1. Differentiated Instruction: from DRAB to Garden City Public Schools

2. Objectives C.O. You will compare and contrast the original model of Differentiated Instruction to the revised model. C.O. You will analyze the principles of Differentiated Instruction and compare to classroom practice. L.O You will discuss classroom practices using the vocabulary of Differentiated Instruction.

3. Differentiated Instruction Agenda Why Differentiate? Original v. Revised Differentiated Model Definition Examples v. Non-Examples Guiding Principals Content, Process, Product Classroom Practice

4. Why Differentiate? Students enter a classroom with very DIFFERENT Experiences Experiences Language proficiencies Language proficiencies Background knowledge Background knowledge Readiness to learn Readiness to learn Students are expected to master the SAME concepts, principles and skills. HOWEVER…

5. Fair isn’t always equal.

6. Original District Differentiated Model

7. Revised District Differentiated Model

8. Definition of Differentiated Instruction A flexible system of instruction that meets individual student needs guided by a common goal.

9. Differentiated Instruction A new strategy Static Teaching in the Middle A Series of Activities “Lowering the Bar” More Work Flexible Grouping Student Centered Based on Readiness Rigorous & Relevant for all Learners Based on Academic & Personal Needs IS NOTIS

11. Formative Screening Diagnostic Progress Monitoring Pre/Post in content areas without formal screeners Summative – assessment of learning Outcomes Data Guiding Principle of Differentiated Instruction

12. Work based on data within: Whole Group Small Group Independent Activities Flexible Grouping Guiding Principle of Differentiated Instruction Flexible grouping can maximize instruction and enables students to move fluidly through lessons. – Rick Wormelli

13. Methods of Differentiation CONTENT, PROCESS PRODUCT The key to effective differentiation is to adjust the curricular components of CONTENT, PROCESS (instructional strategy) and PRODUCT (assessment).

14. Content: or the “what” of teaching Comes from: Standards Curriculum Guides Textbooks Curriculum Protocols We must find ways to ensure that students access essential understand and skills. Glenda Beamon Crawford Task specific questions, visuals, level text, audio tapes, reading buddies, highlighted text

15. Process: Instructional Strategy Cooperative learning SIOP Strategies Guided Instruction Guided Reading Guided Writing Graphic Organizers Oracy Learning Centers This is the time when students make meaning of content by applying it through a learning experience. – Tomlinson & Edison 2003

16. Product: Assessment Accountability for centers Accountability for whole and small group This generally refers to student’s culminating demonstration of understanding the essential knowledge and skills. – Glenda Beamon Crawford

17. Classroom Practices Many of the instructional practices suggested for differentiation are familiar ones.

18. Use Leveled or Lexile Materials Use leveled text from current reading series and building literacy rooms Use leveled text from current reading series and building literacy rooms Use www.lexile.com to help you establish levels Use www.lexile.com to help you establish levelswww.lexile.com Find easier texts with certain periodicals or websites Find easier texts with certain periodicals or websites Don’t change the bar, provide all the ropes, ladders, scaffolds and safety nets to get every student over the bar. Kuzmich, 2005

19. Writing to Learn Writing is automatically a differentiation method. Writing is automatically a differentiation method. Research shows students need frequent or near daily writing using new content vocabulary and critical thinking at the analysis level or higher across content areas. Research shows students need frequent or near daily writing using new content vocabulary and critical thinking at the analysis level or higher across content areas. Quick Writes completed close to daily build thinking fluency in that content. Quick Writes completed close to daily build thinking fluency in that content. Practice Short Constructed Responses as well. Practice Short Constructed Responses as well.

20. Work Stations: An Updated View Set up stations around the room or library for Set up stations around the room or library for Research Research Investigation Investigation Comprehension building Comprehension building Initial application Initial application Invite students to develop stations based on games, activities Invite students to develop stations based on games, activities Present to others Present to others Everyone tries each station Everyone tries each station Skills and Comprehension Learning Groups – Some independent and some teacher guided

21. Quick Writes Writing is thinking. Write across content areas about a part of the learning in 1 to 3 minutes Write across content areas about a part of the learning in 1 to 3 minutes Use at the beginning, middle or end of lesson as a check for understanding or a demonstration of learning for the day. Use at the beginning, middle or end of lesson as a check for understanding or a demonstration of learning for the day. Use for individual accountability and for grouping. Use for individual accountability and for grouping.

22. Exit Slips Written student responses to questions the teacher asks at the end of a lesson. Written student responses to questions the teacher asks at the end of a lesson. Take about 5 minutes to complete but give a good indication of student understanding of the material Take about 5 minutes to complete but give a good indication of student understanding of the material Quick assessment tool that teaches students to think critically Quick assessment tool that teaches students to think critically Can be used at any grade level and subject area Can be used at any grade level and subject area

23. Graphic Organizers give students a visual framework to organize information give students a visual framework to organize information Use individual accountability for part of it Use individual accountability for part of it A blank graphic organizer in which students put things in their own words is a differentiation method A blank graphic organizer in which students put things in their own words is a differentiation method

24. Open-Ended Rigorous Follow-Up Question Examples Why? Why? Defend your answer Defend your answer Can you explain it further? Can you explain it further? Do you agree? Do you agree? Why not? Why not? How do you know? How do you know? Please give an example. Please give an example. Please tell us one use for… Please tell us one use for… How could you represent this information another way? How could you represent this information another way? Who would disagree and why? Who would disagree and why? What does this remind you of? What does this remind you of? If you could ask a question, what would it be? If you could ask a question, what would it be? What’s still confusing you? What’s still confusing you? What you understand so well, you could teach it to someone else? What you understand so well, you could teach it to someone else?

25. A child miseducated is a child lost. – John F. Kennedy A child miseducated is a child lost. – John F. Kennedy