Differentiating Instruction for Young Learners Lori Elliott SDE email@example.com
Children’s behavior and needs don’t suddenly change on their birthdays. Developmental age does not always match chronological age. Individual development is uneven. Child Development
2nd Edition Available August 9 Yardsticks by Chip Wood
Birthday Cluster • Get to know your students by listing them youngest to oldest. • Look for clusters. • Do you have a developmentally young or old class? • Anticipate the changes over the year and as you approach testing time.
What is Differentiated Instruction? It’s consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas
Differentiated Instruction Based on Student Differences Teach a concept at multiple levels Assessment is Ongoing Flexible Grouping
Tier Your Lessons? Multiple Pathways
Developing a Tiered Assignment • Know: • Understand: • Be Able to Do:
Hollas, B. (2005) When Differentiating You Must Know . . . • each child’s readiness level. • early readiness • readiness • advanced readiness • each child’s interests. (p. 138) • how each child learns best. (p. 139) • how the child feels about the classroom, him/herself, and learning. Toonaday.com
Did You Know? • 46% of people are visual learners • 19% of people are auditory learners • 35% of people are kinesthetic learners VAK
Morning Meeting • Class meets in a circle daily for 15-30 minutes. • Greeting • Sharing • Group Activity • News and Announcements
Greeting • Set Morning Meeting Guidelines. • Teach eye contact and proper speaking techniques. • Discuss, model and practice greetings in a friendly way. • Sets a positive tone for the day. • Provides a sense of recognition and belonging.
Group Activity • Songs • Games • Chants • Poems
The Wishy-Washy Washerwoman In the deep dark jungle where nobody goes There’s a wishy-washy washerwoman washing her clothes She goes “Ooh, ahh, ooh, ahh, Ooh ahh ahh and a ringy-ding-ding!”
Black Socks Black socks, they never get dirty, The longer I wear them, the stronger they get! Sometimes I think I should wash them, But something inside me keeps saying , “Not yet! Not yet! Not Yet!
Whole group: Each person shares one thing about a specific topic. Interactive: One person briefly shares and invites questions. Focused: Interactive, but speaker addresses a specific topic. Partner: 2 people share about a topic. One partner summarizes for the group. Sharing
News and Announcements Morning Message • K-2 Use a regular and predictable format. • Include a place for students to interact with the message.
Ways We Can Differentiate Process Content Environment Product
Environment • Equipment • Grouping of Students • Location
Website Differentiation • Introduce a Concept • Practice a Skill • Extend a Concept • Review a Concept
Bookmark Sites • I Keep Bookmarks • Google Bookmarks • Delicious • Portaportal
Office • Word for Writing • Publisher for Advertisements/Shorter Pieces • Newspapers • Brochures • Excel: Higher Levels • Digital Portfolio
PowerPoint • Lessons • Alternative to Reports • Use the Narration Feature • Bigger Audience: Share with Community Leader • Post Online
Movement • Movement involves more of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001) • Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)
The Liberty Bell . . . Here’s a story Of the Liberty Bell It cracked the first time it was rung. They tried to fix it; it cracked again; It weighed at least a ton! Then one day while the bell was in Pennsylvania, People saw it and thought how they were free The crack . . . . was just like America We struggled for liberty The Liberty Bell! . . .ding! The Liberty Bell! . . .ding! That’s the way . . . . . it became the Liberty Bell! Ding da ding ding!
Hollas, B. (2005) Snowball Fight
Vocabulary in Motion Hollas, B. (2005)
Hollas, B. (2005) Give Me Five!Five Critical Questions to Ask While Reading • What mental pictures do I see? (Visualization) • What does this remind me of? (Connection) • What do I know, even though I wasn’t told this information in the text? (Inference) • What might happen next? (Prediction) • What was this mostly about? (Summarization)
Thinking takes time. WAIT – Pair/Share – Hands Differentiated Wait Time
Hollas, B. (2005) I Have . . . Who Has??? Toonaday.com
Hollas, B. (2005) I’m done . . .What do I do now?? What are anchor activities? • specified ongoing activities on which students work independently • ongoing assignments that students can work on throughout a unit Why use anchor activities? • provide a strategy for teachers to deal with “ragged time” when students complete work at different times • they allow the teacher to work with individual students or groups • provides ongoing activities that relate to the content of the unit • allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom
R.A.F.T. Format Love letter Friendly letter Business letter Rap Role Fraction Teacher Reporter Songwriter Audience Decimal Students Public Singer Topic Explain Relationship Book Talk Causes/effects of the current economic situation Economics
Hollas, B. (2005) Assessment • Pre-assessment: Determine students’ prior understanding and readiness for the content. • Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth. • Summative Assessment: Making sure they’ve reached the goals that have been set.
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD
Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD Fisher, D., Frey, N.(2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA. ASCD It is the assessment which helps us distinguish between teaching and learning.
Model for Differentiating Instruction What do I differentiate? Sources Process Product What criteria do I use to select sources, processes and products? Readiness Interests Learning Style What principles guide my planning? Meaningful tasks Flexible Grouping Ongoing Assessment and Adjustment
Pre-assess Instruction/ Formative Assessment Remediation/ Enrichment The Teaching Wheel Summative Assessment Data Analysis
Hollas, B. (2005) Learning Logs and Response Journals