Differentiation Instruction Strategies

1. Differentiation Instruction Strategies Taking the Fear Away from Tiers!

2. Focus! Seriously, though… Differentiated Instruction focuses on thelearning objective; the journey to get there may differ.

3. Focus on the Learning Goal

4. Assessment

5. ASSESSMENT CONTINUUM FORMATIVE/ONGOING ASSESSMENT Checking Up PRE- ASSESSMENT Discovering SUMMATIVE/FINAL ASSESSMENT Making Sure

6. Pre Assessment • Yes, that’s considering formal test data • But, there’s more! • Classroom Observations • Understanding of Your Students

7. Formative Assessment • Formative assessment is generally carried out throughout a course or project.

8. Formative Assessment • used to aidlearning • not to grade what was learned

9. Formative Assessment • providing feedback on a student's work… and would not necessarily be used for grading purposes!

10. Summative Assessment • generally carried out at the end of a course or project. • typically used to assign students a course grade.

11. Thesetools may be used for: 1. pre-assessment 2. formative assessment 3. summative assessment Authentic Assessments: Collecting Evidence Over Time Authentic assessments that work includes: • portfolio assessments • observations • skill checklists • oral reports • written reports • demonstrations • quizzes/tests • dioramas • models 10. samples of work 11. taped responses 12. performances (readings, musicals, dramas, etc.) 13. drawings/graphs 14. exit cards 15. entrance cards 16. surveys

12. 4-4 • list-sort-group • 27. oral questioning • 28. oral reporting • 29. re-teaching others • 30. cloze activities • 31. writing samples • 32. interviews • 33. traditional quizzes • 34. universal screening 17. Concept maps/webs 18. response journals 19. miscue analysis 20. running records 21. individual skills inventory 22. video/oral recordings. 23. models/timelines/posters 24. demonstrations/skits/ plays/debates 25. oral readings

13. Differentiation Instruction Strategies

14. Don’t Worry; You Won’t Need This:

15. Sticky Note Activity • This activity is a great way to differentiate and get your wiggly students up and moving! • Everyone will get a post it on your back with pre-assessment, formative assessment, or summative assessment written on it. • Talk to your neighbors to get clues to figure out which one you are!

16. What’s My Name? • First, write a content word on a piece of paper. For example: a vocabulary word, a character, a symbol, etc. Then, tape one content word or “name tag” on each student’s back.

17. Continued… • Have students walk around the room and give their classmates clues or descriptions as to what their name is.

18. Clock Buddies • Tired of having a hard time grouping students? Are your students picking the same partner over and over? Here’s the solution: • Use the clock template to have students find 4 to 12 partners to be used through out the school year, change quarterly if needed. • When they need a partner, call out “find your 12 o'clock buddy!” or “find your 6 o’clock buddy!”

19. When do you use Clock Buddies? • Think, pair, share • Question, answer partners • Test review • Lab partners • Gym activities that require two people • Partner reading • Can you think of more? Share!

20. Here’s an example of how you could have 12 clock buddies, one for each hour.

21. Here’s an example of clock buddies, using only four partners. 3

22. Anchor Activities: Ongoing assignments that students can work on independently Meaningful; tied to curriculum Can allow the teacher to work with small groups or individuals

23. Possible Anchor Activities: • Writing journals • Creative writing prompts • Independent reading-content related reading • Reading games • Spelling practice • Centers • RAFT • Books on tape • Projects- small group or independent • Wordless picture group • Magazine or calendar picture

24. Example: Magazine Picture

25. What can do you do with that picture? • Math- find different shapes, colors, number of items, organize/classify items • Geography: Where is this office located? How do you know? • Creative thinking: Who works in this office? Explain- what do they do? Are they male or female? Etc. • Reading- List all the words that start with a certain letter. Find all the nouns. Give adjectives to describe the office. • Writing: Write a story about a day in the life of the person who works here.

26. 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.

27. How is Cubing differentiated? • Not all students receive the same cube. • You can differentiate cubes according to readiness, learning profile, or interest

28. How it works: • Students can work alone, in pairs, or in small groups with the appropriate cube. • In pairs or small groups, each student takes a turn rolling the cube and doing the activity that comes up. Students have the choice to roll again once if they don’t like the activity that turns up. • Students each roll the cube 2-4 times, depending on the magnitude of the assignments.

29. Using Cubing to Hone Thinking Skills • Cubing originally was created to have students use a variety of thinking skills to consider a single concept. • When used this way, each side of the cube has a different prompt

30. Describe it Compare it Associate it Analyze it Apply it Connect it Illustrate it Change it Solve it Question it Rearrange it Evaluate it Relate it to something else Contrast it Investigate it What is the significance of it? Put it in historical perspective What are the cause/effects of it Cartoon it Tell the parts of it Argue for/against it Cube Sides Suggestions…

31. Reading Comprehension Cube • On the Network folder there is a reading comprehension cube. • Use this cube for your higher level students. • Create a cube with more literal questions or project assignments. • Use the blank cube as needed!

32. Differentiation Cubing • At your table each member takes a turn rolling the cube/dice and doing the activity that comes up. • Members have the choice to roll the cube/dice again once if they don’t like the activity that turns up. • Roll the cube 2-4 times.

33. Diner Menu – Photosynthesis • Appetizer (Everyone Shares) • Write the chemical equation for photosynthesis. • Entrée (Select One) • Draw a picture that shows what happens during photosynthesis. • Write two paragraphs about what happens during photosynthesis. • Create a rap that explains what happens during photosynthesis. • Side Dishes (Select at Least Two) • Define respiration, in writing. • Compare photosynthesis to respiration using a Venn Diagram. • Write a journal entry from the point of view of a green plant. • With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. • Dessert (Optional) • Create a test to assess the teacher’s knowledge of photosynthesis.

34. SNOWBALL FIGHT Purpose – Can adapt to your own purpose. Plan: Students write something on paper relevant to purpose set by teacher and crumple paper into “snowball”. Students in circle and throw “snowballs” and retrieve one that is not their own. Students open the “snowball” and respond in some way to the content of the “snowball”. *Remember to keep learning goal in mind!*

35. Snowball Review • On your half sheet of paper write one question to quiz your neighbors about what we’ve learned about differentiation in the last two in-services! • Example- What is cubing? • Make groups of 4-6 people • Crumble! Toss! Choose one that’s not yours! Answer!

36. Path to Differentiated Instructions

37. You’re probably wondering…. What do I have to do now? • Create two differentiated activities that were shared in this workshop (or a different differentiated activity) and apply it to your personal curriculum. Write a brief rationale of why you chose the strategies that you did and how you will incorporate it in your classroom or district. (See Template) • Present one of the activities tomorrow to your table group • If you have questions or concerns, PLEASE let a member of the DI team know.