Differentiation &Differentiation &Literacy Centers Literacy Centers for Middle Schoolfor Middle School

Janice Such & Janice Such & Veronica VazquezVeronica Vazquez

DifferentiationDifferentiation

Unleashing the Genius in each StudentUnleashing the Genius in each Student

Ask the Expert…Ask the Expert…Kay LawKay Law

A secondary & elementary teacher for over 30 years

Expert who gives seminars nationwide about differentiated instruction

Is endorsed by the Bureau of Education and Research

The following presentation is adapted from the work of Kay Law

What is What is DifferentiationDifferentiation??

A way of thinking about teaching and learning

Based on best practice in education

A way to modify and adjust curriculum by student readiness, interest, and learning preference

A way to maximize learning for all students

Law

A Differentiated Classroom in BalanceA Differentiated Classroom in Balance

FLEXIBLE Sense

OfCommunityTime

Groups

Resource

Approachesto teachingand learning

Concept-based

Inviting

ProductOriented

Focused

SafeRespect forindividual

RespectFor

Group

Sharedgoals

Sharedresponsibility

SharedVision

On-goingassessmentto determine

need

Feedbackand

grading

ZPDTarget

Tomlinson-ooAffirming Shared

Challenge

Principles of a differentiated Principles of a differentiated classroom:classroom: Teacher is clear about purpose of subject matter

Teacher understands, appreciates, builds on differences

Teacher adjusts content, process, product

All students participate in respectful work

Assessment is on-going

Students and teachers are collaborators in learning

Tomlinson

Differentiation for Differentiation for StrugglingStruggling Learners: Learners:

Identify strengthsIdentify strengths Activities need to be relevantActivities need to be relevant Teach the art of the “big idea”Teach the art of the “big idea” Balance teacher design with student Balance teacher design with student

choicechoice

LawLaw

Differentiation for Differentiation for AdvancedAdvanced Learners Learners

Raise the ceiling for “personal best”

Demonstrate what “excellence” looks like

Set goals and check points

Rigor needs to be balanced with joy, interest and choice

LawLaw

““{differentiated} instruction {differentiated} instruction stresses stresses understanding understanding or or sense-makingsense-making rather than rather than

regurgitation of fragmented regurgitation of fragmented bits of information.”bits of information.”

-Carol Ann Tomlinson-Carol Ann Tomlinson

What Differentiation is What Differentiation is NOTNOT Having the same assignments for all

students Changing the level of questions for

certain students Grading some students harder/easier

than others Assigning more work to a student who

finishes an educational task “early” Playing games for “enrichment” when

students finish work early TomlinsonTomlinson

Components of Differentiated Components of Differentiated TeachingTeaching

Differentiation

Student Centered Resources Strategies

Readiness Interest Content Process Product Complex Instruction

When asked why Einstein never When asked why Einstein never memorized his phone number, he memorized his phone number, he replied: I’d rather not clutter my replied: I’d rather not clutter my

mind with information easy to locate mind with information easy to locate but rather save the space for but rather save the space for

profound ideas.profound ideas.

Ways to think about Ways to think about differentiating instructiondifferentiating instruction

1. Concrete Abstract2. Simple Complex3. Basic Transformational4. Fewer Facets Multi-facets5. Smaller Leaps Greater Leaps6. More Structured More Open7. Less Independence Greater

Independence8. Quicker Slower

TomlinsonTomlinson

Keys to differentiating your Keys to differentiating your curriculum…curriculum…

Know your curriculum goals

Modify content Modify process Modify environment Modify product

expectation & student response

Assess curriculum effectiveness

Goals for DifferentiationGoals for Differentiation

Time for the teacher to develop strategies and activities

Teacher offers a variety of resources/materials to students along with more opportunities to apply the lessons (consistently)

Flexible Groups Clear teacher expectations Realistic Goal Setting

FLEXIBLE GROUPINGStudents are part of many different groups – and also work alone – based on the

match of the task to student readiness, interest, or learning style. Teachers may create skills-based or interest-based groups that are heterogeneous or homogeneous

in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.

1 3 5 7 9

8642

Teacher and whole class begin

exploration of a topic or concept

Students and teacher come together to

share information and pose questions

The whole class reviews key ideas and extends their

study through sharing

The whole class is introduced to a skill needed later to make

a presentation

The whole class listens to individual study plans and establishes baseline

criteria for success

Students engage in further study using varied

materials based on readiness and learning

style

Students work on varied assigned tasks designed to

help them make sense of key ideas at varied levels of

complexity and varied pacing

In small groups selected by students, they apply key principles to solve

teacher-generated problems related to their

study

Students self-select interest areas through which they will

apply and extend their understandings

A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production

--Nanci Smith

Time to Process!Time to Process!

Why is it important to consider our Why is it important to consider our own beliefs about the roles of the own beliefs about the roles of the teacher and student before we teacher and student before we consider differentiating instruction?consider differentiating instruction?

Please turn and talk.Please turn and talk.

What differentiated activities What differentiated activities do I already have in place?do I already have in place?

Online ResourcesOnline Resourceshttp://www.cast.org/publications/ncac/ncac_diffinstruc.htmlhttp://www.cast.org/publications/ncac/ncac_diffinstruc.htmlAdditional information on DifferentiationAdditional information on Differentiation

http://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.htmlhttp://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.htmlInformation on student learning stylesInformation on student learning styles

http://www.chadd.org/http://www.chadd.org/Information about helping students with Attention-Deficit Information about helping students with Attention-Deficit

/Hyperactivity Disorder/Hyperactivity Disorder

http://www.nagc.org/default.aspxhttp://www.nagc.org/default.aspxInformation about helping gifted studentsInformation about helping gifted students

http://www.ascd.org/portal/site/ascd/http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/menuitem.3adeebc6736780dddeb3ffdb62108a0c/

Differentiated Instruction Resources from ASCD

Do not then train the youth to Do not then train the youth to learning by force or harshness, learning by force or harshness,

but lead them to it by what but lead them to it by what amuses their minds so that you amuses their minds so that you may discover the peculiar bent may discover the peculiar bent

of the genius of each…Platoof the genius of each…Plato

Literacy CentersLiteracy CentersEspecially for Middle SchoolEspecially for Middle School

A Great Way to A Great Way to DifferentiateDifferentiate

Benefits Benefits of of

Literacy CentersLiteracy Centers

Best PracticesBest Practices

Literacy centers promote best practices because they provide:

Differentiation Individual choice Engagement Varied activity Risk-free learning environment Skill practice Opportunity to dive deeper

Advantages Advantages for Students and Teachersfor Students and Teachers

For StudentsFor Students Differentiation Variety Motivation Self-directed

individualized learning

Opportunities to interact with classmates and problem solve

For TeachersFor Teachers Time for small

group work Skill reinforcement Individualized

instructional practice

Chances to learn more about each student’s learning style and interests

Motivation & Motivation & EngagementEngagement

From the International Reading From the International Reading Association’s Position Statement Association’s Position Statement

on Adolescent Literacyon Adolescent Literacy

“All adolescents, and especially those who struggle with reading, deserve opportunities to select age appropriate materials they can manage and topics and genres they prefer. Adolescents deserve classroom, school, and public libraries that offer reading materials tied to popular television and movie productions, magazines about specific interests such as sports, music, or cultural backgrounds, and books by favorite authors.” http://www.reading.org/resources/issues/positions_adolescent.htmlhttp://www.reading.org/resources/issues/positions_adolescent.html

Nuts & Bolts of Nuts & Bolts of Literacy CentersLiteracy Centers

Where to Begin?Where to Begin?

Provide a variety of reading and writing experiences at the beginning of the year that could later be put into centers.

Teach mini-lessons on how to handle materials as well as proper behavior.

Model using the center and have students model as well.

Fishbowl the center modeling so other students can talk about their observations.

Structure is KeyStructure is Key

To manage your centers well, provideTo manage your centers well, provide Rubrics for projects.Rubrics for projects. Student agendas with due datesStudent agendas with due dates

and point values. Behavior expectations/evaluations. Individual folders for completed center work.

Introduce Each CenterIntroduce Each Center

Teach students how to: Complete the required tasks. Follow the rules for appropriate behavior. Use software on computer programs. Complete the rubric for the

center.

Involve StudentsInvolve Students

Invite students to Invite students to Suggest and/or create new

centers. Augment existing centers. Maintain centers for class use. Brainstorm ideas for centers for

the incoming class.

Organize Your CentersOrganize Your CentersFor ease of use: Color Code center materials

(handouts and instructions). Use binders, boxes, and bins to hold

materials. Make centers portable so that they

can be moved and stored easily. Display a rotation schedule or

establish weekly center time for each student.

Make Students Make Students AccountableAccountable

Provide a rubric for your students to evaluate their performance on the center. For a sample rubric maker, consult http://teacher.scholastic.com/tools/rubric.ht

m Consider providing points for on-

task work.

RememberRemember

Make sure that the activities you are introducing in centers are activities you have shared with the whole class or in small group sessions.

Centers provide skill reinforcement, practice, and the opportunity to dive deeper.

Materials to Have Materials to Have AvailableAvailable

Books (fiction/nonfiction)

Sticky notes Posterboard Construction paper Stationery Tape recorders with

microphone Headphones Blank tapes Pens and pencils

Computers Center instruction

sheets Student rubrics Any required

handouts Thesaurus Dictionary Magazines Newspapers Markers

PlanningPlanning Use classroom space

effectively. Obtain needed supplies. Select a topic that would

be appropriate for a center. Title the center.

Decide on a schedule and time allotment for centers.

Gather all classroom and library materials related to a topic. Include print and nonprint sources.

Provide detailed directions at each center.

Create hand-outs if needed.

Make a student evaluation/grading sheet with the names of the centers along with space for the student to check off centers completed and space for a teacher grade.

Target academic as well as creative thinking activities.

ImplementingImplementing

Each week, assign a different student to be the “go to” center director.

Monitor student work at the centers.

Conference with students about their performance at the centers.

Collect student self-evaluation rubrics.

ReflectingReflecting

Determine what is working well about each center and what needs to be tweaked.

Periodically introduce new centers.

Obtain student feedback about centers.

Consider Possible ProductsConsider Possible Products

Maps Poems Banners Brochures Puzzles Articles Diary entries Advertisements Questionnaires

Diagrams Charts Timelines Letters Posters Newsletters Mini-dictionaries

or glossaries Cartoons

Some Practical Some Practical AdviceAdvice

Saving Time…Saving Time…

If you’re just beginning with centers, think small. Start with just one or two.

Think about sharing and rotating your centers with a colleague.

A collection of books, magazines, and articles organized around a theme makes for a great center!

$ Saving Money $$ Saving Money $

Creating a literacy center does not have to be expensive. You can check out books from the library, use IDRs, or ask for donated

books. Usually some writing materials, classroom art supplies, and books are all you need. Students can also bring in supplies from home if necessary.

Saving Space

Carve out space in your classroom by:

Creating portable centers such as file folder activities.

Using large manila envelopes to hold word work and other activities.

Placing tri-fold work centers on a table.

Having students take centers back to their desks.

The Element of The Element of SurpriseSurprise

The Center Most in The Center Most in DemandDemand

To maintain student interest, rotate centers.

Have a “surprise center” that will attract students.

The EndThe End

This February, fall in love with literacy centers!

Citations and Citations and AcknowledgementsAcknowledgements

Law, Kay. Law, Kay. Strengthening Instruction for Gifted Students Strengthening Instruction for Gifted Students Through DIFFERENTIATED TEACHING.Through DIFFERENTIATED TEACHING. 2007 2007

Moore, David W., Bean, Thomas, et al. “Adolescent Literacy, a Moore, David W., Bean, Thomas, et al. “Adolescent Literacy, a position statement.” 1999 position statement.” 1999

http://www.reading.org/resources/issues/positions_adolescent.htmlhttp://www.reading.org/resources/issues/positions_adolescent.html

Smith, Nanci. “Differentiating Instruction: Beginning the Smith, Nanci. “Differentiating Instruction: Beginning the Journey.”Journey.”

Curriculum and Professional Development. Cave Creek, AZ.Curriculum and Professional Development. Cave Creek, AZ.

Tomlinson, Carol A. Tomlinson, Carol A. Differentiating Instruction For Advanced Differentiating Instruction For Advanced Learners In the Mixed-Ability School Classroom. Learners In the Mixed-Ability School Classroom. ERIC ERIC Digest. October 1995.Digest. October 1995.