graphic Organizers (Gregory & Chapman, p )
Learning contracts (Gregory & Chapman, p )
Choice boards & Menus (Gregory & Chapman, p ; 163)
Compacting (Gregory & Chapman, p )
Interest groups; flexible grouping (Gregory & Chapman, p )
Bloom’s Taxonomy, Higher Level Questioning (Gregory & Chapman, p )
(Gregory & Chapman (2007) Differentiated Instructional Strategies: One Size Doesn’t Fit All)
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13. 2. Process Example
Teach to assure that ALL students can answer the essential question (s)
Has the skills & knowledge needed for products
Using a Variety of teaching methods
To meet the needs of diverse students
Varying ability levels and academic performance levels
Variety of student strengths, learning styles, and interests
Evelyn Blalock

14. Product Product: How the student shows what he or she has learned.
differentiated by addressing different learning styles
providing choice in variety
different levels of complexity of products
Performance tasks Examples (Gregory & Chapman, p. 119)
Oral presentation
Math Log or journal
Draw a picture
Record findings
Play Who Wants to be a Millionaire or Jeopardy
Design a brochure for the process
Color code a sequence
Write a song
Make a bar graph and interpret the data
Learning Contract (Gregory & Chapman, p )
(Gregory & Chapman, 2007 Differentiated Strategies: One Size Doesn’t Fit All)
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15. 3. Product Example Choice Board Strategy
Multiple Intelligence Choice board (See Gregory & Chapman, 2007, p , 158)
Leveled/ Tiered /Scaffolded
Choice
Varied learning styles
Includes assessment plan
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16. Differentiated Learning Strategies
Post-holing    
Learning Centers
Tiered Instruction 
Tic-Tac-Toe Choices
Differentiated Assessment           
Brain Compatible Learning
Collaborative Learning    
Project Based Learning
Creative Problem Solving
Acceleration
Curriculum Compacting
Flexible Grouping
Literature Circles
Mentoring
Contracting
Independent Study                     
Telescoping
Inquiry Based Learning
Evelyn Blalock

17. The Differentiated Instruction Umbrella
Differentiated Instruction is not so much a strategy, but rather an umbrella approach under which strategies are applied to meet specific student needs.
You differentiate because - All kids are different.
One size does not fit all.
Differentiation provides all students with access to all curriculum.
The Access Center for descriptions of different Differentiated Strategies
What is Differentiated Instruction for Math
Evelyn Blalock

18. Designing Multi-level lessons
Identify underlying concepts (Essential Content, Skills, Questions)
ALL students will learn
Use a graphing calculator to solve quadratic equations
Graph a quadratic equation
MOST students will learn
Solve polynomial, exponential, and logarithmic equations analytically and graphically
SOME students will learn
High Achievement: An abstract understanding of the parameters of a given quadratic equation
Beginning skills:
Evelyn Blalock

19. Tiered Tasks Same Content Objectives /Essential Questions
All Students
Same Content Objectives /Essential Questions
ALL students working on grade level GPS
Differentiation makes grade level content accessible
Start with concrete, build to abstract
Same amount of time
Each student challenged to do her/his best
Benjamin, A. (2008). Differentiated Instruction using technology
Tiered Differences
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)
Level of Readiness (2 or more)
Evelyn Blalock

20. Tiers adjusted by: Knowledge & Comprehension Application & Analysis
Abstract Concrete
Concrete: everyone has the same image
Abstract: everyone does not have the same image
Must teach concrete 1st then abstract, then how to transition between the two
Transition is extremely difficult for many students.
They can memorize, perform steps on multiple problems, but can’t apply to a word problem.
Teach students to visualize math & how to move to the symbolic
Bloom’s Taxonomy: a hierarchy of levels of learning (see handout)
Knowledge & Comprehension
Application & Analysis
Synthesis & Evaluation
Benjamin, A. (2008). Differentiated Instruction using technology
Evelyn Blalock

21. Adjusted by Abstraction Example
The Simplex method
for finding pivot columns
pivot rows
pivot reductions
the feasibility region
Concrete
3-D Model of a shed with a plane but sloping roof
Real World Problem
To build a shed that will remain intact in a rainstorm or hurricane.
de Bruyn, Y. (2003). Where is the highest point on the roof of a shed.
Evelyn Blalock

22. High Interest Activities
Applying the abstract
Real-world connections
Allow students to practice
Example
Building a shed (Simplex method for feasibility region)
Putting carpet in the den (Area)
NASA Satellite Activity (Quadratic Equations)
Evelyn Blalock

23. Think-Pair-Share
Think of at least 3 ways you currently differentiate; Think of at least 1 way you Tier content
Content
Process
Product
Pair
Share with Group
Evelyn Blalock

24. The Differentiated Instruction Umbrella
Differentiated Instruction is not so much a strategy, but rather an umbrella approach under which strategies are applied to meet specific student needs.
You differentiate because - All kids are different.
One size does not fit all.
Differentiation provides all students with access to all curriculum.
The Access Center for descriptions of different Differentiated Strategies
What is Differentiated Instruction for Math
Evelyn Blalock

25. Choice Board Strategy, p. 215 (Content + Process + Product)
Organizers for curriculum
Variety of activities (types of product)
Variety of interests & learning styles (ways to process)
Addressing different topics by interest (content)
Use for choices within a unit; choices within class routine
Choose activities & products to learn skill or content
Choose more than one project/product
Flexible Grouping: working alone, pair, small & whole group
Evelyn Blalock

26. Guide to Creating a Menu
Appetizer (Everyone Shares)
Purpose: To increase understanding or practice an important skill at the “ALL students will learn” level.
Entrée (Select One)
Purpose: These tasks or projects are designed for students to apply, evaluation, analyze, and synthesize the content as a culminating activity
At least 2 big tasks or projects
Side Dishes (Select at Least Two)
Purpose: These tasks or projects are designed to explore some of the interesting side topics using the content or to practice skills, make connections, think creatively, solve real world problems
At least 3 medium-sized tasks or projects
Dessert (Optional)
Purpose: (1) student must use higher level thinking skills to produce a product that uses the content at a high achievement level, (2) a task at the “ALL students will learn” level so every student has the opportunity to earn extra credit
Evelyn Blalock

27. Appetizer (Everyone Shares)
Diner Menu – What is the probability that you and your classmates will pass the SAT?
Appetizer (Everyone Shares)
Use a graphic organizer to show the differences in interpretation of probability histograms for discrete and continuous variables.
Entrée (Select One)
Pose a research question that can be answered at school, collect data, then analyze and interpret the data. You must collect at least 30 data points.
With a partner, research the effect zip code and ethnicity (discrete variables) has on SAT score (continuous variable) distributions and write a 5 paragraph essay; What could be the causes for this?
Side Dishes (Select at Least Two)
Estimate the SAT scores of students in all zip codes around the school. Justify your answer.
With a partner, create and perform a skit from the point of view of a student whose SAT score falls 2 points below the cut off. Describe what the cut off point is.
Make predictions by interpreting probability histograms.
Dessert (Optional)
Create a test to assess the teacher’s knowledge of experimental studies.
Evelyn Blalock

28. Activity: Create a Menu
Choose an Objective from Math III
Interest Groups (Unit 1,2,3,4,5,6)
Create a Choice Board Menu for students
Choice, some
Supports a variety of learning styles, strengths, and preferences of the Teachers in this group
Addresses the needs of learners at a variety of readiness levels, including students with disabilities
Evelyn Blalock

29. Flexible Grouping Purpose: Flexible, Heterogeneous Grouping (TAPS)
To increase learning (Piaget, Vygotsky, & Research-based Best Practice)
To facilitate students with disabilities belonging and being accepted as equal members of the class community
Flexible, Heterogeneous Grouping (TAPS)
Total group: Everyone should know
Working Alone: problem-solve in their own way
Partner (Pairs): generate more ideas, show each other the solutions
Cooperative/Small group: groups ideas & talents to accelerate learning
Evelyn Blalock

30. Assigning Students to Groups
Heterogeneously
Random
Playing cards
Pull a string
Mixed by ability or learning style
By academic performance
The Wheel: Above grade level, at grade level, below grade level (Gregory & Chapman, p. 88)
By Learning style or multiple intelligence
By Math Learning Style
Change groups periodically, i.e. within one class period, once a month
Homogenously
Interests
Readiness
Knowledge about a topic
Evelyn Blalock

31. WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW.
Vygotsky, 1965
Evelyn Blalock

32. Managing Groups using Task Cards
VIDEO- Flexible Grouping & Tiered Instruction
Flexible Grouping
Video: Quick Fire Challenge in History class
Heterogeneous by mixing learning styles
Use of roles
Flexible grouping
Readiness levels & interests (Mid: Respectful Tasks intro & Foreign Language class example)
Tiered by readiness
Evelyn Blalock

33. Think-Pair-Share Individually – Think
How do you currently use flexible grouping in your classroom?
What improvements or changes would you make as you continue to support flexible grouping in your classroom?
Pair to discuss and share uses and improvements of flexible grouping
Share strategies with group at your table
Write a list of uses for flexible grouping in Math III classrooms
Add Flexible Grouping to your Menu or Tiered unit
Add list to your Exit Ticket
Evelyn Blalock

34. Exit Ticket Examples of Differentiating Post Menus to Ning Content
Process
Product
Post Menus to Ning
Groups can post bursts of genius that may come in the middle of the night.
Evelyn Blalock