in the heterogeneous classroom. create a concept map on the blank paper based on the following...

Differentiating For Your Higher-Level Learners

In the Heterogeneous Classroom

Create a concept map on the blank paper based on the following

questions:

• What are some ways you can differentiate for your higher level learners in the classroom?

• Why is this important?• What are some of the challenges teachers face when

differentiating?

What Exactly Is Differentiation?

Differentiation is defined as:The way in which a teacher anticipates and responds to a variety of student needs in the classroom.

This is accomplished by modifying : • content (what is being taught)• process (how it is taught)• product (how students demonstrate their learning)

The lower-ability, struggling student is provided with extra

tools and support in order to reach mastery of skills. Grade-level ability learners are presented with challenging

material that keeps them engaged and motivated to reach their potential.

Higher level learners are often overlooked because teachers think “they’ll be fine…I don’t have to worry about them…”

It is critically important to have a classroom that meets the academic and emotional needs of each student. High-ability students deserve to learn and to be challenged just as every other student does.

In many states, it is a law.

Is Differentiation Fair?

The Value ofPreassessment

• Discover students’ strengths and needs• Determine flexible grouping patterns• Determine which students are ready for advance instruction• Save time by learning which topics need more time and which need less• Eliminate student boredom by ensuring that all students are challenged

How Can I Preassess?

Concept maps‘Jot Down’

Entrance cardsPre-tests/End of Unit test (80% means mastery)

5 hardest questions (Winebrenner 1992)Slates

Journal promptsNearpod

Now that I’ve preassessed…

Flexible learning centers based on readiness (from more concrete to more abstract)

Tiered questioning (as a group or individually)Tiered journal prompts

Modified graphic organizersChoice menusProduct choice

You can use the same skill but require different levels of depth, application, and/or pacing.

Entrance/Exit cards can be used as informal pre, formative or post assessment. Teachers can tier the prompts or questions on the cards (using color coded cards if desired), adjusting the content to reflect the readiness level of students.

In this example, students have the same prompt, but the metaphor (content) chosen demands advancing levels of student understanding.

Created by Lenore Cortina Ed.D. ©2013 Rutgers University Gifted Education Certificate Program

The tiered prompts below ask all students to engage with the same conceptual understanding (The mockingbird symbolizes a loss of innocence throughout the novel), at varying levels of demand.

The differentiated prompts offer support to the struggling students and extend the level of demand for the advanced students.

These prompts are complex enough to be used as formative or post assessment.



Prepare questions in advance for whole group discussion so all learners are engaged in the discussion. Note which students answer which questions on your question sheet to be used as formative assessment. Some of your students may surprise you!

Graphic Organizers• Modify graphic organizers that you are already using in your

classroom to raise the level of academic demand for advanced learners is a low preparation strategy that can enhance learning for all students.

• By modifying and tiering a graphic organizer, rather than giving your students completely different organizers, you are allowing all of your students to engage with the same thinking skills and concepts.

• You are differentiating the process by which students engage with the content and at times, you are elevating the content for your advanced learners.

• By adapting your existing graphic organizers to make them suitable for varied readiness levels, you can address the pacing issues that often frustrate students and teachers.

• The increased level of demand will keep your gifted learners focused on the work at hand, and support your struggling learners.

• If advanced students engage with extension materials, the whole class

could benefit if groups were asked to share the work when the task is completed.


Venn diagrams are used teach students how to compare and contrast.• Adding a third circle (or more) to the Venn diagram can add a complex layer to an

analysis of factors. • In this example, the lesson is focused on the economic concept of supply and demand.• The class might compare the differing perspectives of supply and demand held by

different stakeholders. • By adding the third circle, politicians, the teacher is requiring an advanced

understanding of the political influences on commerce through the eyes of a policymaker.


Cause and Effect graphic organizers, often used in history or social studies lessons, could also easily be applied to science, literature, or

math.

• In the example below, the graphic organizer is used with a unit on the Revolutionary War. To raise the level of demand for advanced students, teachers might add (it can be as simple as a ruler and pencil addition) one or more columns to the basic cause and effect chart.

• By asking advanced students to consider influences on the causes, they are required to dig deeper into the understanding that there is complexity to causes.

• By extending the effects to include long term consequences, students are forced to think critically.

• These types of modifications to graphic organizers are a simple way to extend learning for advanced students.


Timelines are graphic organizers that help students to develop chronological thinking.

• Students could be asked to add additional information (bios, inventions, etc.) to the timeline that is assigned to the whole class.

• However, to extend critical thinking, teachers may ask students to create parallel timelines.

• In this way, students are comparing series of events across time, a much higher level thinking experience.

Industrial Revolution Timeline

Technical Revolution Timeline


Tiered graphic organizers extend the underlying concepts of a unit beyond factual knowledge and

require students to engage critically with the material.

Concept maps are low to no prep tools once their use has been explained and modeled for students.

In the example below, the teacher was beginning a primary study of matter. She distributed a blank sheet of paper to students with this prompt:

“Draw a concept map showing what you know about matter.”



In the example below, Gia created this concept map from the same prompt. She was given the same amount of time, but her concept map looks very different than Brandon’s.

Based on this low-prep, quick assessment, it is clear that the grade level curriculum is not appropriate for Gia and her teacher will explore extension options (perhaps in the area of Chemistry) for Gia to participate in during her compacted time.

http://curry.virginia.edu/uploads/resourceLibrary/nagc_choice_menus.pdf

Choice Menus…

https://daretodifferentiate.wikispaces.com/Choice+Boards

• Provide options for different learning styles• Are self-paced and student-centered• Create intrinsic motivation• Can include attending mini-lesson sessions with

teacher• Encourage responsibility and accountability• Allow students to choose the way in which they’d

like to show what they’ve learned (see product list and use DAP type rubrics for various products)

• Contain various levels of rigor• Either different menus , different rubrics, or

different columns/rows based on ability• Use Bloom’s or Depth of Knowledge (DOK) for

leveling



EXPLORE Explore this website fully. Be sure to read all 8 pages of the site, watch the movie, and take the ‘bones quiz’.

http://kidshealth.org/kid/cancer_center/HTBW/bones.html

Explore the BrainPop videos relating to bones (skeleton, joints, and either broken bones, scoliosis, or vertebrates).Complete: quiz, activities, FYI, and question and answer sections. See teachers for login information.http://www.brainpop.com/health/bodysystems/skeleton/

Use the classroom library or the school library to get out 2 or more books about bones. Read through the books and take notes on important concepts.

ENGAGE ● Experiment with the magnetic skeleton.

● Make your own ‘decalcifying bone’ experiment (click here for ‘how-to’ sheet)

● Record observations.

Dissect an owl pellet (virtual OR real). Use the following website for guidelines: http://kidwings.com/nests-of-knowledge/virtual-pellet/ *Click here for bone id sheet

Create a ‘spine’ with cartilage. Be able to explain what purpose cartilage serves. *Click here for directions

EXTEND with Math or Language Arts

Construct a food plan that a student your age could follow for optimal bone health. Be sure to include the nutrition information for each food. The daily requirements should be fulfilled.http://ods.od.nih.gov/factsheets/Calcium-HealthProfessional/#h2

Predicting height based on length of certain bones: *Click here for ‘how-to’ sheet

Create a poem or song about bones. Illustrate your creation.

EXPRESS what you’ve learned through presenting

Design a diagram of a bone. You can make a poster (2D or 3D) or a model of a bone. Be sure to label the parts of the bone and be able to explain what each part’s function is.

Design a website (ex.: weebly) which informs people about bones and how to best care for them.

Create a board game that will teach students about bones. Be creative! Test out your game to be sure it works.




http://www.brainpop.com/health/bodysystems/skeleton/



http://kidwings.com/nests-of-knowledge/virtual-pellet/

http://kidwings.com/nests-of-knowledge/virtual-pellet/

http://ods.od.nih.gov/factsheets/Calcium-HealthProfessional/



If this were a real classroom- the teacher could use the

preassessment for grouping OR group by student interest. Choose your subject. Choose your differentiation activity based your interest and

experience. Design something you can use in your classroom. Start with one subject or unit, and build from there. Choice menu Tiered questioning Graphic organizers Preassessments Tiered journal prompts Entrance/exit cards (formative assessment)

Your Turn

As an exit slip, use your colored pencils to add anythingnew that you’ve learned about

differentiation toyour concept map.

THANK YOU!!!

in the heterogeneous classroom. create a concept map on the blank paper based on the following...

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