1. Understanding by Design And Differentiated Instructional Strategies

2. Essential Questions The overarching concepts or principles. Reflect curriculum goals or standards. The key understanding you want the students to have after they’ve completed the curriculum. Present your essential questions to students at the beginning of the year or your course. Post the questions so you can refer back to them.

3. Unit Questions Provide specific content and facts about essential questions. They add depth and specificity. Unit questions provide a framework in which to differentiate activities.

4. Four Standard Statements within the Academic Standards for History: An Overview Political and Cultural Contributions of Individuals and Groups Inhabitants (cultures, subcultures, groups) Political Leaders (monarchs, governors, elected officials) Military Leaders (generals, noted military figures) Cultural and Commercial Leaders (entrepreneurs, corporate executives, artists, entertainers, writers) How Continuity and Change Have Influenced History Belief Systems and Religions (ideas, beliefs, values) Commerce and Industry (jobs, trade, environmental change,labor systems, entertainment) Politics (political party systems, administration of government, rules, regulations and laws, political and judicial interpretation) Transportation (methods of moving people and goods over time, transportation routes, circulation systems) Social Organization (social structure, identification of social groups, families, groups and communities, education, school population, suffrage, civil rights) Primary Documents, Material Artifacts and Historical Places Documents, Writings and Oral Traditions (government documents, letters and diaries, fiction and non-fiction works, newspapers and other media, folklore) Artifacts, Architecture and Historic Places (historic sites and places, museums and museum collections, official and popular cultural symbols, material culture) Conflict and Cooperation Among Social Groups and Organizations Domestic Instability (political unrest, natural and man- made disasters, genocide) Immigration and Migration (causes of population shifts, xenophobia, intercultural activity) Labor Relations (strikes and collective bargaining, working conditions over time, labor/management identity) Military Conflicts (causes, conduct and impact of military conflicts, wars and rebellions)

5. Mapping the Curriculum A Curriculum Map is an outline of a unit built from both essential questions and unit questions. Curriculum mapping identifies: Content, skills, and products for a particular unit Required curriculum standards. Exit points for differentiation.

6. Curricular goals are the springboard from which differentiation ought to begin.

7. ContentProcessProduct According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

8. Comparing Traditional and Differentiated Classrooms Consideration of student differences Use of assessment to plan instruction Use of student interest and learning style

9. Differentiation Strategies All strategies are aligned with instructional goals and objectives. Specific strategy selection based on Focus of instruction Focus of differentiation

10. Differentiation Strategies (continued) Group 1: Compacting Group 2: Independent Study Group 3: Interest Centers or Interest Groups Group 4: Flexible Grouping

11. Examples of Differentiation Strategies Choice Boards Tiered Activities Learning Contracts

12. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Diner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

13. THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

14. BeginningIntermediateAdvanced Outcome/ Objective Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Instruction/ Activity Students will receive a model of a five- sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Assessment Students will be able to write a five- sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five- paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom

15. Choices Four strategies for providing student choice within tiered assignments: Pathways Plans Project Menus Challenge Centers Spin-offs

16. Pathways Plans Pathways are individual planners on which you or your students check off or cross out the skills they’ve mastered and choose from a list of alternative activities. To create pathways, list your unit’s skills on the left side of a sheet of paper. On the right side, list alternative activities that students can choose from when they loop out of skills instruction. In developing pathways, be sure to tier the activities according to challenge level or by complexity. Grades on pathways projects replace grades on skills work done by the other students.

17. Project Menus A project menu is a numbered list of tiered assignments that you allow students to choose what they’d like to work on. Include checklists with quality criteria so that students clearly understand your expectations and can maintain high standards.

18. Challenge Centers Challenge center projects stress new concepts, new content, or the application of skills. Challenge centers can be designed to focus on multiple intelligences. Provide step-by-step procedures on work-cards. Design evaluation checklists for projects. Have students use a work log to record the work they accomplish each day in challenge centers. Provide examples, samples, or models as necessary to explain assignments.

19. Spin-offs Spin-offs are projects based on student interests. They may be done independently, with partners, or in small groups. For each kind of spin-off, the teacher provides the general topic. For teacher-directed spin-offs, you require that certain content or key ideas be included. Student-directed spin-offs allow students to differentiate their own instruction by making independent decisions about what they’ll work on & how they’ll share their work. Spin-offs with a required product, allows students to choose their specific topic and the content or key ideas they’ll include, while you assign the product that students will produce.

20. I will read:I will look at and listen to:I will write: I will draw:I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________

21. 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 ___/___/___

22. Deciding When & How to Tier an Assignment Five questions to ask yourself during planning Are there points when some students need more time to work on content or a skill and other students are ready for more advanced work? Is there an activity in which varied resources could be matched with student needs and readiness? Is there an activity in which the same materials could be used to work on both basic & more advanced outcomes? Is there an activity in which students could benefit from working on the same outcome but doing different kinds of work? Is there an activity that could result in more than one way for students to show what they’ve learned?

23. Warm-ups and Cool-downs This technique provides some time to work with each group of students at the beginning or end of the class period. Examples: Journaling Free Reading Content Webs Word of the day Sketchbooks Notetaking on textual materials Skill applications or challenges Daily language activity

24. Assessment in the Differentiated Classroom Ongoing Instruction-dependent Student-dependent Informative for continued instruction

25. Tips for Implementing Differentiated Instruction: Your Classroom Start slowly. Organize your classroom space.

26. Teacher Station 1 Teacher Station 2 Group Assignments Schedule Inboxes Bookshelf

27. Tips for Implementing Differentiated Instruction: Your Classroom (continued) Start student files. Start student portfolios. Use a clipboard. Use technology.

28. Implementing Differentiated Instruction: Your District or School Start with committed staff. Look for existing resources/infrastructure. Start with one or two strategies. Try it and be willing to alter and extend.

29. Implementing Differentiated Instruction: Additional Considerations Teacher support Professional development Adequate planning time

30. Resources Assessment Curriculum-based Measurement www.studentprogress.org National Center on Accessing the General Curriculum (NCAC): www.cast.org/ncac/ Access Center: www.k8accesscenter.org