1. York Curriculum Development Module 8: Differentiation Toby Boss Lenny VerMaas Jen Madison April Kelley

2. + Differentiation June 21, 2011 Different Kids… Different Ways

4. One Description "Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get at' and express learning." --Carol Ann Tomlinson

5. Or… The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.

6. What Can Be Differentiated?  Content  What we teach  Product  The end result of learning  How students demonstrate their learning  Process  How students come to understand  Affect & Learning Environment  How students link thought and feeling  How the classroom looks and feels

7. + Varying Content Concentrate on relevant, essential learning Pre-assess students’ skills and knowledge Offer choice about topics to explore in greater depth Match resources to students’ current level of understanding (i.e. accessible texts) or provide scaffolds (i.e. graphic organizers, marked texts) what we teach & how students access it

8. Content Examples Learning Contracts Curriculum Compacting Graphic Organizers Manipulatives, Demonstrations Varied Texts Varied Methods of Accessing Text/Information – Audio recordings of passages – Supplementary materials (e.g. in native language)

9. A Few Specific Examples flexible student groups based on readiness One group tells the time on the quarter-hour and half- hour (e.g. quarter after 11, 7:30, two forty-five). One group works on telling time at 5-minute intervals (e.g. 4:25, twelve fifty). One group works on telling time to the nearest minute (e.g. 5:53, nine twenty- nine). What is the opposite of -6?Name an integer that has no opposite. What is the opposite of the absolute value of -7?

10. Varied & Accessible Texts Provide varied and accessible texts

11. Graphic Organizers Support students as they read, study, take notes, plan, and complete other tasks with graphic organizers. Match the organizer with the purpose! Not every student benefits from the same organizer. Match to student need.

12. + Scaffolding: Earth Science SedimentaryIgneousMetamorphic You may see small particles of rock… You may see large crystals in some of… These rocks may have layers… Students are asked to sort rock samples with varying levels of support. Adjusts content based on readiness

13. Graphic Organizers Problem / Solution Outline Compare / Contrast Pattern HOW ALIKE? HOW DIFFERENT? WITH REGARD TO

14. + Varying Process Engage student learning modes (i.e., visual, auditory, kinesthetic) Require students to think about ideas, grapple with content, and use information Consider critical or creative thinking activities how students engage with the content to understand

15. Process Examples Flexible Grouping Interactive Journals Graphic Organizers Cubing Centers Choice Options RAFT Jigsaw Varied Resources

16. Varied Journal Prompts: Math Write a step-by-step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week. Write a set of directions for someone who is going to solve a problem we’ve studied this week. Be sure the directions address their problem, not just the computations. Adjusts process based on readiness

17. Flexible Grouping Writing, topic generation Group 1 Meet with teacher Group brainstorm Web ideas Develop essential word bank Develop storyboard, etc. Begin writing Group 2 Develop topic alone/pairs Brainstorm “power ideas” Meet with teacher to “ratchet” Begin writing Adjusts content / process based on readiness

18. Some Examples: Earth Science Understanding cause-and-effect relationships helps us to make more accurate weather predictions. Assignment: – Describe a time when you experienced/witnessed a cause-and-effect relationship using one of the following formats: short story, poem, song, cartoon, or detailed drawing with captions. Adjusts process based on profile

19. Varied Practice (Vocabulary in Any Subject) Choose one way to rehearse your understanding of the essential vocabulary: – Write the word, text definition, own definition, and nonlinguistic rep. – Make flashcards and quiz with a classmate for 20 minutes – Put each word and your definition in a song/rap & rehearse Adjusts process based on learning profile

20. Reach the Objective (Any Subject) Choose (or assign) 2 of the 3 ways to learn the objective (know, understand) – Participate in class lecture – Read the chapter in the text (listen to companion CD) – Research the key concepts and report essential facts, examples Adjusts process based on readiness, interest, & learning profile

21. R.A.F.T Response  Use writing to help students explore a concept from different perspectives and through different formats.  Role  Audience  Format  Topic  Differentiate:  Let students choose one or more components.  Raise Complexity – choose items farther from natural fit  Moderate/Lower Complexity – choose items closer to natural fit (Wormelli, 2007)

22. Cubing Students are grouped and provided cubes with level appropriate questions/tasks on each side to prompt practice or deep processing of content Allows students to look at an issue/topic from a variety of angles Allows differentiation by readiness, interest, and/or profile Allows for differentiation in less obvious way. (Gregory & Chapman, 2002, p.12)

23. Cubing Create cubes for groups of students with appropriate questions or tasks based on readiness, interest, and/or profile.

24. + Varying Product  Vary when end results of learning allow for different ways to demonstrate learning  Hold students accountable for the essential skills/information  Encourage challenge and choice  Readiness: Bloom’s Taxonomy, Webb’s Depths of Knowledge  Profile: Multiple Intelligence Theory, Learning Styles Theory  Interest: Menus, Student Choice  Allow students to generate product ideas when appropriate assessments or demonstrations of learning

25. Product Examples Choice (Tic-Tac-Toe) Board RAFT Tiered Tasks Variety of Format Choices – Traditional test – Portfolio – Demonstration – Essay – Blog, brochure, presentation…

26. Tic-Tac-Toe Provide product options that focus on key ideas and skills.

27. + Product Menu Provide product options that focus on key ideas and skills. Main Course: Choose 1 of these: Side Dish: Choose 2 of these: Dessert: Choose as many as you would like:

28. Layered Curriculum (Any Subject) Layer C: gather information – What basic new knowledge do I need them to know/learn? Layer B: apply/manipulate information – How can they apply this new information to previous information? Layer A: critically evaluate the issue – What debatable issue in the real world deals with this topic?

29. Layered Curriculum (Any Subject) Layer C: gather information – Watch the DVD on bacteria. Take notes. Include information on bacteria shape and arrangement… Layer B: apply/manipulate information – Does hand-washing reduce bacteria numbers? Prove your hypothesis using fingerprints… Layer A: critically evaluate the issue – What issues are we currently facing due to the overuse of antibiotics?

30. Layered Curriculum http://www.help4teachers.com/ A basic overview: http://www.help4teachers.com/how.htm http://www.help4teachers.com/how.htm

31. The Easiest Way to Start Occasional Student Choice (esp. product) Pre-Assessment (screening, diagnostic tools) Advice from Tomlinson: – http://www.differentiationcentral.com/video s.html#journey http://www.differentiationcentral.com/video s.html#journey

32. Homework Another dirty word…! Should every student have the same homework assignment? Explain your reasons. What problems might emerge? How could these be solved?

33. Keep in Mind… Goal is not to lower standards, but to provide scaffolds to reach essential learning. Example: Homework is adjusted, but follow-up quiz over essential target is same for all.

34. Description "Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get at' and express learning." --Carol Ann Tomlinson

36. Your task… Use the template to begin a differentiation plan for one of the units you teach.