Differentiated Instruction

Differentiated Instruction
Meeting the Needs of Our Diverse Learners
Sheryl White
January 29, 2013
Session Objectives
•
•
•
•
•
•
What Differentiated Instruction Is
What Differentiated Instruction Is Not
Why Differentiated Instruction
Key Principles of Differentiation
Differentiation in the Classroom
Engage in collaborative activities with
colleagues.
As a result of this session you
should…
• KNOW…
– Key vocabulary and principles of differentiation
• BE ABLE TO DO…
– Articulate/describe the key principles of
differentiation
• UNDERSTAND that…
– Differentiation is a way of thinking about teaching and
learning
– Is not a destination, but a journey toward expertise
Write your Name on One Side
Draw a Grid and Answer on Other Side
Favorite Grade or
Subject Area
2 Favorite Pastimes
Comfort Level w/
Differentiation
1, 2,3 (High)
Preferred Learning Style
Auditory, Visual, Kinesthetic
Clock Partners
• Use your clock handout to make 4 appointment
with others in the room during the next two
days.
• You will make appointments for
12:00, 3:00, 6:00 and 9:00!
• Write their name one your
clock and they will write your
name on their clock.
Differentiation is not a fad; rather, it is a synthesis of
what research from a variety of fields has taught us
about how students learn best, and how best to teach
them.
Differentiated Instruction
In spite of the great and growing variety
of students in our classrooms…
We still teach as though
they are essentially alike!
A large body of research is
clear that students:
– Learn at different rates
– Need different degrees
of difficulty
– Have different interests
– Learn in different ways
– And need different
support systems
Teaching a room full of
learners
the same thing in the
same way over the same
time span with the same
supports
and expecting good
results
has never happened
and it never will!!!
Carol Ann Tomlinson
What is Differentiated Instruction?
Pre-Assessment
• Complete the graphic to the best of your
ability.
• You will have about 7 minutes to complete it!
Sharing
Write a definition
of differentiation
that you believe
clarifies its key
intent, elements
and principles---in
other words—a
definition that
could clarify
thinking in your
school or district
1. Pick a column
2. Write or think silently
3. Be ready to share
Explain to a new
teacher what
differentiation is in
terms of what he/she
would be doing in the
classroom—and why.
The definition should
help the new teacher
develop an image of
differentiation in
action
Develop a
metaphor, analogy
or visual symbol
that you think
represents and
clarifies what’s
important to
understand about
differentiation
13
Differentiated
Instruction
Defined
“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
Differentiated Instruction Is…
A proactive decision-making process that
considers critical student learning differences
and the curriculum. Differentiated instruction
decisions are made by teachers and are based
on: (1) formative assessment data, (2)
research-based instructional strategies, and
(3) a positive learning environment.
15
Differentiation is
responsive teaching
rather than one-sizefits-all teaching.
It’s teaching so that
“typical” students; students
with disabilities; students
who are gifted; and
students from a range of
cultural, ethnic, and
language groups can learn
together, well.
Differentiating Instruction…
is NOT…
IS…
Individualizing instruction
for each student
Providing instruction
to meet the range
of student needs
Differentiating Instruction…
is NOT…
Assigning all students
the same activities
all of the time
IS…
Using varied strategies that
address students’ readiness,
interests, and learning styles
Differentiating Instruction…
is NOT…
IS…
Using the same instructional
materials for all students
Using varied resources
for varied learners
Differentiating Instruction…
is NOT…
Teaching from the text
cover-to-cover
IS…
Using the text as a resource
while teaching big ideas
and critical concepts
Differentiating Instruction…
is NOT…
Assessing all students’
learning in the same way
IS…
Using multiple
means of assessment
Differentiating Instruction…
is NOT…
IS…
The “bowling theory”. Shoot
straight down the middle and
hit as many as you can.
Meeting the varied needs of
all types of learners.
At its most basic level,
differentiating instruction
means “shaking up” what
goes on in the classroom so
that students have multiple
options for taking in
information, making sense of
ideas, and expressing what
they learn.
Mapping a Route Toward
Differentiated Instruction
“Even though students may learn in
many ways, the essential skills and
content they learn can remain
steady. Students can take different
roads to the same destination.”
-Carol Ann Tomlinson
Why Differentiate Instruction?
• Find your 3:00 clock partner.
• Each partner should spend one minute
sharing their response with their partner.
• Record any ideas you hear from your partner
that are different.
Implications for Differentiation
•
•
•
•
•
•
Increasing possibilities for student success
Response to Intervention (RtI) guidelines
Title I
English Language Learners
Special Education/Gifted Education
Diverse Learners
NM Response to Intervention
Differentiated Instruction
Response to Intervention
Within Classroom
Differentiation (including
accommodations)
Tier 1
Structural Differentiation
Tier 2
Combination of the above
and some modifications that
may be beyond usual
differentiation
Tier 3
29
NM SAT Guidelines
• Tier 1 Instruction
• Read the handout as a group.
• Underline each time you see the word
differentiated instruction.
• Discuss with your group the level of importance
“differentiated instruction” plays in the RtI
process. What does it look like in your school?
Most-Effective Teachers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Differentiated Instruction
Is a teacher’s proactive response to learner’s needs
shaped by
mindset
and guided by general principals of differentiation
Building
Community
Quality
Curriculum
Ongoing
Assessment
Flexible
Grouping
Respectful
Tasks
teachers can differentiate through
CONTENT
PROCESS
PRODUCT
according to student
Readiness
Interest
Learning
Profile
through a variety of instructional strategiesChoice Menus, Anchor Activities, Cubing, RAFTS, 6 Thinking Hats, Jigsaw, Think-Tac-Toe, BINGO
Differentiated Instruction
Is a teacher’s proactive response to learner’s needs
shaped by
mindset
and guided by general principals of differentiation
Building
Community
A
Respectful
Environment
Quality
Curriculum
• Standards
• Know
• Be Able to
Do
• Understand
• Learning
Goals
Ongoing
Assessment
Flexible
Grouping
Pre-Assessment
Respectful
Tasks



Formative
Summative Assessment

Interesting
Engaging
Challenging
In the ZONE
Ways to Differentiate Instruction
Content:
What students learn
Process/Activities
Strategies through which students process, or make sense
of understandings and skills
Products:
Multiple Intelligences
How students demonstrate and extend what they have learned
Differentiation Jigsaw
• Number off 1-3
• Each number will be
responsible for
becoming an expert in
their area.
#1- Content
#2- Process
#3- Product
Elements and Characteristics of and Strategies for Differentiating Instruction
t h e
Content
• Safe, challenging, and collaborative community
• Access to resource-rich classrooms
• Flexible movement and use of space
• Multiple settings and environments
• Flexible scheduling
(strategies for
delivering content)
•
•
•
•
•
Planning for differentiation
Tiering
Compacting
Accelerating
Enhancing content for
depth, complexity,
and novelty
Assessing
the
Learner
Assessing the Learners’
- readiness
- interests
- learning profile
Process
(strategies for engaged
learning and sense-making)
• Flexible Grouping
• Questioning for Critical
Thinking
• Problem-Based Learning
• Contracting
• Learning Centers
(the means by which students will
communicate understanding)
• Open-ended tasks
• Authentic/real world solutions
• Extension, innovation, creation of new ideas and products
• Multiple forms and formats using varied techniques and materials
A s s e s s i n g
t h e
L e a r n i n g
L e a r n i n g
Product/Performance
t h e
A s s e s s i n g
(the context in which learning occurs)
A s s e s s i n g
L e a r n i n g
Learning Environment
Differentiating Content
• Resource materials at varying readability
levels
• Audio and video recordings
• Highlighted vocabulary
• Charts and models
• Interest centers
• Varied manipulatives and resources
• Peer and adult mentors
Differentiating Process
(making sense and meaning of content)
•
•
•
•
•
Use leveled or tiered activities
Interest centers
Hands-on materials
Vary pacing according to readiness
Allow for working alone, in partners, triads,
and small groups
• Allow choice in strategies for processing and
for expressing results of processing
Differentiating Products
(showing what is known and able to be done)
• Tiered product choices
• Model, use and encourage student use of
technology within products and presentations
• Provide product choices that range in choices
from all multiple intelligences, options for
gender, culture, and race
• Use related arts teachers to help with student
products
Differentiating Learning
Environment*
Differentiating the learning environment means
reviewing classroom routines, space, and pace,
in order to provide students the best conditions
for learning.
• Routines
• Space
• Time
• Flexibility
Differentiate Instruction..
based on students’
Interests/Passions
What does the student enjoy?
Learning Profile
What learning preference does the student
have?
Auditory, visual, kinesthetic?
Multiple Intelligence preference(s)?
Readiness
How students perform in your class, such
as their reading ability, pace of learning,
dependence on the teacher, or independence, ….
Interest
• For example, show how current topics are related
to topics and subjects of student interest.
– Choose the business you are most interested in
exploring.
– You may chose an adventure novel that takes place
on the water, in the mountains, in the desert, in
space.
Interest
• Develop activities that seek multiple topics and
perspectives on issues.
– You will each take on a specific perspective to discuss the
use of statistics in the real world.
• Ethical
• Economic
• Political
– I want you to look for examples of how geometry is used
in:
• Home construction
• Aviation
• Computer software
Interest
• Show how current topics can enhance skills
necessary for the pursuit of student interests.
– For those of you who are interested in finding out
about the 4th state of matter, I put some magazines in
the resource area.
Learning Profile
•
•
•
•
•
Learning Styles
Multiple Intelligences
Environment*
Gender/Culture
Whole-to-part, part-to-whole
Learning Profile
• Allow students to gain access to content through
varied means; listening, reading, discussing,
journaling
• Design tasks that require multiple intelligences for
successful completion
• Offer a variety of graphic organizers-some that are
more sequential, others that are more random and
abstract
• Allow for variations in working conditions, when
appropriate
• When possible, allow students the option of
competing against themselves
Learning Profile Factors
Group Orientation
independent/self orientation
group/peer orientation
adult orientation
combination
Learning Environment
Gender
&
Culture
Cognitive Style
Creative/conforming
Essence/facts
Expressive/controlled
Nonlinear/linear
Inductive/deductive
People-oriented/task or Object oriented
Concrete/abstract
Collaboration/competition
Interpersonal/introspective
Easily distracted/long Attention span
Group achievement/personal achievement
Oral/visual/kinesthetic
Reflective/action-oriented
quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/”spare”
Intelligence Preference
analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Learning Profile
• For today’s work on alliteration, you make choose to
listen to poems with alliteration, read poems with
alliteration, or write a poem with alliteration.
• To plan your business, you will need someone who likes
to write, someone who likes to draw, and someone
who likes to work with numbers.
• You may use this graphic organizer or choose a method
for recording information that best fits your learning.
• You may chose to work alone or with a partner.
• Last week we competed in teams. Today, you may
compete against another student OR work by yourself
to improve your score.
Readiness*
•
•
•
•
•
•
•
•
•
•
Varied texts by reading level
Varied supplementary materials
Varied scaffolding
Tiered tasks and procedures
Varied time use
Small group instruction
Homework options
Tiered or scaffolded assessment
Compacting
Varied graphic organizers
Readiness
• Tiered Lessons
– Lessons that have varying degrees of difficulty
– Learning goals/KUD’s remain the same
• Lesson Compacting
– Eliminating teaching or student practice due to previous
mastery of learning objectives
• Challenge and Choices
– Choices for students to access additional support
– Students can access additional information
– Challenge activities are made available
• Small Group Instruction
– Ongoing, flexible grouping
D
I
F
F
E
R
E
N
T
I
A
T
I
O
N
Student-Teacher Connections
Safe Environment
Shared Partnerships
Community
Curriculum
Instruction
Assessment
Essential K-U-D from standards
Respectful Tasks
Engaging
Teaching Up
Addressing R, I, LP
Flexible Grouping
Multiple Strategies
Flexible Management
Pre-Assessment
Ongoing formative assessment
to inform instruction
Grading
Quality DI
Is proactively planned
“It means teachers proactively plan varied
approaches to what students need to learn,
how they will learn it, and/or how they will
show what they have learned in order to
increase the likelihood that each student will
learn as much as he or she can, as efficiently
as possible.”
Quality DI
• Key Principle #1: Building community and a
respectful environment
• A respectful LEARNING ENVIRONMENT is:
– Welcoming
– Respectful of differences
– Safe
– Emphasis on growth
– Success-oriented
– Fair
– Collaborative
Building Community
• and, in fact, student willingness to risk
learning begins with a teacher’s connection
with students. In turn, connecting begins with
teacher’s mindset about learners and his/her
commitment to know them well in order to
teach them well.
Quality DI
Begins with a growth mindset, moves to
student-teacher connections, and evolves
to community.
Mindset
Connections
Community
The Predictive Power of Mindset
FIXED
GROWTH
• Success comes from
being smart
• Genetics, environment
determine what we
can do
• Some kids are smart—
some aren‘t
• Teachers can‘t
override students‘
profiles
• Success comes from effort
• With hard work, most
students can do most
things
• Teachers can override
students‘ profiles
• A key role of the teacher
is to set high goals,
provide high support,
ensure student focus—to
find the thing that makes
school work for a student
Carol Dweck: Mindset
Clock Partners
• Meet with your 12:00 partner to share the
contents of your RAFT!
Impact of Mindset
• What happens in a differentiated classroom
when the teacher has a fixed mindset? When
students have a fixed mindset?
• Why is a GROWTH mindset so vital in a
differentiated classroom? How can we help
students and parents develop a growth
mindset?
•
http://www.youtube.com/watch?v=ixUbdeXCp0M
How do teachers learn to care about
students?
How do students know teachers care?
Teacher-Student Connections Bridge the Risk of Learning
Pick One
1.Share a time when “connections” in school made a positive difference
to you or someone you care about.
2. Share a time when as an educator you missed the opportunity to
“connect” and regretted it.
3. Explain or show how you think “connections” in school works and how
it leads to community.
4. Provide a specific list of ways in which teachers can make connections
and build community.
THINK – PAIR- SHARE
Caring Teachers…
…can help disengaged, passive, confused, or discouraged
students become connected to school and to learning. By
making their commitments to students and subjects
regularly visible, some teachers emerge as stimulating
personalities who breathe life into learning. They get respect
as role models or mentors. Students develop lasting
interests through teachers’ enthusiastic representations of
subjects, or they develop interest in subjects because
teacher show enthusiasm for the students. A few become
actual apprentices. Positive relationships with their
instructors can motivate students when other incentives fail.
Personalization should not be confused with social work; it
is directly linked to the promotion of academic learning.
Lessons from Privilege by Arthur G. Powell
Connecting with
Students
Create a list of ways strategies you use to
build community and connections with
students.
Be prepared to share your list with the rest
of the group.
Building Community
• Establishes the framework for a responsive classroom
– Each student‘s need for a ―next step
– Responsibility for own growth
– We‘ve got your back mentality
– Competition against self (vs. others)
– Fair as each student getting what he/she needs to succeed
– Working like colleagues
• Begins with teacher mindset
• Extends to student belief in one another
• Supports the belief that we win or lose together
• Ensures security/safety necessary for academic growth
• Enables students to work as a team
• Provides the teacher with ―teammates too !
Community-Centered Classrooms…
• Provide safety (emotionally, intellectually,
•
•
•
•
•
physically)
Provide stability via classroom “norms”
Promote “intellectual camaraderie” and healthy
attitudes toward learning
Facilitate building on the learning of others
Foster excitement in learning
Promote connections to outside community
A differentiated classroom is like a
really good neighborhood
•
•
•
•
•
•
•
Welcoming
Respectful of differences
Safe
Emphasize growth
Success-oriented
Fair
Collaborative
Quality DI
• Key Principle #2: Starts with good curriculum.
– Identification and analysis of learning goals
– Clearly about what students should KNOW,
UNDERSTAND and DO (aka KUD)
– Standards plus the Understanding
– Students access to learning goals
Planning a Focused Curriculum Means
Clarity About What Students Should …
KNOW - K
• UNDERSTAND- U
– Principles/
generalizations
– Big ideas of the
discipline
– Facts
– Vocabulary
– Definitions
• BE ABLE TO DO-D
– Processes
– Skills
KNOW and DO
Come from …..standards!!!
KNOW-K
Facts, names, dates,
places, information
• Thomas Jefferson
• 1492
• The Continental Divide
• The multiplication tables
BE ABLE TO DO-D
Processes and skills
 Analyze text for meaning
 Solve a problem to find
perimeter
 Write a well supported
argument
 Use graphics to represent
data appropriately
DO is NOT a
classroom activity;
it is a FINAL
OUTCOME
KNOW
Facts, names, dates, places, information
•
•
•
•
•
•
There are 50 states in the US
Thomas Jefferson
Chemical name for Fe
The Continental Divide
The multiplication tables
Scientific process steps
BE ABLE TO DO
Skills (basic skills, skills of the discipline, skills of
independence, social skills, skills of production)
Verbs or phrases (not the whole activity)
•
•
•
•
•
•
Analyze
Solve a problem to find perimeter
Write a well supported argument
Evaluate work according to specific criteria
Contribute to the success of a group or team
Use graphics to represent data appropriately
YES
• Use common search
engines
• Choose the appropriate
search engine for a
particular task
• Explain how the national
government and our
Constitution have worked
and continue to work to
protect individual rights.
• Collect and analyze data
• Display data appropriately
NO
• Complete a worksheet
showing the steps for using
a Google search.
• Match the task to the
appropriate search engine.
• Make a chart that shows
how the national
government and our
Constitution have worked
and continue to work to
protect individual rights.
• Survey your classmates to
find out and report on
what hey like to do in their
free time.
UNDERSTAND
Essential truths that give meaning to the topic
Principles, generalizations, BIG IDEAS
Stated as a full sentence …
Begin with, “I want students to understand THAT…”
(not HOW… or WHY… or WHAT)
– Multiplication is another way to do addition.
– People migrate to meet basic needs.
– All cultures contain the same elements.
– Entropy and enthalpy are competing
forces in the natural world.
– Voice reflects the author.
UNDERSTAND
I want students to understand THAT…
(Not HOW) (Not WHY)
• …literature is a reflection of ourselves and our
society
– NOT understand literature
• …for a plant to be healthy, all parts of the
plant must be healthy
– NOT Understand why a plant needs its parts
Why Understandings?
• In even our best students and their work, we
see frequent—
– Amnesia
– Persistent misunderstandings
– Rigid knowledge, no transfer
• What crazy ideas do students bring to class?
• Where do you think these ideas originated?
• What should they understand instead?
STANDARD: Classify
familiar plane and
solid objects.
KNOW
-Characteristics
of polygons
and
polyhedrons
-Related
vocabulary:
faces, vertices,
angles, edges
UNDERSTAND
-Mathematicians have a
DO
common language that
facilitates
communication across
topics
-Mathematicians classify
objects by examining
and comparing their
characteristics
Draw and
classify
polygons and
polyhedrons
using
appropriate
vocabulary
Language Arts
In a differentiated classroom…
• They teacher may vary the KNOWS and DOs
with caution and based on evidence that
a student needs to learn backwards as
well as catch up---or that a student needs to
move ahead in order to keep learning.
• The UNDERSTANDS are the constant fulcrum
on which effective differentiation pivots
for all students.
K U D Sort
• Choose a small working group
• Place the KNOW-DO-UNDERSTAND cards as
labels for sorting.
• Place the remaining cards into the proper
categories.
• When complete, remove the folded piece of
paper and check your answers.
Quality DI
• Key Principle #3: Commit to ongoing
assessment. Differentiation is guided by
ongoing assessment (for planning and
feedback—not just grades)!
– Pre-Assessment
– Formative Assessment
– Summative Assessment
When Do You Assess?
• Most teachers assess students at the end of
an instructional unit or sequence.
• When instruction and assessment are
interwoven, both the students and teacher
benefit.
• The following continuum suggests a
diagnostic sequence for ongoing assessment.
On-going Assessment:
A Diagnostic Continuum
Pre-Assessment
(Finding Out)
Formative Assessment
(Keeping Track & Checking -up)
Summative Assessment
(Making sure)
On-going Assessment:
A Diagnostic Continuum
Feedback and Goal Setting
Pre-Assessment
(Finding Out)
Pre-test
Graphing for Greatness
Inventory
KWL
Checklist
Observation
Self-evaluation
Questioning
Formative Assessment
(Keeping Track & Checking -up)
Conference
Peer evaluation
3-minute pause
Observation
Talk-around
Questioning
Exit Card
Portfolio Check
Quiz
Journal Entry
Self-evaluation
Summative Assessment
(Making sure)
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
Recording Your Assessment Practices
• Fold paper in half (hot dog style) 
• Open and divide top half into thirds by
drawing two lines to the middle fold
• Cut on each line to fold.
• Label as shown
Pre-Assessment
Formative
Assessment
Summative
Assessment
Student Traits
These are student traits that
teachers must often address
to ensure effective and
efficient learning. Those are
readiness, interest, and
learning profile.
Student Traits
Readiness refers to a student’s
knowledge, understanding, and skill
related to a particular sequence of
learning. Only when a student works
at a level of difficulty that is both
challenging and attainable for that
student does learning take place.
Tomlinson, 2003
Student Traits
Interest refers to those topics or
pursuits that evoke curiosity and
passion in a learner. Thus, highly
effective teachers attend both to
developing interests and as yet
undiscovered interests in their
students.
Tomlinson, 2003
Student Traits
Learning profile refers to how
students learn best. Those include
learning style, intelligence
preference, culture and gender. If
classrooms can offer and support
different modes of learning, it is
likely that more students will learn
effectively and efficiently.
Tomlinson, 2003
What’s the Point?
Readiness
Growth
Interest
Learning Profile
Motivation
Efficiency
Pre-Assessment Is...
Any method, strategy or process used to determine a
student’s current level of readiness or interest in order to
plan for appropriate instruction.
Pre-Assessment:
• provides data that can determine options for students
to take in information, construct meaning, and to
demonstrate understanding of new information
• helps teachers anticipate differences before planning
challenging and respectful learning experiences
• allows teachers to meet students where they are
Readiness: Pre-Assessment
Examples
Consensogram
0
10
20
30
40
50
60
70
80
90
100
Using one red dot per chart, indicate your current level of
understanding on a scale of 0% - 100%
Differentiated Instruction: An
Overview
ABC Pre-Assessment
MATH INVENTORY
NAME
DATE
1. How do you feel about math?
2. Do you think you are good in math? Why?
3. What are your best areas in math?
4. What are your weakest areas in math?
5. Do you think it is important to be good in math? Why?
6. What do you think are characteristics of students who are good in math? Why?
7. What do you do when you come to a math problem you can’t solve?
8. How do you use math outside of class?
9. What do you usually do after school when you get home?
10. Do you most like to do when you have free time? Why?
11. What else should I know about you to teach you effectively this year?
Learner Cards
Jamala Fisher
3
Front
Rdg LevelSch.Affil
+321 – 123+
Int
Soccer
Mysteries
Video Games
LPS/P
Q/N
V/A/K
G/S
A/P/C
P/W
Nanci Smith ‘03
ELL
Back
Discussing Pre-Assessment
• Look at the information in your chart.
• Meet with your 6:00 clock partner and discuss
any pre-assessment processes you use.
• If you do not currently use pre-assessment,
discuss how it might be helpful in
your classroom.
• Be prepared to share!
Formative Assessment Is...
A process of accumulating information about a student’s
progress to help make instructional decisions that will
improve his/her understandings and achievement levels.
Formative Assessment:
• depicts student’s life as a learner
• used to make instructional adjustments
• alerts the teacher about student misconceptions
“early warning signal”
• allows students to build on previous experiences
• provides regular feedback
• provides evidence of progress
• aligns with instructional/curricular outcomes
EXIT CARDS
EXIT CARDS
Exit Cards (AKA “Tickets To Leave”) are used to gather
information on student readiness levels, interests, and/or learning
profiles.
The teacher hands out index cards to students at the end of an
instructional sequence or class period. The teacher asks the
students to respond to a pre-determined prompt on their index
cards and then turn them in as they leave the classroom or
transition to another subject.
The teacher reviews the student responses and separates the cards
into instructional groups based on preset criteria.
Exit Card
Write down 3 of the most important rules you would teach
someone about measurement.
1.__________________
2.__________________
3.__________________
Exit Card
On your exit card explain the difference
between simile and metaphor. Give some
examples of each as part of your
explanation.
Exit Card
Color the circle blue
Color the triangle red
Color the square yellow
Examples of Exit Cards
Let’s take a look at
some examples---
EXIT CARDS
We have been learning about The
Greenhouse Effect. Explain or
depict your understanding of this
important environmental issue.
What questions do you have about
this topic?
EXIT CARDS
We have begun a study
of author’s craft.
List and identify three
examples of figurative
language used in the
novel Morning Girl by
Michael Dorris.
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.
EXIT CARDS
On your exit card--Explain the difference
between simile and
metaphor. Give some
examples of each as
part of your
explanation.
3-2-1 Summarizer
After reading over my rough draft--3 revisions I can make to improve
my draft.
2 resources I can use to help improve
my draft.
1 thing I really like about my first
draft.
SHHHH/SHARE
1. Pick a column
2. Write silently
3. Be ready to share when time is called
Write a definition
of differentiation
you fell carries its
key intent,
elements, and
principles.
Explain to a new
teacher what
differentiation is in
terms of what a teacher
would be doing in the
classroom —and why.
Your definition should
create an image of
differentiation in action
in a real setting.
*Sterberg’s Three Intelligences
Develop a
metaphor,
analogy, or
visual symbol
that you think
represents and
clarifies what’s
important to
understand
about
differentiation.
Summative Assessment Is...
A means to determine a student’s mastery and
understanding of information, skills, concepts, or
processes.
Summative Assessment:
• should reflect formative assessments that precede it
• should match material taught
• may determine student’s exit achievement
• may be tied to a final decision, grade or report
• should align with instructional/curricular outcomes
• may be a form of alternative assessment
Quality DI
Key Principle #4 : Flexible Grouping
What is Flexible Grouping?
• Students consistently working in a variety of
groups…
• …based on different elements of their
learning…
• …and both homogeneous and heterogeneous
in regard to those elements
Tomlinson (2003) Fulfilling the Promise of the
Differentiated Classroom
Why Flexible Grouping?
• Flexible grouping ensures that all students
learn to work independently, cooperatively,
and collaboratively in a variety of settings and
working with a variety of peers.
• Increases chance that learning activities will
match more students’ needs more of the time,
leading to faster, better, deeper
learning…without tracking.
Benefits of Flexible Grouping
 Teacher becomes more of a “facilitator” of
knowledge and skills
 Removes the negatives and stigma of “static”
groups, i.e. “Once a buzzard, always a
buzzard” syndrome
 Students see that they can and will progress
as they learn. Growth becomes a visible and
expected part of the classroom culture
Flexible Grouping
Homogenous/Ability
-Clusters students of similar
abilities, level, learning style, or
interest.
-Usually based on some type of
pre-assessment
Heterogeneous Groups
-Different abilities, levels or
interest
- Good for promoting creative
thinking.
Groupings
-Pairs, triads, quads, etc
Individualized or
Independent Study
-Self paced learning
-Teaches time management and
responsibility
-Good for remediation or
extensions
Whole Class
-Efficient way to present new
content
-Use for initial instruction
Structures
-Stations
-Jigsaw, Expert Groups, etc.
Data Drives Action
• Courses of Action:
–
–
–
–
–
–
–
–
Build relationships
Provide increased choices
Address deficit skills and knowledge
Offer multiple levels of materials
Offer flexible groupings
Use frequent, varied, authentic assessment
Provide meaningful assignments
Connect new information to existing knowledge
131
Forming Flexible Groups
Data
• Readiness
• Interest
• Learning Profile
Grouping by Readiness
• Most common type of grouping
• Used primarily in the RtI Model
• Data is used to maintain or modify grouping
– Change in performance
– Change in group variables
• Size
• Frequency
• Content
EXIT CARD GROUPINGS
Group 2
Group
1
Students who are
struggling with the
concept or
skill
Readiness Groups
Students with
some understanding
of concept or skill
Group 3
Students who
understand the
concept or skill
Ebb and Flow of Experiences
(Tomlinson)
Back and forth over time or course of
unit
Individual Small Group
Individual
Whole Group
Small Group
Keys to Successful Flexible Grouping
• Vary the groups frequently enough that there is no stigma
attached to one particular group formation
• Group with PURPOSE
• Group size under 4 is ideal to ensure even participation
• Be conscious of conferring status to all students
• Assign roles within the group to facilitate management
within the group
• Debrief with students (collectively, individually) about
group dynamics and process
• Set management procedures in place to ensure smooth
working of teams (provide written and/or recorded
directions, model how to work in teams, establish norms
for behavior/rubrics for quality work).
How can we be more flexible with..
To address READINESS
REMEMBER
• Differentiated classrooms do
not mean that students work
in groups all the time.
• Whole group instruction in
moderation is appropriate in a
differentiated classroom.
• Additionally, allow students to
work alone when appropriate.
What does grouping look like at your
level?
• Form like-level groups.
• Create a list of classroom groupings evident at
your school.
• How are the groups determined?
Type of Grouping
How it is Formed
Quality DI
Key Principle #5: All students participate in
respectful work.
The teacher shows respect for learners by
honoring both their commonalities and
differences, not by treating them all alike. It
is a deep respect for the identity of each
student that makes a classroom work. The
teacher respects the readiness level of each
student, expects all students to grow and
offers all students opportunities to explore at
their own readiness levels. All student tasks
are equally interesting, equally important,
and equally engaging.
What is Fair?
Same? Equal?
That students differ may be inconvenient,
but it is inescapable. Adapting to that
diversity is the inevitable price of
productivity, high standards, and fairness
to the students.
Theodore Sizer
Fair is not Always Equal
Fairness in a DI Classroom
• Fairness does not mean everyone gets the
same.
• Fairness means everyone gets what he/she
needs.
Respectful work means that…
• Teachers hold high expectations for all
students
• All students are expected to achieve at
optimal levels
• Activities are equally engaging
Examine the DOs and DONTs
• Read the handout on Designing Respectful
Tasks
– In your experiences what are the most common
differentiation perceptions and practices?
– Are more of these found in the DO column or the
DON’T column?
Respectful Tasks Activity
• In a small group, read one scenario at a time.
• After each scenario, have a discussion about
whether you think it is a respectful task.
• Have one person, read the response from the
answer sheet.
• Get as many scenarios done as you can.
Classroom Strategies for
Differentiation
Low Prep DI Tools
•
•
•
•
•
•
•
Flexible groups
Varied materials
Open-ended activities
Jigsaw
Digital Images
Interactive Websites
Online reading
High Prep DI Tools
•
•
•
•
•
•
•
Cubing
Learning contracts
Varying organizers
Tiered activities
Choice boards
Literature circles
Learning stations
Using Anchor(ing) Activities
One premise in a differentiated
classroom:
“ In this class we
are never
finished---
Learning is a
process that
never ends.”
Anchor Activities
• Anchor activities are
ongoing assignments
that provide meaningful
work for students when
they finish an
assignment or project,
when they first enter
the class or when they
are “stumped”.
• They provide ongoing
tasks that tie to the
content and instruction.
• Students can work on
anchor activities
independently
throughout a unit of
study or longer.
• Free up the classroom
teacher to work with
other groups of
students or individuals.
Anchor Activities
A task to which a student automatically moves
when an assigned task is finished.
Traits of effective anchor activities:
Important—related to key knowledge, understanding, and skill,
Interesting—appeals to student curiosity, interest, learning
preference
Allow Choice—students can select from a range of options
Clear Routines and Expectations—students know what they are to
do, how to do it, how to keep records, etc.
Seldom Graded—teachers should examine the work as they move
around the room. Students may turn in work for feedback. Students
may get a grade for working effectively, but seldom for the work
itself. The motivation is interest and/or improved achievement.
Using Anchor Activities to Create
Groups
1
Teach the whole class to work independently and
quietly on the anchor activity.
2
Flip-Flop
Half the class works
on anchor activity.
Other half works on
a different activity.
3
1/3 works on
anchor activity.
1/3 works on a
different activity.
1/3 works with
teacher---direct
instruction.
ANCHOR ACTIVITIES
Can be:
•
•
•
•
used in any subject
whole class assignments
small group or individual assignments
tiered to meet the needs of different readiness
levels
• interdisciplinary for use across content areas or
teams
ANCHOR ACTIVITIES
Work best:
• when expectations are
clear and the tasks are
taught and practiced
prior to use.
• when students are held
accountable for on task
behavior and/or task
completion.
Planning for Anchor Activities
Subject/Content Area:
Name and description of anchor activity:
How will activity be introduced to students?
How will the activity be managed and monitored?
- Points
- Percentage of Final Grade
- Rubric
- Portfolio Check
- Checklist
- Teacher/Student Conference
- Random Check
- Peer Review
- On Task Behaviors
- Other _______________
Examples of Anchor Activities
• “Brain Busters”
• Learning Packets
• Activity Box
• Learning/Interest Centers
• Vocabulary Work
• Accelerated Reader
• Investigations
•Listening Stations
• Research Questions or Projects
• Commercial Kits and Materials
• Journals or Learning Logs
• Silent Reading (Content Related?)
• Magazine Articles w Generic Questions or
Activities
•Skills practice at the computer
•Reading from supplementary materials
•Completing math applications
•Working on final products
•Free reading
•Journal writing
•Analyzing cases (or writing them)
•Vocabulary extension
•Learning about the people behind ideas
•Learning about key ideas at work in the world
•Independent Studies
•Current events reading
•Designing or completing “virtual” science
experiments
•Developing or completing relevant organizers
•An idea for an improvement, invention,
innovation
Generally, homework is not an acceptable anchor activity—and
anchor activities are typically completed individually.
Strategies for Differentiating
Use a variety of instructional strategies and activities to
make differentiation come to life!!!
• Multiple
Intelligences
• Tiered Lessons
• 4-MAT
• Jigsaw
• Tiered Centers
• Varied questioning
strategies
• Taped material
• Tiered Products
• Interest Centers
• Anchor Activities
• Learning Contracts
• Interest Groups
• Varying Organizers
• Small Group
Instruction
• Varied Homework
• Varied Texts
• Group Investigation
• Compacting
• Varied
Supplementary
Materials
• Orbitals
• Varied Journal
Prompts
• Literature Circles
•
•
•
•
•
Independent Study
Complex Instruction
Cubing
Tiered Assignments
Reading Buddies
Choice Menu’s
CHOICE Menus
Learning menus outline a variety of
instructional options targeted toward
important learning goals.
Students are able to select the choices
which most appeal to them.
The teacher directs the menu process,
but the student is given control over
his/her choice of options, order of
completion, etc.
Kinds of Menus
􀁺 MENU: Main Dishes, Side Dishes, and
Desserts (for younger learners).
􀁺 THINK TAC TOE: Complete a row,
column or diagonal line of activities.
All three options can be differentiated
according to interest, learning profile, or
readiness.
MENU PLANNER
Menu for: Algebra 1 – “Probability”
Due: __________
All items in the main dish and the specified number of side dishes must be
complete by the due date. You may select among the side dishes and you may
decide to do some of the desserts items, as well.
Main Dishes (complete all)
1
Complete the “meteorology simulation” on p. 88-89 of your textbook.
2
Create a list of 10 pairs of events. 5 pairs should contain events that are dependent;
5 pairs should contain events that are independent. Explain each classification.
3
4
Complete the “frequency table” assignment on p. 506-507 of your textbook.
Examine the attached list of functions and determine which functions represent
probability distributions.
Side Dishes (Select_2 )
1
Work with a partner to analyze the game of “Primarily Odd.” See your teacher
for game cubes and further instructions.
2
Design a “game spinner” that has this probability distribution: P(red) =0.1;
P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.
3
Suppose a dart lands on a dartboard made up of four concentric circles. For the
center of the board (the “bull’s eye”), r=1.5; the remaining rings have widths of
1.5. Use your understanding of area and probability to determine the probability
of 1) hitting a “bull’s eye” and 2) landing in the outermost ring.
Desserts (Optional)
1
Figure the probability of “Murphy’s Law” and make a case for whether or not it
should indeed be a “law.”
2
Use a frequency table to chart the colors that your classmates wear for a week.
Then, use probability to predict how many students will wear a certain color on a
given day.
Microorganism
Menu
Name:
Class:
Appetizers:
Can always work on
Appetizers
Main Course
Something I can always be
working on.
Required
These are assignments that will
reinforce concepts.
These labs must be completed
and turned in for credit.
•Enormous E
•Vocabulary Words/Definitions
•Focus on Scopes
•Word Searches
•Pond Water Culture
•Idea Maps
•Your Choice
•Matching Worksheets
•Chapter 8 Test
•Label the Microorganism/Cell
Soups/Salads:
Soups/Salads
Desserts
Main Course:
Homework Assignments
Things I can do to challenge
myself.
Homework
Required
Desserts:
Challenges
All homework must be completed
and turned in for a grade.
•Transparency #13
•Transparency #16
•Study Guide 8.1
•Study Guide 8.2
Created by Meri-Lyn Stark
Science Coordinator
Park City School District
•Study Guide 8.3
These are not required unless you have
been given specific instructions.
•Movie Notes
•Make a Slide
•Guess the Disease
•Write a Letter
•Microbe Mysteries
•http://www.microbeworld.org
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Comprehension Application or
or Evaluation
Evaluation
Knowledge or
Analysis
Knowledge
Comprehension
Application
list, define, tell, describe,
identify, show, label, collect,
examine, quote, name,
who, when, where
summarize, describe,
interpret, contrast, predict,
associate, distinguish,
apply, demonstrate, calculate,
complete, illustrate, show,
solve, examine, modify, relate,
change, classify, experiment,
Analysis
Synthesis
Evaluation
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what
if?, compose, formulate,
prepare, generalize, rewrite
assess, decide, rank,
grade, test, measure,
recommend, convince,
select, judge, explain,
discriminate, support,
conclude, compare
estimate, discuss, extend
Comprehension Application or Knowledge or
or Evaluation
Evaluation
Analysis
Think-Tac-Toe
Complete a
character analysis
for the main
character of your
story.
Build a miniature
stage setting for
your story.
Complete a
character report
card.
Name & draw a
person who is like
one of the
characters from
the book.
Draw a picture
Make up a limerick
describing at least or cinquain poem
3 settings from the about the setting
story.
of your story.
Use a sequence
Write a new
Make a game
chart or timeline to
beginning or
board about your
describe at least 7
ending to the
story. Include key
Differentiatedevents.
Instruction: An
story.177
events (in order).
Transparency
Overview
THINK-TAC-TOE
Book Report
Draw a picture of the Perform a play that
main character.
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.
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.
Make a poster that
shows the order of
events in the story.
Write two paragraphs Write two paragraphs
about the main
about the setting.
character.
178
Cubing Activities
What is Cubing?
• Cubing is an instructional strategy that asks
students to consider a concept from a variety
of different perspectives.
• The cubes are six-sided figures that have a
different activity on each side of the cube.
• A student rolls the cube and does the activity
that comes up.
Cubing
1.
2.
3.
4.
5.
6.
Describe It
Look at the subject closely (perhaps with your senses in mind).
Compare It
What is it similar to? What is it different from?
Associate It
What does it make you think of? What comes to your mind
when you think of it? Perhaps people? Places? Things?
Feelings? Let your mind go and see what feelings you have for
the subject.
Analyze It
Tell how it is made. If you can’t really know, use your
imagination.
Apply It
Tell what you can do with it. How can it be used?
Argue for It or Against It
Take a stand. Use any kind of reasoning you want—logical, silly,
anywhere in between.
Cubing Example
Ideas for Cubing in Math…
•
•
•
•
•
•
•
•
Describe
how you would solve_____________
Analyze
how this problem helps us use
mathematical thinking and problem solving.
Compare
this problem to one on p._____
Contrast
it too.
Demonstrate how a professional (or just a regular
person) could apply this kind of problem to their work
or life.
Change
one or more numbers (elements, signs) in
the problem. Give a rule for what that change does.
Create
an interesting and challenging word
problem from the number problem. (Show us how to
solve it too)
Diagram or Illustrate the solution to the problem.
Interpret the visual so we understand.
Cubing Fractions
Each student at a table rolls two dice a designated number of times. The 1st dice/cube
tells students what to do with a fraction.
Order/compare all the fractions from the smallest number to the largest.
Add 2 rolled fractions together.
Subtract 2 rolled fractions.
Divide 2 rolled fractions.
Multiply 2 rolled fractions.
Model 2 rolled fractions using circles or bars of paper.
•The 2nd cube/dice contains the fraction which can vary in complexity based on student
number readiness.
Lynne Beauprey, Illinois
Third Grade Unit: Cubing Example
Adapted by Joy Peters, Nebraska
Compare, using the compare and
contrast graphic organizer and
look at areas of food, shelter,
traditions, family life, and
recreational activities.
Choreograph a dance or mime to
represent the three main ideas that you
learned about the Mexican culture.
Describe the Mexican culture using
at least three sentences with three
describing words in each sentence.
Pretend that you are a
child from Mexico.
Tell me about your
day. What would your
chores be? What
would you eat? How
would you spend your
free time? Tell me
why?
Find and critique
another story at the
reading center.
Compare it to Family
Pictures and discuss
what elements you liked
and did not like of
either story.
Create your own family album by
drawing at least five special
activities your family shares.
Orange Cube
Cubing with Charlotte’s Web
Basic Cube
1.
2.
3.
4.
5.
6.
Draw Charlotte as you think
she looks.
Use a Venn diagram and
compare Charlotte and Fern.
Use a comic strip to tell what
happened in this chapter.
Shut your eyes and describe
the barn. Jot down your
ideas.
Predict what will happen in
the next chapter using
symbols.
In your opinion, why is
Charlotte a good friend?
Abstract Cube
1. Use a graphics program on the
computer and create a character
web for Wilbur.
2. Use symbols on a Venn diagram to
compare Wilbur and Charlotte.
3. Draw the farm and label the items,
people, and buildings.
4. Use a storyboard to show the
progress of the plot to this point.
5. What is the message that you think
the writer wants people to
remember? Draw a symbol that
illustrates your ideas.
6. When you think of the title, do you
agree or disagree that it is a good
choice? Why or why not?
ThinkDOTs
An Instructional Strategy for
Differentiation by
Readiness, Interest or Learning Style
ThinkDOTs
After a conceptual unit has been presented and
students are familiar with the ideas and associated
skills, “Think DOTS” is an excellent activity for
students to construct meaning for themselves about
the concept they are studying. The instructor first
defines readiness levels, interests or learning styles in
the class, using on-going assessment.
Each student is given a set of activity cards on a ring,
a die, and an activity sheet. Each student rolls the die
and completes the activity on the card that
corresponds to the dots thrown on the die. Each
student then completes the activity on the activity
sheet.
ThinkDOTs
Application:
• 1. Use “ThinkDOTS” to lead students into
deeper exploration of a concept.
• 2. Use “ThinkDOTS” for review before
assessment.
• 3. Use “ThinkDOTS” as an assessment.
Think Dots:
Elementary Grade 2 Math
• What students should know
–
–
–
–
–
–
–
Count by fives
Count up to sixty
Tell time to the half hour
4 quarters is equal $1.00
3 fives makes fifteen
There is quarter after and a quarter till
Clock is divided into 4 parts and is similar to 4 quarters
equaling $1.00
• What students should understand
– Time helps people plan their lives better.
– Time helps people communicate.
• What students should be able to do
– Tell time to the quarter hour
Think Dots:
Grade 2 Math
Students will tell and write time to the quarter hour, using
analog and digital clock.
Think Dots Version 1: Time
●
●●
●●●
How many fives are in the
number 60?
If it is 5:15pm, how many
minutes after 5 is it?
How many minutes are in
quarter after 2:00?
●●
●●
●●
●
●●
●●●
●●●
A soccer player has
practice at 6:00pm. Draw
what the clock face would
look like if soccer practice
were an hour and fifteen
minutes.
How many minutes are in
quarter till 3:00?
Create an interesting word
problem using the times
4:00pm and 5:15pm.
The Think Dots could be used the following ways:
Anchor Activity, Pre-assessment, Review, Post-assessment
Dawn LoCassale
Think Dots:
Grade 2 Math
Students will tell and write time to the quarter hour, using
analog and digital clock.
Think Dots Version 2: Time
●
●●
●●●
Explain the similarities
between quarter till and
quarter after.
It is 4:15pm and dinner
starts at 6:00pm. How
many minutes until dinner?
Explain the difference
between 5:15 and 5:45.
●●
●●
●●
●
●●
●●●
●●●
It’s 3:15 in Egypt. What
do you think the people of
Egypt are doing?
Create a word problem
using the times 9:00pm and
7:00am.
Explain the difference
between 12:00am and
12:00pm.
The Think Dots could be used the following ways:
Anchor Activity, Pre-assessment, Review, Post-assessment
Dawn LoCassale
“Generic” ThinkDOTS for High School Literature – Concept :
Prejudice
Prejudice
• Discuss how prejudice and discrimination are not only harmful to the victim, but also
to those who practice them.
Scapegoating
• Imagine a group of people that could be scapegoats. List and describe stereotypes of
this group and the treatments they received because of them.
Articles
• Read the article. What could be reasons for the persecution? How can you justify and
minds of those responsible?
Photography
• Photographs tell stories. Write a caption for the photo and explain why you chose it.
Genetics
• Certain characteristics are blamed on genetics. Do genetics impact the characteristics
of your group? Explain the reasoning behind your answer. Use your science
knowledge.
Stereotypes
• Your group was persecuted. Identify a group who has been persecuted in more recent
years. Compare the two and give reasons why.
“Generic” ThinkDOTS for High School Literature –
Concept : Prejudice
Prejudice
• Is it possible to grow to adulthood without harboring some prejudice? Why or why not?
Scapegoating
• What is scapegoating? Explore the word’s etymology and hypothesize about its present
day meaning. How was your group scapegoated?
Articles
• Read the article. What is genocide? Did the people in your article face genocide? Why?
Photography
• Look at the clothing, hair, setting, body language, and objects to help determine social,
economic, country of origin and so on. Can you see the emotions in the people? How?
Do you think they are related?
Genetics
• Do genetics cause brown hair? How? List one way genetics affects your group (in your
opinion). If genetics don’t affect your group explain why.
Stereotypes
• Identify stereotypes your group faced. Pick a clique in the school and discuss the traits
of that group. Are they stereotyped?
“Generic” ThinkDOTS for High School Literature – Concept :
Prejudice
Prejudice
• Discuss the following statement: “Genocide can never be eliminated because it is
deeply rooted in human nature.” Do you agree or disagree? Provide evidence from your
readings for your position.
Scapegoating
• Identify and discuss the scapegoating that took place in your group. Compare the
scapegoating of your group to that of a present day group.
Articles
• Read the article. If you were the person behind the persecution and were asked why
you did what you did, what would you say?
Photography
• Compare two photographs taken of similar events. What are the similarities and
differences? What might be the significance of these similarities and differences?
Genetic
• Did genetics have an impact on the Aryan race? Why? Does it in the group you are
studying? Why?
Stereotypes
• Name a group you stereotype and discuss those traits that you stereotype. What were
the stereotypes your group had?
Using Think Dots
• Choose a small working group.
• Take turns rolling the dice.
• Respond to the corresponding “Think Dots”
card based on the number you roll.
• Complete all 6 “Think Dot” activities
• The ROLE of writer, speaker, artist, historian, etc.
• An AUDIENCE of fellow writers, students, citizens,
characters, etc.
• How to produce a written, spoken, drawn, acted, etc.
FORMAT
• A deeper level of content within the TOPIC studied.
RAFT
RAFT is an acronym that stands for
Role of the writer. What is the writer’s role: reporter, observer,
eyewitness?
Audience. Who will be reading this writing: the teacher, other students,
a parent, people in the community, an editor?
Format. What is the best way to present this writing: in a letter, an
article, a report, a poem?
Topic. Who or what is the subject of this writing: a famous
mathematician, a prehistoric cave dweller, a reaction to a specific
event?
RAFT Activities
Role
Audience
Format
Topic
Semicolon
Middle Schoolers
Diary entry
I Wish You Really
Understood Where I Belong
N.Y.Times
public
Op Ed piece
How our Language Defines
Who We Are
Huck Finn
Tom Sawyer
Note hidden in a tree knot
A Few Things You Should
Know
Rain Drop
Future Droplets
Advice Column
The Beauty of Cycles
Lung
Owner
Owner’s Guide
To Maximize Product Life
Rain Forest
John Q. Citizen
Paste Up “Ransom” Note
Before It’s Too Late
Reporter
Public
Obituary
Hitler is Dead
Martin Luther
King
TV audience of 2010
Speech
The Dream Revisited
Thomas Jefferson
Current Residents of
Virginia
Full page Newspaper Ad
If I Could Talk to You Now
Fractions
Whole Numbers
Petition
To Be Considered A Part of the
Family
A word problem
Students in your class
Set of Directions
How to Get to Know Me
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and
Martin, 1998
Grade 6
Social Studies RAFT
Students will
Know:
Names and roles of groups in the feudal class system.
Understand:
Roles in the feudal system were interdependent. A
person’s role in the feudal system will shape his/her
perspective on events.
Be Able to Do:
Research
See events through varied perspectives
Share research & perspectives with peers
Feudal System Raft
cont’d
Role
Audience
Format
Topic
King
The Subjects
Proclamation
Read My Lips,
New Taxes
Knight
Squire
Job Description
Chivalry, Is it
for You?
Lord
King
Contract
Let’s Make a
Deal
Serf
Animals
Lament Poem
My So Called
Life
Monk
Masses
Illuminated
Manuscript
Do As I Say,
Not As I Do
Lady
Pages
Song
ABC, 123
Following the RAFT activity, students will share their research and perspectives in
mixed role groups of approximately five. Groups will have a “discussion agenda”
to guide their conversation.
-Kathryn Seaman
Self Portrait RAFT
High School Art
Students will
Know:
Characteristics of self portrait
Appropriate use of artistic materials
Principles of Design
Definition of artistic expression
Understand:
Each artist has a personal style
Personal style reflects the individual’s culture, time, and
personal experiences.
Use of materials and style are related
Be Able to Do:
Analyze an artist’s personal style and use of materials
Create a facsimile of an artist’s personal style and use of
materials
Self Portrait RAFT
Role
Audience
Format
Topic
Norman
Rockwell
Masses
Illustration
What You See
is What You
Get
Van Gogh
Self
Oil Painting
Can I Find
Myself In
Here?
Andy Warhol
Someone you
want to know
the true you
Photograph
Now you see
Me, Now you
Don’t
Rueben
Self
Oil Painting
Props Make
the Person
Goya
School
Charcoal
On the Side,
but Central
Tom Sawyer’s R.A.F.T.
(Page 1)
Overview
This RAFT is designed for use by students when they have finished reading the novel, Tom Sawyer, by Mark
Twain. The RAFT synthesizes the unit’s exploration of characterization and allows students to “step into the
skin” of one of the supporting characters to get a look at the protagonist from his/her perspective. A final
jigsaw activity allows students to view Tom form multiple perspectives in order to reinforce the unit’s essential
understandings (students share their RAFTs in mixed groups and complete a synthesis writing piece in which
they draw conclusions about Tom based on all perspectives aired in the group).
Raft Goals
Students should KNOW…
•The definition of characterization
•The six supporting characters’ relationships with Tom Sawyer
Students should UNDERSTAND that…
•Individuals have their own unique perspectives determined by their
experiences and relationships.
•In order to gain a true understanding of a person or event, multiple
perspectives must be considered.
Students should BE ABLE TO…
•Assume the voice of a supporting character
•Characterize Tom Sawyer using the methods discussed in class
•Draw conclusions synthesizing multiple and varied perspectives
Tom Sawyer’s R.A.F.T.
(Page 2)
Differentiation: This RAFT is differentiated according to readiness and interest.
Readiness:
•The first three strips should be given to more advanced students, as these three
options are more conceptual.
•The roles and topics represent less accessible points of view and are
designed for student who are ready to tackle the novel at a more abstract
level and/or
•The formats are designed for students who are reading and writing on or
above grade level (and are thus able to handle more complex modes of
expression).
•The second three “strips” offer options that are simpler and more straightforward.
•The roles and topics represent more accessible views and are designed for
students who understand the novel at a more basic level, and/or
•The formats are accessible for students who are struggling readers/writers.
Interest: Each student has three options from which to choose, so he/she can
select a “strip” that appeals to them in some way (affinity with a character,
interest/talent in the format’s expression, interest in the topic, etc.)
Tom Sawyer’s R.A.F.T.
Directions:
•Select one of the following prompts. The “Role” refers to the character’s perspective that you will assume.
The “Audience” refers to whom that character will be addressing his/her opinion; The “Format” refers to the
form in which the opinion will be expressed; The “Topic” is just that - your topic!
•Circle the ROLE that you plan to pursue, and clear it with your teacher before you begin working. Use your
text to help you.
ROLE
AUDIENCE
FORMAT
TOPIC
Sid
Aunt Polly
Affidavit
Why Tom should get a lickin’
Huck
Self
Poem or Song
Who am I without my friend, Tom?
Aunt
Polly
Widow
Douglas
Dialogue
Nobody knows the troubles I’ve seen
(because of Tom)!
Becky
Tom
Letter
How I really feel about you…
Injun
Joe
Self
Drawing of
Dream
Why I’m going to get even with Tom
Sawyer…
and HOW I’ll do it!
Muff
Potter
Townspeople
Speech
Why I thank goodness for
Tom Sawyer….
Authors: Kristina Doubet, Marla Capper, and Christie Reed - 2003
Tiered Assignments
In a heterogeneous classroom, a teacher uses
varied levels of activities to ensure that
students explore ideas at a level that builds on
their prior knowledge and prompts continued
growth. Student groups use varied
approaches to exploration of essential ideas.
Tiered Assignments
Rationale for Use
• Blends assessment and instruction
• Allows students to begin learning where they are
• Allows students to work with appropriately challenging
tasks
• Allows for reinforcement or extension of concepts and
principles based on student readiness
• Allows modification of working conditions based on
learning style
• Avoids work that is anxiety-production (too hard) or
boredom-producing (too easy)
• Promotes success and is therefore motivating
Tiered Assignments
•
•
•
•
Guidelines for Use
Be sure the task is focused on a key concept or
generalization essential to the study
Use a variety of resource materials at differing
levels of complexity and associated with different
learning modes
Adjust the task by complexity, abstractness,
number of steps, concreteness, and
independence to ensure appropriate challenge
Be certain there are clear criteria for quality and
success
Tiered Lessons
Strategy
Primary Use Description of Strategy
Readiness
Tiered
Assignments
and
Products
Assignments and products are
designed to instruct and assess
students on essential skills that
are provided at different levels of
complexity, abstractness, and
open-endedness. The curricular
content and objective(s) are the
same, but the process and/or
product are varied according to
the student’s level of readiness.
For example, students with
moderate understanding about a
topic are asked to write an
article. Students with a more
advanced understanding are
asked to prepare a debate.
Things to Consider
 Focus task on a
key concept
 Use a variety of
resource materials
at different levels of
complexity and
associated with
different learning
modalities
 Adjust task by
complexity,
abstractness,
number of steps,
concreteness, and
independence to
ensure challenge
and not frustration
Tiered Assignments
• In a differentiated classroom, a teacher uses varied
levels of tasks to ensure that students explore ideas
and use skills at a level that builds on their prior
knowledge and prompts continued growth.
• While students work at varied degrees of difficulty on
their tasks, they all explore the essential ideas and
work at high levels of thought.
• Assessment-based tiers allows students to work in
their “Zones of Proximal Development” or in a state
of “moderate challenge.”
Tiered Lesson Plans are one tool for
Planning Differentiated Instruction
• Readiness (Each layer represents a level or depth of study on a topic)
Tier 1 - Basic knowledge, understanding
Tier 2 – Application, problem solving
Tier 3 – Critical thinking, analysis
• Interests (Each layer represents a different topic)
Tier 1 - “Observing Siamese Fighting Fish”
Tier 2 – “Getting Antsy”
Tier 3 – “Analyzing a Mountain Gorilla Family Tree”
• Learning Profile (Each layer represents a different activity)
Tier 1 – research paper
Tier 2 – persuasive speech
Tier 3 – web site
What Zone Am I In?
•
•
•
•
•
•
•
•
Too Easy
•
I get it right away…
I already know how… •
•
This is a cinch…
I’m sure to make an A… •
•
I’m coasting…
•
I feel relaxed…
•
I’m bored…
•
No big effort
•
necessary…
On Target
I know some things…
I have to think…
I have to work…
I have to persist…
I hit some walls…
I’m on my toes…
I have to re-group…
I feel challenged…
Effort leads to
success…
•
•
•
•
•
•
•
•
Too Hard
I don’t know where to
start…
I can’t figure it out…
I’m spinning my wheels…
I’m missing key skills…
I feel frustrated…
I feel angry
This makes no sense…
Effort doesn’t pay off…
THIS is the place to be… THIS is the achievement zone…
Tiered Activity – Writing a Persuasive Essay
4th–6th Grade Classroom
Beginning
Intermediate
Advanced
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.
214
Tiered Lessons
• Examine the tiered lesson samples.
• What do you notice about the way they are
designed?
Compacting
Strategy
Primary
Use
Compacting Readiness
Description of Strategy
Things to Consider
Compacting is the process of
eliminating teaching or student
practice due to previous mastery of
learning objectives. Compacting
involves a three step process:
1.assess the student to determine
his/her level of knowledge on the
material to be studied and determine
what he/she still needs to master
2.create plans for what the student
needs to know, and excuse the
student from studying what he/she
already knows
 Thoroughly preassess the learner’s
knowledge and
document findings
 Explain the
process and its
benefits to the
student
 Create written
plans and timelines
for study
 Allow student
choice in enrichment
or accelerated study
Planning a Unit with Tiered Lessons
• Our task will be do complete the following:
– Identify unit or content you want to work on
– Identify KUDs
– Design a simple pre-assessment
– Design at least 2 tiered tasks
– Design one instructional activity to support your
lessons
Tiering a Lesson
What range of learning needs
are you likely to address?
What should students know,
understand, and be able to do
as a result of the lesson?
What’s your “starting point
lesson?” How will you hook
the students?
Know:
Understand:
Be Able to Do:
What’s your first cloned
version?
What’s your second cloned
version of this activity?
What’s your third cloned
version of this activity?
Student Learning Contracts
An
agreement
between
teacher and
student(s).
Learning Contracts Are:
Written agreements
between teachers &
students that outline:
• what students will
learn
• how they will learn it
• the time period for
the learning
experience
• how they will be
evaluated
CONTRACTS--help students learn to make decisions about their
learning
• help students learn to manage their time
• may involve the student in curriculum planning
• can be used to support students with learning
difficulties
• can be used to facilitate learning for other students
•help the teacher manage group work, individual
projects or investigations, learning centers or
curriculum compacting
•
Contract Components
• OUTCOMES
• RESOURCES
• LEARNING
ALTERNATIVES
• REPORTING
ALTERNATIVES &
ASSESSMENT
Components of Contracts:
1. Outcome(s)
- specify what is to be accomplished, the conditions
under which learning will be demonstrated, and the level of
proficiency required to meet the outcome.
2. Resources - including print, media, and human
3. Learning Alternatives - include reading, writing, viewing, creating,
interviewing, and other activities the student experiences to
accomplish the outcome.
4. Reporting Alternatives and Assessment - should provide evidence
as to whether the outcomes have been accomplished. Conferences,
tests, projects, presentations, real world products, portfolios of
work are examples of reporting alternatives.
Contract Do’s & Don’ts
DO:
• explain the role & function of contracts
• start small (1 or 2 day) contracts
• negotiate contracts with students whenever possible
• help set realistic deadlines
• renegotiate the contract if it isn’t working
• solicit student feedback on process
• gradually involve students in contract development
Contract Do’s & Don’ts
Don’t:
• expect
all students to use contracts
effectively at the beginning
• expect all students to like contracts.
• assume contracts can take the place
of regular instruction
• use contracts without a good management
system
Some Thoughts about Learning Contracts:
Contracts provide efficient means of prescribing for students, based
on assessed needs, strengths, or interests.
Contracts are usually negotiated between the teacher and the
student and sometimes the parent.
Both the teacher and the student(s) share responsibility for the
completion of the terms of the contract.
A contract may require a student to use certain resources or to
contact other people in the school or in the community.
A contract may have certain prerequisites as conditions that the
student has to meet before beginning a study or investigation.
Designing a Differentiated Learning
Contract
A Learning Contract has the following
components
1. A Skills Component
Focus is on skills-based tasks
Assignments are based on pre-assessment of students’ readiness
Students work at their own level and pace
2. A content component
Focus is on applying, extending, or enriching key content (ideas, understandings)
Requires sense making and production
Assignment is based on readiness or interest
3. A Time Line
Teacher sets completion date and check-in requirements
Students select order of work (except for required meetings and homework)
4. The Agreement
The teacher agrees to let students have freedom to plan their time
Students agree to use the time responsibly
Guidelines for working are spelled out
Consequences for ineffective use of freedom are delineated
Signatures of the teacher, student and parent (if appropriate) are placed on the agreement
Differentiating Instruction: Facilitator’s Guide, ASCD, 1997
Name_________________
Poetry Contract
Creating a Rhyming Wheel
Use Your Rhyming Wheel
Write an Acrostic Poem
Use your spelling lists as a
way to get started
To write a poem that sounds
like Shel Silverstein might
have written it
Be sure it includes alliteration
Write
Computer Art
Write About You
A cinquain (check that you
have the right pattern)
Use kid pix or other clip art to
illustrate a simile, metaphor, or
analogy on our class list, or
ones you create
Use good descriptive words in
a poem that helps us know
and understand something
important about you
Interpret
Research a Famous Person
“How to Eat a Poem”
Take notes, Write a clerihew
that uses what you learned
Illustrate a Poem
Find a poem we’ve read that
you like, illustrate ii to help
show its meaning.
Student choice #1
___________________
___________________
Student choice #2
___________________
___________________
Student choice #3
___________________
___________________
Name_________________
Poetry Contract
Creating a Rhyming Wheel
Use Your Rhyming Wheel
Write an Acrostic Poem
Use your vocabulary lists
as a way to get started
To write a poem that includes
humor that would make Shel
Silverstein smile
Be sure it includes alliteration,
onomatopoeia, and allusion
Write
Computer Art
Write About You
A diamante (check that you
have the right pattern)
Use kid pix or other clip art to
illustrate a simile, metaphor, &
analogy for one idea or image.
Use good figurative language
in a poem that helps us know
and understand something
important about you
Interpret
Research a Famous
Person
Illustrate a Poem
Find a poem we’ve read
that you like. Illustrate it to
help reveal its meaning.
“Unfolding Bud”
Take notes, Write a bio-poem
that uses what you learned
Student choice #1
___________________
___________________
Student choice #2
___________________
___________________
Student choice #3
___________________
___________________
These ideas square with my
beliefs:
Three
points I want
to remember:
These are the ideas that
are going around in my
head:
This made me wiggle in my seat:
Some of the ideas
I am leaving here with today are….