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Feb 5, 2013 (4 years and 9 months ago)

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THE DIFFERENTIATED JOURNEY:

EXPLORING NEW TERRITORY

June Preszler, TIE,

Spearfish
School District


Jan. 18, 2010

http://jpreszler.tie.wikispaces.net/


http://www.tie.net/content/showcase/booklets.htm

S

GOALS
:


Defining differentiation


Considering choice


Finding differentiation through choice


Using differentiation and choice


DIFFERENTIATION DEFINED

On note card:



Your impression of differentiated instruction



One way you differentiate in your classroom



One concern regarding differentiation


Share with two or three others and create
an agreed upon working definition of
differentiated instruction.


ONE POSSIBLE DI DEFINITION


Differentiation is classroom practice that
looks eyeball to eyeball with the reality
that kids differ, and the most effective
teachers do whatever it takes to hook the
whole range of kids on learning.


(From Carol Ann Tomlinson, ASCD)

WHAT DI IS…



Multiple approaches


Student centered


Ebb and flow


Different learning modalities


Student competes against self


Flexible use of classroom time



Carol Ann Tomlinson,
The Differentiated Classroom,

1999


BELIEFS BEHIND DI


Learning profiles differ


Making meaning priority


Opportunity for choice



Greatest challenge? Developing
respectful activities that are
interesting, engaging, challenging

Differentiation of Instruction

Differentiation Strategy Booklets, 4
-
6

guided by general principles of differentiation

such as:


respectful tasks flexible grouping ongoing assessment








teachers can differentiate

Content

Process Product


according to students’

Readiness Interests


Learning Profile

through a range of instructional and management strategies


Sometimes
Classroom
Environment

PREP STEPS



Start small

one strategy, one area.


Start with what is

mine ideas;
determine what all students will do,
what some students will do; identify
basic and advanced activities.


BEFORE
YOU
BEGIN…



Know


Understand


Do


Differentiate Instruction, K
-
4, page 5


COUNTING COUP


The concept: Counting Coup


What do you think it means?


Think
-
Pair
-
Share


Strategies That Differentiate Instruction, K
-
4, pages 12
-
13

THE ENEMY IN FRONT OF US


Not a person


But a
thing


“The biggest enemy our children have are
those things sitting in front of you and
they’re called books.”

Gerard Baker


THE WARRIOR


“What do you do with your enemies? You
conquer them.”


“We have to redefine our enemies and
conquer them.”

COUNTING COUP


“We have to count coup on books.”


Vocabulary Notebook/Map


Define Counting Coup in your own words


Compare it to something else


Draw it


Explain it

HOW DID WE DO?


In what ways did the Counting Coup
activity differentiate?


How could you use this type of activity or
a variation of it when teaching vocabulary?


Other DI frames to integrate:


Clock Buddies, 8
-
9


Seasonal Partners, 10


Popsicle Sticks, 11

I WANTED YOU TO


Know the historical context of counting coup.


Understand that counting coup can be applied to
more contemporary situations, including the
struggles that students face in schools.


Draw your understanding of the concepts and be
able to explain that interpretation to group.
Furthermore, I wanted you to consider how this
concept might affect the way you approach
students.

Where the
Red Fern
Grows

From materials
created by Laying
the Foundation


Reading
Beyond
the Lines:
Thematic
statements

On the
Lines:

Most
significant
word, quote,
definition,

meaningful
context

Between the
Lines:
Refer to
text and draw
four images,
explain link
between image
and text

Levels of Reading: Picture Book or Text

THINK
-
TAC
-
TOE (CHOICE BOARD)


Allows students choice


Incorporates learning preferences


Takes readiness into account (basic and advanced)


Provides framework


Elementary Example: Ruby Bridges Lesson


http://teachers.net/lessons/posts/4207.html



On Target Differentiated Instruction , Grades 4
-
12, pages 14
-
15

LEARNING CONTRACTS

TIERED INSTRUCTION


Make slight adjustments within same
lesson to meet individual needs.


Students learn same skills and concepts
but through varying modes and activities.


Appropriately challenges ability levels


On Target, Differentiated Instruction, Grades


4
-
12, pages 8
-
9


See Handout

STEPS IN TIERING


Identify key concepts and understandings


Pre
-
assess based on readiness, interests or
learning profiles


Identify how you will cluster groups/activities


Select elements to tier (content, process,
product)


Create variations for each group

CUBING


Looks at topics from different
angles


Eliminates flat thinking


Includes six commands and a
prompt


Describe, compare, associate,
analyze, apply or use, argue for or
against


On Target, Differentiated Instruction, Grades 4
-
12,
pages 12
-
13


A LITTLE LIE GOES A LONG WAYS


Three Facts and a Fib


Strategies to Help Struggling Readers,
page 25

HOW IT WORKS…SIMPLE SAMPLE


Three Facts and a Fib


Basically a reading strategy


Encourages group interaction


Allows for different learning styles


Takes readiness into consideration


Follows a process/not an activity

THREE FACTS AND A FIB

1.When I took my son to college, I camped out
in the dorm parking lot for the first
night…just in case.


2.I played soccer for a championship youth
team in Brazil in the 1970s.


3.In one month, I traveled over 3000 miles for
education
-
related business, had one accident
in a BHSSC/TIE vehicle, and received two
undeserved speeding tickets.


4. I began my professional career as a recipe
writer for the Aberdeen American News.


EXIT CARDS


Easy strategy for assessing student
learning


Students respond to prompts or questions;
turn in cards as they leave


Teacher uses card to help create groups,
monitor student progress, revise lessons


On Target, Strategies to Help Struggling Readers,
page 27

Students who are


struggling with the


concept or

skill

Students with

some understanding

of concept or skill

Students who

understand the

concept or skill

Group 1

Group 2

Group 3

Readiness Groups

EXIT CARD GROUPINGS

Montgomery County Public Schools,
Rockville, Maryland


Students who are


struggling with the


concept or

skill

Students with

some understanding

of concept or skill

Students who

understand the

concept or skill

Group 1

Group 2

Group 3

Readiness Groups

EXIT CARD GROUPINGS

Montgomery County Public Schools,
Rockville, Maryland


EXIT CARDS

Today you began to

learn about
decimal

fractions


List
three

things you
learned


Write at least
one
question

you have
about this topic


Montgomery County Public Schools,
Rockville, Maryland


EXIT CARDS

On your Exit Card
---


Explain the difference

between
prime

and

composite

numbers.

You may wish to give

some examples of each

as part of your

explanation
.

Montgomery County Public Schools, Rockville,
Maryland


EXIT CARDS

On your exit card
---


Explain the difference

between
simile

and

metaphor
. Give some

examples of each as

part of your
explanation
.

Montgomery County Public Schools,
Rockville, Maryland


Refer to Differentiation
Scenario Handout

OUR EXIT CARD


List three things you learned today.


List two questions you’d still like to
explore.


List one method of differentiation and/or
choice that you might apply in your
classroom.

WEB SITES TO EXPLORE


http://www.teach
-
nology.com/litined/dif_instruction/


http://www.help4teachers.com/


http://www.internet4classrooms.com/di.htm


http://www.learnerslink.com/curriculum.htm


http://webhost.bridgew.edu/kdobush/strategies%20for%20teachin
g%20reading/handbook/diff_inst/differentiated%20instruction.ht
m


http://www.k8accesscenter.org/training_resources/differentiation
module.asp


http://www.differentiatedresources.com/