1. Differentiated Instruction: Adapting the Product Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Workshop 3

2. Workshop Outcomes Share and reflect on lesson planning Review understanding of how to differentiate the “process” Increase understanding of how to differentiate the “product”

3. String Activity

4. Indicators that students DO NOT understand where the unit/lesson is headed. They ask: Why are we doing this? Does this count? How am I doing? How does this relate to...? Is this right? Is this what you want? They don’t know how to prepare for the culminating assessments.

5. Indicators that the unit/lesson WILL NOT be effective: The textbook seems to be the only source of content to be understood. There is little or no inquiry, exploration, or questioning. Unit/lesson design assumes the students have all needed performance skills without adequate time to practice/rehearse. Students seem unprepared for/surprised by final assessment/performance tasks. Unit/lesson seems driven more by the goal of “coverage” than by the students’ needs to make sense of and use the content in meaningful ways.

6. Share & Reflect on Lessons Peer Review of Lessons –Indicators of teaching for understanding –Rubric

7. Reading Strategies

8. USF Credit Registration EDU 529L Differentiating Instruction Feb-May 2008 2 credits

9. Time For Lunch

10. “The Equalizer” One way to think about readiness variance using the same topic – can be a guide to Tiering Assignments.

11. Essential Question How might you use “The Equalizer” to address varied readiness levels, interests, learning profiles, and talents in your own classroom to benefit the range of learners you teach?

12. Key #3 – Adapt Product Students have choices of product Students use key skills to create product –Bloom’s Taxonomy –Multiple Intelligence Theories Common focus –Vary student activities –Vary complexity

13. Create Multiple Paths For Learning Key Concept or Understanding Struggling With The Concept Some Understanding Understand The Concept READINESS LEVELS Reaching Back Reaching Ahead

14. When Tiering – Adjust... Level of Complexity Amount of Structure Materials Time/Pace Number of Steps Form of Expression Level of Dependence

15. Tiered Assignments Based on Multiple Intelligences Choices of process or product Match the Tier with the Intelligence –Gardner Theory –Sternberg Theory

16. IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK

17. Tiered Assignments Rationale – “when tasks are well beyond the grasp of students, those students do not learn.” –Burn out Rationale – “advanced learner may make A’s when tasks are too easy for them, but they also do not learn.” –Tedium Zone of Proximal Development –“we learn only when tasks are a little too hard for us and a support system is available to help us.” –Moderate Challenge

18. Indicators of Effective Tiers Tiers are squarely focused on essential knowledge, understanding, and skill Tiers are equally engaging to students Pre-assessment formed basis for assigning students to tiers ALL students must think at a high level to complete task Support system is in place Students understand the task and why they are not all doing the same thing

19. Layered Curriculum Kathie Nunley –“C” Level (knowledge base) –“B” Level –“A” Level (highest level thinking skills) Layers based on Bloom’s Taxonomy Each student makes choices from ALL layers

20. Differentiated & Tiered Lesson Resources Kathie Nunley’s Layered Curriculum –http://www.help4teachers.com/http://www.help4teachers.com/ Indiana Dept. of Ed Gifted & Talented –http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/w elcome.htmlhttp://www.doe.state.in.us/exceptional/gt/tiered_curriculum/w elcome.html Regina, Saskatchewan Schools –http://www.saskschools.ca/curr_content/bestpractice/http://www.saskschools.ca/curr_content/bestpractice/ –Check out their other resources too Washington and Lee University –http://teachereducation.wlu.edu/courses/practicum/Differenti ation.htmhttp://teachereducation.wlu.edu/courses/practicum/Differenti ation.htm

21. Homework for May Email final version of first lesson to Sara to post on ESA web page Begin Lessons 2, 3, 4 (can be Tiered, Layered, RAFTS, Web Quests, etc.)