differentiated instruction 10 17-12
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Follow-Up Table Talk :Differentiated Instruction
Lyons Township High SchoolOctober 17, 2012
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Please Share…
QUESTIONS: IDEAS:
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Today’s Purpose:
•To answer participant questions concerning Differentiated Instruction
•To share and build upon participant ideas
•To provide several strategies for differentiating instruction in the classroom
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THE KUD
Essential for Effective
DifferentiatedInstruction
because itensures the samelearning goal andexpectations are inplace for all
students
•Facts•Places•People•Things
K•Big Ideas•Generali
zations•Essential
Understandings
U
•Skills•Outcome
s
D(Strickland, 2011, p.15)
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Ideas for Differentiating:Rather than Provide 1 Assessment, Provide 3
To Differentiate Questioning:
1) Identify your KUD
2) Provide students 3 questions/tasks in the midst of a lecture, as part of an activity, or on an entrance/exit slip that arrive at the same KUD
3) Students should answer one of the three questions or complete one of the three tasks
* Questions can be differentiated by interest, learning profile, or readiness
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SAMPLE ASSESSMENT TASK:Select one of the following
tasks to complete in your class notes:
A) Draw a flow chart that depicts the water cycle.
B) Write a narrative explaining the steps of the water cycle from the perspective of a water droplet.
C) Draw a picture that clearly articulates the water cycle. Label the picture appropriately.
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Ideas for Differentiating:Use Tic-Tac-Toe to Differentiate by Interest
To Create Tic-Tac-Toe:
1) Write 9 commands, questions, or tasks on the Tic-Tac-Toe board.
2) Have students choose three options to complete creating a row vertically, horizontally, or diagonally
http://foridahoteachers.org/strategies.htm#ThinkTacToe
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SAMPLE TIC TAC TOE
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Ideas for Differentiating:Use RAFTto Differentiate by Learning Style
To Create a RAFT:
1) Develop a KUD◦ Please note: When assigning a
RAFT, you may have to rely upon student presentations or sharing to achieve all aspects of the KUD.
2) Design a writing assignment with a minimum of 4 columns:
◦ Roles◦ Audiences◦ Formats◦ Topics
(Strickland- Social Studies, 2012, p. 26)(Strickland- Social Studies, 2012, p. 15)
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Ideas for Differentiating:Use RAFTto Differentiate by Learning Style
To Create a RAFT:3) Have each student select
one horizontal row to complete
4) Make time for students to share their work (so all aspects of the KUD are achieved)
* To differentiate by Learning Style, make sure there are several options that appeal to different learning styles in the FORMAT column
(Strickland- Social Studies, 2012, p. 26)(Strickland- Social Studies, 2012, p. 15)
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SAMPLE RAFT: SOCIAL STUDIES
(Strickland- Social Studies, 2012, p. 16)
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Ideas for Differentiating:Use Tieringto Differentiate by Readiness
“Tiering is a processof adjusting thedegree of difficultyof a question, task,or product tomatch a student’scurrentreadiness level.”
Strickland, A Strategy for Readiness Differentiation
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Ideas for Differentiating:Use Tieringto Differentiate by Readiness
To Tier an Assignment:
1) Determine the KUD statement
2) Identify the readiness ranges relative to the KUD goals
3) Create an activity that is engaging & rigorous
4) Replicate the activity to address differences in readiness◦ Use similar knowledge & skills◦ Yields the same understanding
5) Use assessment data to match the task to the student
(Strickland- Math, 2012, p. 16)
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SAMPLE TIERED LESSON: MATH
(Strickland- Math, 2012, p. 19)
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References:
Resources for Idaho Teachers: Differentiation Framework. DesCartes Curriculum: NWEA Map. Retrieved from http://foridahoteachers.org/strategies.htm#ThinkTacToe .
Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Music. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Math. ASCD: Alexandria, Virginia.
Strickland, C.A. (2012). Strategies for respectful differentiation: Social Studies. ASCD: Alexandria, Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.