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Differentiating for All Learners. Topics. Basics of Differentiation Understanding the Resource Different Differentiation Strategies Differentiated Assessment Quick Differentiation Ideas. Your Classroom. What words come to mind when I say . . . gifted students English language learners

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  1. Differentiating for All Learners Topics • Basics of Differentiation • Understanding the Resource • Different Differentiation Strategies • Differentiated Assessment • Quick Differentiation Ideas

  2. Your Classroom What words come to mind when I say . . . • gifted students • English language learners • special education students • children of poverty

  3. Your Classroom It’s important to be open-minded about the students in your classroom. Try to become aware of your preconceptions so that you can work through them. “A sense of community is important [to establish] in a differentiated classroom.” —Forsten et al. (2006)

  4. Understanding the Resource Theory Overview of Strategy • Research based • General explanation of strategy • Background information

  5. Understanding the Resource Step-by-Step Directions • English language learners • Below-grade-level students • On-grade-level students • Above-grade-level students

  6. Understanding the Resource Concrete Example Lesson • Makes the abstract strategy more concrete • Two objectives: • content area • literacy • Assessmentsuggestions

  7. Understanding the Resource Student Reproducibles • Completed examples • Blank templates

  8. Quick Differentiation Ideas • Explain your thinking • Modeling • Using “at least” • Anchor activities

  9. What Is Differentiation? “Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.” —Carol Ann Tomlinson (2000)

  10. What Is Differentiation? Fair is not everyone getting the same thing. Fair is everyone getting what they need. —Anonymous

  11. What Is Differentiation? “The primary intent of differentiation is to maximize student capacity [and] to find different pathways for students to learn and practice skills and concepts.” —Forsten et al. (2006)

  12. What Is Differentiation? “All students can learn, but all students do not learn in the same ways.” —Forsten et al. 2006

  13. What Is Differentiation? The changing face of today’s classrooms . . . • Diverse subpopulations • Poverty • “De-tracking” America’s schools • Drop-out situation • Higher expectations and pressure

  14. What Is Differentiation? Differentiate for . . . • English language learners • gifted students • special education students • regular education students • minority students • at-risk students

  15. Differentiate through: Content (what is taught) Process (how it is taught) Product (what they produce) Differentiate because of: Readiness Learning styles Interests Why Differentiate?

  16. Why Differentiate?

  17. Developing Vocabulary • Frontload the lesson • Revisit past vocabulary words • Repeat games and activities • Clearly set up expectations

  18. Developing Vocabulary Content vocabulary words are used within the subject matter you are teaching (e.g., fractions, decimals). Academic vocabulary is the higher-level language needed to understand the content (e.g., analyze, identify).

  19. Differentiating by Content This product clearly models how to differentiate through . . . • content (what they learn) • process(how they learn) • product(how they share)

  20. Differentiating by Content You can’t learn much from books you can’t read. —Educational Leadership

  21. Differentiating by Content Read the first two paragraphs of “The Roaring Twenties.”

  22. Differentiating by Content

  23. Differentiating by Content Level the Text • Shorten sentences • Define vocabulary • Try not to use many pronouns • Give context to names

  24. Differentiating by Content Lower the level of these sentences. In Venice, Italy, a 35-year-old mathematics teacher named Galileo Galilei heard about a new tool that made it possible for people to see distant objects as if they were nearby. This new tool was called the telescope. Galileo had never seen one, but he figured out how it should work just by thinking about it. He decided to build his own; and by early 1610, he had a telescope that could magnify distant objects up to 30 times. For the next two years, he wrote down his observations and discoveries. Isn’t that fascinating? Level 7.2

  25. Differentiating by Content There was a man who lived in Venice, Italy. His name was George. He was a mathematics teacher. George heard about a new tool. This tool made things that were far away look really close. The tool was called a telescope. George was a very smart man. He had never seen a telescope. But, he wanted to make one himself. So, George thought about how he would make one. In 1610, he came up with a plan. George built his own telescope. This telescope magnified objects. This means it made objects look 30 times larger than they were. George used his telescope for years. He wrote down what he saw with the telescope. These are called his observations. Level 3.4

  26. Differentiating by Content Organize text • Tier graphic organizers

  27. Differentiating by Content

  28. Differentiating by Content

  29. Differentiating by Content Leveling Graphic Organizers • Change what is expected • Change the number of items needed to be listed • Change the resources • Change the look of the organizer

  30. Differentiating by Content Revise this graphic organizer for the following levels: • Above grade level • Below grade level • English language learners - Change what is expected - Change the number of items needed to be listed - Change the resources - Change the look of the organizer

  31. Differentiating by Content

  32. Differentiating by Content

  33. Differentiating by Content

  34. Differentiating by Content Good Strategies for Differentiating by Content • Tiered Assignments • Self-Paced Strategies • Personal Agendas • Orbital Studies • Independent Investigations • Learning Contracts

  35. Quick Differentiation Ideas • Rephrasing • Most difficult first • Word stairs

  36. Quick Differentiation Ideas Word Stairs

  37. Differentiating by Process This product clearly models how to differentiate through . . . • content(what they learn) • process (how they learn) • product(how they share)

  38. Differentiating by Process Start with the whole class topic Tiering/Leveling Questions Increase the complexity of the question Narrow the scope of the question Add context to the language

  39. Differentiating by Process Tiering/Leveling Questions ・ In what ways . . . ・ How might you have done this differently . . . ・ How does this affect . . . ・ Explain several reasons why . . . ・ What problems does this create . . . ・ Describe the ways . . . ・ What are some possible explanations for . . . ・ Predict the outcome . . . ・ Form a hypothesis . . . ・ What are ways to classify . . . ・ Support your reason . . . ・ Make a plan for . . . ・ Propose a solution . . . ・ What is an alternative to . . .

  40. Differentiating by Process Tiering/Leveling Questions • Describe water when it is a liquid and a solid. • Describe water when you leave it on the table. Describe water in your freezer. • Describe water when it is a solid and a liquid. The third state of water is gas. What do you think that looks like?

  41. Differentiating by Process Tiering/Leveling Questions • Compare and contrast the characters of Romeo and Juliet. • How are Romeo and Juliet alike? How are they different? • Describe Romeo. Describe Juliet.

  42. Differentiating by Process Tiering/Leveling Questions • Why and how did the northwestern Indian tribes carve detailed totem poles? • What was carved into totem poles? Why? • Name or sketch at least two things carved into totem poles. Tell why you think one was included. • For what reasons was it important to be chosen to carve the lowest portion of the totem pole? What would you carve at the bottom of a personal totem pole?

  43. How to Differentiate Tiered Assignments • Complex strategy • The “grand daddy” of all differentiation strategies • Different paths lead to the same objective.

  44. How to Differentiate Tiered Assignments above Objective on below

  45. How to Differentiate Tiered Assignments Strategy Overview • In small groups read the Tiered Assignments Overview. • Create a mind map or graphic organizer to represent the most important ideas from the Tiered Assignments Overview.

  46. How to Differentiate Tiered Assignments • Begin by thinking about the enduring understandings. • What do you want students to learn during the activity? • All students should work toward the same objective. In what ways did immigrants affect life in America?

  47. How to Differentiate Tiered Assignments • Create the activity you want your on-grade-level students to complete. • When you tier your first assignments, start small. Don’t tier an entire unit, tier just one day or one assignment. • Write a letter from the point of view of one of the immigrants we read about in class. • Use the narrative we read as a resource. • Describe the immigrant’s new life in America. • Include at least two ways that the immigrant changed lives in America.

  48. How to Differentiate Tiered Assignments • Revise the activity for your below-grade-level students. • Make the activity more focused or narrowed. • Write a one-paragraph letter from the point of view of one of the immigrants we read about in class. • Use the narrative we read as a resource. • Describe at least two details about the immigrant’s new life in America. • Include at least one way that the immigrant changed lives in America.

  49. How to Differentiate Tiered Assignments • Revise the activity for your English language learners. • Add context to the activity so focus of lesson is not on the language. • Create a Venn diagram comparing your life in America with the experiences of an early immigrant. • Some ideas to include are: • What it feels like to arrive • What jobs immigrants do • How immigrants spend their free time • Ways immigrants change America • Then, write at least three sentences summarizing your Venn diagram.

  50. How to Differentiate Tiered Assignments • Revise the activity for your above-grade-level students. • Add complexity to the activity. Don’t make it “harder” just more complex. • Write the final chapter of an autobiography from the point of view of one of the immigrants we read about in class. • Use at least three resources as you write your chapter. • Describe in detail how his or her life changed after moving to America. • Include at least three specific examples describing how the immigrant affected American society.

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