Differentiating Instructionin a

Whole-Group Setting

Hollas, B. (2005)

Word TossPage 82

• Assessment• Early Readiness• Student

Engagement• Questioning• Flexible Grouping• Tiered Instruction• Tone• RTI

What is Differentiated Instruction? It’s consistently and proactively

creating different pathways to help all your students to be successful.

~Betty Hollas

DifferentiatedInstruction

____________ _____________ _____________

Let’s Plan a Vacation!

Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching!

Wormeli, R., 2005

DifferentiatedInstruction

______________________

_______________________

_______________________

Failure• Students who

consistently fail lose their motivation to learn!

Tomlinson, C., 1999

Toonaday.com

Easy Success• Students who succeed too easily also lose their motivation to learn!

Tomlinson, C., 1999

Toonaday.com

Hollas, B. (2005)

OngoingAssessment

FlexibleGrouping

Questioning

StudentEngagement

Differentiated Instruction

in a

Whole-GroupSetting

Toonaday.com

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

Hollas, B. (2005)

Let’s Make an Appointment! (8)

• 8:00______________

• 9:00______________

• 10:00_____________

• 11:00_____________

• 12:00_____________

Jensen. E. (2007)

Memory PathwaysSemantic Procedural

Memory

Episodic Emotional

Memorize This List of Common Household Items

1. Refrigerator 11. Television 2. Toaster 12. Bed3. Can Opener 13. Couch4. Lamp 14. Diamonds5. Frying Pan 15. Maid6. Spatula 16. Washing Machine7. Laundry Soap 17. Dishwasher8. Toilet Paper 18. Pencil9. Vacuum 19. Microwave10. Radio 20. Chocolate

Allen, R. (2007)

Memory Pegs1. Sun2. I See3. Triangle4. Hot Stove5. Starfish6. Sticks7. 7-UP8. Snowman9. Line10.Hen

1. Fence2. Eggs3. Black Cat4. Love5. 15 Minutes of Fame

6. Drive7. Magazine8. Vote9. Remote10. 20/20 Vision

Storytelling• Stories provide a script for us to

tie information to our memory. (Markowitz & Jensen, 1999)

• Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997)

Allen, R. (2007)

Mineral Hardness Scale

• Talc• Gypsum• Calcite• Fluorite• Opalite• Feldspar• Quartz• Topaz• Corundum• Diamonds

Mnemonic Devices

• Mnemonics create links or associations between new information the brain is receiving and information already stored in long-term memory. (Wolfe, 2001)

• Mnemonics help activate the creation of stronger neuro-links in the hippocampus, which are essential to short- and long-term memory. (Jensen, 2001)

Mnemonic Devices

• HOMES• ROY G BIV• Good Boys Do Fine Always• I before E except after C . . .or when

sounding like A in neighbor and weigh• When two vowels go walking, the first one

does the talking.• PEMDAS

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)

Partner Reading (10)

• “Tricks of the Trade”– Arrange your partners carefully.– Never pair a high and low reader together.– Seating matters. – Echo Phones = Sanity– I’m done . . .What do I do now?. . .Plan

ahead.• Reread and make connections.• Reread and look for interesting vocabulary.• Reread and summarize.• Reread, reread, reread . . .

Partner Reading

• List your students from advanced to emergent readers . . .

• John• Sally• Ginger• Tom• Libby• Samantha• Jane• Tim

Partner Reading

• Divide the Class In Half . . .

• John• Sally• Ginger• Tom_______________________________________• Libby• Samantha• Jane• Tim

John, Libby

Sally, Sam

Ginger, Jane

Tom, Tim

Hollas, B. (2005)

Snowball Fight (16)

Hollas, B. (2005)

Vocabulary on the Move (13)

Hollas, B. (2005)

What’s My Name? (19)

Hollas, B. (2005)

Circle the Category (20-21)

Allen, R. (2007)

Bring Your Teaching SPACE to

Life!!

Music, Rhythm, Rhyme and Rap

• Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics. (Jensen, 2001)

The Liberty Bell . . .

Here’s a storyOf 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 freeThe crack . . . . was just like America

We struggled for libertyThe Liberty Bell! . . .ding!The Liberty Bell! . . .ding!

That’s the way . . . . . it became the Liberty Bell!Ding da ding ding!

Roman Numerals• I• II• III• IV• V• VI• VII• VIII• IX• X

• XI• XII• XIII• XIV• XV• XVI• XVII• XVIII

Question to Ponder

• What’s more important, the question or the answer?

Jensen, E. (1997)

Use More Questions Than Answers

• The brain is more receptive to questions than answers.

• Allow students to generate questions.• How and why questions require more

thought than who and what questions.

Hmmm…• On average,

teachers ask 80 questions each hour.

• AND . . . Students only ask TWO (Kagan, 1999).

Hollas, B. (2005)

Give Me Five!Five Critical Questions to Ask While Reading (34)

• 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)

Cunningham, P., Hall, D., Cunningham, J. (2000)

Gist• Who?• What?• When?• Where?• Why?• How?

                                                  

                                                        Site

“Wait Time”

• Thinking takes time.• Give students 5-10 seconds to respond to a

question. • Make sure they KNOW that they’re expected to

use that time to think about their answers.• Pair/Share answers• Then, call on students to respond.• Don’t call on students until at LEAST half of

them have raised their hands.

Let’s Practice

1. Pose a question.2. Allow WAIT time.3. Instruct students to pair/share – be precise!

EX: Students sitting closest to the _____ go first.

4. Ask for hands.5. Call on a student and simply say thank you.6. Repeat step five several times.7. Give FEEDBACK – correct answer.

Q.A.R.QAR

(Raphael, 1982, 1984)

In

The

Book

In

My

Head

Right

ThereThink &

Search

Author and Me

On My Own

Hollas, B. (2005)

Q.A.R. (43)

• Right There: How is a batting average calculated?

• Think, Search, Find: How are batting averages used? (answer several places)

• Author and Me: How much higher is Player C’s batting average than Player A’s?

• On My Own: Are you a baseball fan? Explain.

Games

• Play speeds up the brain’s maturation process since it involves the build-in processes of challenge, novelty, feedback, coherence and time. (Jensen, 2001)

• The effectiveness of a game is enhanced when students actually help to design or construct it. (Wolfe, 2001)

Hollas, B. (2005)

I Have . . . Who Has??? (40)

Toonaday.com

Hollas, B. (2005)

I Do Have a Question! (33)

Cubing (36)

Hollas, B. (2005)

Hollas, B. (2005)

Types of Groups

• Whole Group• Heterogeneous

Groups• Homogeneous

Groups• Independent/ Individual Work

Grouping Ideas

• Jigsaw – page 61• Numbered Heads Together – page 63• Role Cards – page 64• Discussion Cards – page 65

Toonaday.com

Hollas, B. (2005)

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

Hollas, B. (2005)

Anchor Activity Ideas

• Anchor Activities . . .– Silent Reading– Think-Tac-Toe – Page 67, 133– 4-6-8 – Page 69, 137– R.A.F.T. – Page 70, 71– Magazine Pictures –

• List nouns• Add adjectives• Verbs• Add adverbs

Tiered Assignments

Tiering is a differentiated instructional planning strategy that enables educators to teach one concept at multiple levels of complexity based on student readiness levels.

• Early Readiness• Readiness• Advanced Readiness

• Tiered Assignments: http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html• http://wblrd.sk.ca/~bestpractice/tiered/index.html• Mnemonic Devices:• http://www.rebeccastmartin.com/mnemonicdevices/index.htm• A Plethora of Differentiated Instruction Sites:• http://www.internet4classrooms.com/di.htm• Exit Slip Ideas:• http://www.saskschools.ca/curr_content/mathcatch/mainpages/assess_tools/exit_q

uestions.html• Layered Assignments:• Nunley, Kathie F., Six Simple Steps to Layered Curriculum™ http://help4teachers.com • http://help4teachers.com/samples2.htm• Curriculum Compacting PowerPoint:• http://www.mcps.k12.md.us/curriculum/enriched/giftedprograms/curriculumcompacting.shtm• Grouping Slide: • http://wvde.state.wv.us/reading/reading-module/H%20- Intervention/8.7Grouping%20Practices.doc• Free Timers: • http://www.interventioncentral.com/timers.php• Jokes:• http://www.jokes4teachers.com• Games: -- Great for SMART Boards• http://www.quia.com/pages/hostetterlinks.html• http://jc-schools.net/tutorials/PPT-games/• Classroom Website:• If you have time to navigate this site . . . it’s AMAZING and has TONS of freebies.• http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/• Carol Tomlinson’s Differentiated Instruction article• http://www.learner.org/channel/workshops/socialstudies/session5/explore.html• Click on the “Mapping the Route to Differentiated Instruction” article.

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.

P re -a s s e s s

Ins truc tion/

F orm a tive

As s e s s me nt

S um ma tive As s e s s me nt

Da ta Ana lys is

R e me dia tion/

E nric h m e nt Th e Te a c h ing

Wh e e l

Adapted from Marzano, R.

Think About This . . .

• There are twenty problems on a test.

• The student misses four of them.

• What’s his/her score?

Do You Need More Information?

• The first 10 are multiple choice, simple recall questions. The student gets them all right.

• Numbers 11-15 are constructed response, complex questions that were explicitly taught. The student gets them all right.

• Numbers 16-20 are also constructed response, but they’re application questions that go beyond what was taught. The student misses four of them.

Hollas, B. (2005)

Word TossPage 82

• Assessment• Early Readiness• Student

Engagement• Questioning• Flexible Grouping• Tiered Instruction• Tone• RTI

Cunningham, P., Hall, D., Cunningham, J. (2000)

Anticipation Guide If You Hopped Like a Frog

____ If you were as strong as an ant, you could lift a

bus.

____ If you ate like a shrew, you could eat 50

hamburgers every hour in a day.

____

____

NONFICTION

BEFORE AFTER• _____ Chlorophyll is green. _____• _____ The stomata allow oxygen _____ to exit through the topside of leaves.• _____ Photosynthesis is a process_____ that changes oxygen into sugar.

SEQUENCING

BEFORE AFTER• ____ Civil War ____• ____ Revolutionary War ____• ____ Gulf War ____• ____ War of 1812 ____• ____ World War II ____

Hollas, B. (2005)

Learning Logs and Response Journals (90)

Hollas, B. (2005)

Exit Cards (87)

A Special Thank You to:• Betty Hollas:Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.

Peterborough, NH: Crystal Springs Books• Eric Jensen:www.jlcbrain.com• Rich Allen:http://www.greenlighteducation.net/• Dorothy Hall:

www.wfu.edu/fourblocks• Phillip Martin

http://www.pppst.com/• Ron Leishman

www.toonaday.com