Instructional Differentiation Strategies

1. Instructional Differentiation Strategies What happens at LSMS when a student already knows what is being taught?

2. Being Smart is… Being Smart Means… discussion To me being smart is, being smart means…

3. To me being smart is, being smart means…having a good knowledge of whatever subject, like math or science. Those are the common concepts that people see, that one could be smart in. Smart could also means knowing what to do in a certain situation. Being smart may also mean that you’re not smart in a subject at all; it may mean that you think rationally or logically before you make decisions, drastic or wondrous. I think if one is smart, then they have a duty to make a change in the society. To use that knowledge and make a better life. Smart means to think. Not necessarily about “smart” stuff, just to think. …LSMS Student 2/15/2011

5. Excerpts From Annotated Educational History of A Lone Star Student

6. Excerpts From Annotated Educational History of A Lone Star Student Parental Questions February 2010 • What do we do for the Child? • How do we help him excel? • How do we provide a learning environment where he can succeed and not drive his teachers completely insane? • How do we teach him accountability while encouraging and applauding creativity and intellectual abilities? • How do we motivate the Child?

7. Our focus for today will be on these two Whatever it Takes questions • What do we want LSMS students to know and be able to do? • What happens at LSMS when a student already knows what is being taught?

8. Why Differentiation? “We learn more by looking for the answer and not finding it than we do from learning the answer itself. “ … Lloyd Alexander • Students are more diverse than ever—culturally, emotionally, economically, physically, and intellectually • The public wants educators to be held accountable for students’ success, no matter their circumstances. • Our students must be prepared to compete in the global economy, which requires an increasing level of knowledge and skills. • Mental dexterity is the new currency. A country’s most important exports include its citizen’s ability to innovate and solve problems. Today students must learnt how to continually manage, critique, and increase their knowledge. To cultivate these capacities in all students, including those who are ready to move beyond the regular education standards, we will need to expand and adapt our own practices as well. Wormeli

9. 12 Instructional Differentiation Strategies Survey

10. Doing • Open-Ended Tasks: flexible learning activities determined by the teacher that encourage multiple responses; more than one way to approach the task, more than one correct response is possible with multiple formats to scaffold diverse responses from students. Require high-level thinking and provide a rubric before the activity is presented to discuss what a success looks like. • Creative Problem Solving Scenarios • DOVE – Brainstorm Rule (See At the Dig) • Polya’s Problem Solving Method • SCAMPER • MTI • Jason Project – Journey to San Francisco

11. DOVE – At the Dig

12. PROBLEM SOLVING STRATEGIES FROM GEORGE POLYA George Polya (1887 – 1985) was one of the most famous mathematics educators of the 20th century (so famous that you probably never even heard of him). Dr. Polya strongly believed that the skill of problem solving could and should be taught – it is not something that you are born with. He identifies four principles that form the basis for any serious attempt at problem solving: • 1. Understand the problem • 2. Devise a plan • 3. Carry out the plan • 4. Look back (reflect)

13. SCAMPER is based on the notion that everything new is a modification of something that already exists. Each letter in the acronym represents a different way you can play with the characteristics of what is challenging you to trigger new ideas: S = Substitute C = Combine A = Adapt M = Magnify P = Put to Other Uses E = Eliminate (or Minify) R = Rearrange (or Reverse) To use the SCAMPER technique, first state the problem you’d like to solve or the idea you’d like to develop. It can be anything: a challenge in your personal life or business; or maybe a product, service or process you want to improve. After pinpointing the challenge, it’s then a matter of asking questions about it using the SCAMPER checklist to guide you. Consider, for instance, the problem "How can I increase sales in my business?" Following the SCAMPER recipe, here are a few questions you could ask: • S (Substitute): "What can I substitute in my selling process?" • C (Combine): "How can I combine selling with other activities?" • A (Adapt): "What can I adapt or copy from someone else’s selling process?" • M (Magnify): "What can I magnify or put more emphasis on when selling?" • P (Put to Other Uses): "How can I put my selling to other uses?" • E (Eliminate): "What can I eliminate or simplify in my selling process?" • R (Rearrange): "How can I change, reorder or reverse the way I sell?"

14. Doing • Thinking and Inquiry:  use of questioning techniques that structure and focus students’ high-level thinking; learning experiences that encourage students to think and process at high levels. Use these questioning strategies to structure and focus students’ high-level thinking: classification, comparative reasons, inquiry, inference, synthesis, evaluative reasoning. • Bloom’s Revised Taxonomy • HOTS/LOTS • Individual Learning Contracts with student constructed investigative questions

16. Doing • Student Self-Assessment:  students routinely analyze their achievement and works-in-progress to monitor their changes as learners and set goals for continue achievements; achievement is a collaborative task in which each stake-holder provides feedback. By teaching students how to reflect on their work, we are teaching them how to set goals. Strategies include ongoing investigative conversations and questioning, captions and reflective statements, metacognitive questions, summaries, inventories, interviews, and open-ended devices. • Self-Evaluation • Peer Evaluation • Think Alouds • Written Explanations • Guided Reflections

17. Grouping • Flexible Grouping: grouping in response to student needs including interest, age, readiness, i.e. whole class instruction, mixed-readiness (heterogeneous) small groups, similar-readiness (homogeneous) small groups, individual work. Responds to students’ diversity by recognizing that no single group placement matches all of a students needs; varied approaches necessary for differentiation. • Using Excel to sort and group • Who Are you Sailing With • Asynchronistic Development • Dual Exceptionalities

18. Reality Some smart students are good at many things; others are exceptionally able at only a few things. Some smart students are also learning disabled, which means that they might not be very good at schoolwork. Some smart students have dual exceptionalities. Myth Smart kids are good at everything they do. 12-year-old Percy Jackson isn't just the Medusa-fighting son of Poseidon. He also struggles with dyslexia and ADHD.

19. Reality That would be convenient, but it’s not a reasonable expectation. It is also not fair that just because someone is advanced intellectually, he or she will lag behind in other developmental areas. Myth… Smart kids are equally mature in all areas-academic, physical, social, and emotional.

20. Knowing and DoingGrade and Subject Area • Most of you are already differentiating in your classroom. Share with the class which of the 12 strategies you are using and how you implement them. • After sharing with the class take 10 minutes to discuss with your group ways you might do more differentiation. • Check out some resources that might help you differentiate for “smart” students.

21. The value of an authentic audience and a real purpose • As a group discuss the value of authentic audiences and share examples of successful differentiated learning projects • Egyptian Wax Museum • NHD Project • Introduction to Technology • Leadership Presentations

22. What is the Least Restrictive Environment? The bell curve demonstrates the IQ scores and percentage of students at each level. • Regular classrooms are geared toward the "Twos", children in the average range of ability • For "Ones", there are many programs offered to help them keep up with their age peers. • The amount of work expected of these children is adjusted • They are given them extra time to complete assignments • The content is geared to their needs and interests • Their learning styles are targeted • Teachers work with parents and colleagues to learn strategies and methods to help the child learn better and more efficiently (Winebrenner, 2001). • Are these changes in programming considered elitist? Are we giving them unfair advantage over the other children in the class?

23. What is the Least Restrictive Environment? Given that gifted children ("Threes") are as far from the average as the "Ones", why does society resist offering them alternatives equal to those offered to “Ones” "The level, pacing, amount, and type of learning activities that benefit average learners are as inappropriate for [gifted students] as they are for students who are working significantly below grade-level expectations" (Winebrenner, 2001, p.3). We already offer many special programs to students with special talents. It is not unusual to see students in a school who dress differently, have exclusive field trips, have special teachers and whose awards are displayed for all to see as a matter of course in a school. These athletes are consistently receiving special benefits due to an inborn talent that they possess (Winebrenner, 2001). Why is it then, that society often resents providing similar programs (which are probably less costly) for children who are intellectually gifted?

24. How do you see the “smart” students in your classroom?

25. How do you see the “smart” students in your classroom?

26. “Smart” Label —Burden or Blessing? The problem with the smart label isn’t the label itself, but rather how people perceive it and use it. When it’s attached to certain nouns such as—athlete, musician, writer, actor, etc., it’s usually acceptable and considered a compliment. But when it’s used in reference to academic or scholarly pursuits, it’s not necessarily an asset. In fact many students experience the label in conjunction with such negative nicknames as “geek,” “nerd,” “dweeb,” “junior genius,” or worse, none of which promote feelings of acceptance or popularity.

27. From students’ mouthsHere is what some of them said Being Smart is…Being Smart Means… Activity Students were asked to answer any, all, or none of the following questions anonymously and submit them to me. They didn’t have to answer all the questions. They could answer only the ones they felt strongly about, if they so chose. • To me being smart is, being smart means… •  To my parents, being smart means… • To my best friends, being smart means… • To my worst enemies, being smart means… •  At school, being smart means… •  To a teacher, being smart means… •  To an employer, being smart means… •  To the rest of the world, being smart means… •  To a TV producer or Media person, begin smart means.

28. Reality Everyone needs encouragement and help—to make the most of their abilities and succeed in life. Would you send a star athlete to train for the Olympics without a coach? Smart students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many smart students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school. Myth Smart kids have it made and will succeed in life no matter what. They don’t need any special help in school or anywhere else. Smart students do not need help. If they are really smart, they can manage on their own.

29. Reality Some will, some won’t. What’s especially harmful about this myth is that some adults use it to rationalize decisions about not allowing smart students to work or study together or not providing them with opportunities that meet their learning needs. Myth If smart students are grouped together, they will become snobbish and elitist.

30. Reality Some do, some don’t—just like other kids. Myth All smart kids have trouble adjusting to school and forming friendships.

31. Reality Some smart students are underachievers. Underachievement describes a discrepancy between a student’s performance and his/her actual ability.  The roots of this problem differ, based on each child’s experiences.  Myth Smart students are a homogenous group, all high achievers.

32. http://www.foxtrot.com/2009/09/09202009/ http://www.foxtrot.com/2009/10/10182009/ Reality Smart students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment.  Myth Smart students are a homogenous group, all high achievers. http://progressiveboink.com/archive/calvinhobbes.htm http://images1.fanpop.com/images/photos/2500000/Calvin-and-Hobbes-Comic-Strip-calvin-and-hobbes-2509527-600-191.gif http://images1.fanpop.com/images/photos/2500000/Calvin-and-Hobbes-Comic-Strips-calvin-and-hobbes-2509547-600-191.gif http://images1.fanpop.com/images/photos/2500000/Calvin-and-Hobbes-Comic-Strips-calvin-and-hobbes-2509596-600-191.gif

33. Reality Other students may mask their abilities to try to fit in socially with their same-age peers.  Myth Smart students are a homogenous group, all high achievers.

34. Reality Most schools are geared for average learners, not smart learners, which makes it hard for smart students to get excited about going. Some of the most talented students in the U.S. actually choose to drop out of school altogether. Myth Smart kids should love school, get high grades, and greet each new school day with enthusiasm. That student can’t be smart; he’s receiving poor grades.

35. Reality They might get bored, but they won’t necessarily get lazy. Myth Smart students must constantly be challenged and kept busy or they’ll get lazy.

36. Reality Like most of us, students are generally more comfortable around others who are similar to themselves. Average students often feel uncomfortable taking on a challenge in the presence of smart students who already seem to “get it.” In reality, average or below-average students do not look to the smart students in the class as role models. They are more likely to model their behavior on those who have similar capabilities and are coping well in school. Seeing a student at a similar performance level succeed motivates students because it adds to their own sense of ability. Watching or relying on someone who is expected to succeed does little to increase a struggling student’s sense of self-confidence.  Similarly, smart students benefit from classroom interactions with peers at similar performance levels. Myth Smart students make everyone else in the class smarter by providing a role model or a challenge. 

37. Reality Some do, some don’t. Some teachers feel uncomfortable with smart students and get defensive when they suspect their students know more than they do. Myth Teachers love to have smart students in their classrooms.

38. Resources Link to Instructional Differentiation Strategies Hotlist http://www.kn.att.com/wired/fil/pages/listdifferenkr.html Link to my website—check Differentiation Strategies Page for ideas,strategies, and documents http://www.kbensonlsms.weebly.com

39. Books Coil, Carolyn. Standards-Based Activities and Assessments for the Differentiated Classroom. 2003. USA: Pieces of Learning, 2004. Print. Delisle, Jim, and Judy Galbraith. When Gifted Kids Don't Have All the Answers. Minneapolis, MN: Free Spirit Publishing, Inc., 2022. Print. Drapeau, Patti. Differentiating with Graphic Organizers: Tools to Foster Critical and Creative Thinking. Thousand Oaks, CA: Corwin Press, 2009. Print. Galbraith, Judy, and Jim Delisle. The Gifted Kids' Survival Guide: A Teen Handbook. Minneapolis, MN: Free Spirit Publishing, 1996. 140. Print. Kingore, Bertie. Reaching All Learners: Making Differentiation Work. Austin, TX: Professional Associates Publishing, 2007. Print. National Association for Gifted Children, . "Giftedness and the Gifted: What's It All About?." ERIC Digest EC Digest.#E476 (1990): n. pag. Web. 8 Aug 2010. <http://www.nagc.org/index.aspx?id=121>. Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. 2003. Alexandria, VA: Association for Supervision and Curriculum Development, 2003. Print. Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. Print. Winnebrenner, Susan. Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques every Teacher can use to meet the Academic Needs of the Gifted and Talented. 2nd. Minneapolis, MN: Free Spirit Publishing, 2001. Print. Wormeli, Rick. Differentiation: From Planning to Practice Grades 6-12. Portland, Maine: Stenhouse Publishers, 2007. Print.