what’s the point of differentiating in these different ways?€¦ · appropriate teacher or...

7/14/2008

1

Differentiation

Is a teacher‘s response to learner‘s needs

Guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers Can Differentiate Through:

Content Process Product Environment

According to Students‘

Readiness Interest Learning Profile

Through a range of strategies such as:

Multiple intelligences…Jigsaw…4MAT…Graphic Organizers…RAFTS

Compacting…Tiered assignments…Leveled texts…Complex Instruction…

Learning Centers

What’s the point of differentiating in these different ways?

Readiness

Growth

InterestLearning Profile

Motivation Efficiency

7/14/2008

2

INTEREST

What does INTEREST mean?

Discovering interest is important;

Creating interest is even

more important.

Inventing Better Schools, Schlechty

So, What Does It Look Like?

HIGH QUALITY TEACHING

HOW WE

TEACH

IT’S ABOUT HAVING ALL

THE PARTS IN PLACE…

7/14/2008

3

Tapping Student Interest

♦ Link interest-based exploration with key

components of the curriculum.

♦ Provide structure likely to lead to student success.

♦ Develop efficient ways of sharing interest-based

finding.

♦ Create an open invitation for student interests.

♦ Keep an open eye and an open mind for the student

with a serious passion.

♦ Remember that interest-based differentiation can be

combined with other types of differentiation.

Differentiation in Response to

Student Interest• Using student questions, topics &

interests to guide lectures and

materials selection

• Providing materials to encourage

further exploration of topics of interest

7/14/2008

4


Student Interest• Using student questions, topics &

interests to guide lectures and

materials selection

• Providing materials to encourage

further exploration of topics of interest

Many of you have relatives serving in the military so

I thought it might be interesting to compare soldier

preparedness for World War II to preparedness for

the Iraq war.

For those of you who are interested in finding

out more about the 20th century poetry, I put

some samples and anthologies on the back

table.

• Develop activities that seek multiple

perspectives on topics and issues


Student Interest

7/14/2008

5

• Develop activities that seek multiple

perspectives on topics and issues

You will each take on a different role to discuss the

tobacco industry in North Carolina:

•Tobacco farmer

•Lobbyist for the tobacco industry

•Person with emphysema

•Teen who smokes


Student Interest

• Develop activities that seek multiple perspectives on topics and issues

Differentiating in Response

to Student Interest

I want you to research the Spanish

speaking country that you would

most like to visit someday. Later,

we‘ll share what we learned in mixed

interest groups…

7/14/2008

6

• Develop activities that seek multiple perspectives on topics and issues

You will each pretend to be a

character from the story and talk

about your feelings at the end of the

story.

For Example

• Allowing students to specialize in aspects

of a topic they find interesting and sharing

findings with others

• Provide opportunities for students to

develop independent inquiries with

appropriate teacher or mentor guidance


Student Interest

7/14/2008

7

• Allowing students to specialize in aspects

of a topic they find interesting and sharing

findings with others

• Provide opportunities for students to

develop independent inquiries with

appropriate teacher or mentor guidance

I want you to research the ways in which a specific

medium exploits a specific rhetorical device. Later,

we’ll share what we learned in mixed interest

groups…

Amanda, I‘ve found someone at the historical

society who is willing to have you work with him

in setting up the next exhibit.


Student Interest

For Example…

Show how current topics are

related to topics and subjects of

student interest

Some of you raise horses, and are

wondering how the life cycle of a horse

compares to the life cycle of

humans…others of you might wish to

compare the human life cycle to that of

a pet you have at home.

7/14/2008

8

• Show how current topics can

enhance skills necessary for

the pursuit of current interests

For those of you who are interested in

finding out more about the 4th state of

matter, (or how architects use CAD

programs to save time) I put some

magazines in the resource center.

For Example…

Differentiating in Response to

Student Interest

• Using student questions and topics to

guide lectures and materials selection

• Encouraging students to design or

participate in the design of some tasks

7/14/2008

9


Student Interest

• Using student questions and topics to

guide lectures and materials selection

• Encouraging students to design or

participate in the design of some tasksWhat are some things that YOU hope we do

during this unit?

On yesterday‘s exit card, several of you asked

how this technique helps architects save time and

effort….


Student Interest

• Designing tasks that require multiple interests for successful completion

To write your newsletter, you will need someone who is

a good artist, someone who is a good writer, someone

who is a good researcher and someone who is a good

organizer

7/14/2008

10

Literacy CentersMosaic of Thought (1997)

Ellin Oliver Keene, Susan Zimmermann

The Theater Corner – dramatize images

or scenes from text

The Book Talk Zone – small group

literature discussions

The Artist’s Studio – artistic expression of

images from text

The Writer’s Den – written responses to

books

Differentiated by learning profile & interest

Catch Your Breath.Designer ChallengeDesign a piece of inspirational jewelry. Explain why your design will inspire someone to stop smoking.

Advice ColumnistA young person wrote the following letter to an advice columnist; Dear Gabby,Some of my friends have been trying to get me to smoke cigarettes with them. I heard about the dangers of smoking, but I don’t want my friends to think I’m not cool. What should I do?Sincerely,

A chimney without smoke

Respond to their letter.

Commercial PowerWhich anti-smoking campaign commercial on television was a real attention-grabber for you? Write a review of the commercial.

Cough-coughPretend that you are the lung of a smoker. Give a play-by-play of your life every time the person takes a smoke. What does the future hold for you?

7/14/2008

11

Differentiation Using LEARNING PROFILE

• Learning profile refers to how an individual learns best - most efficiently and effectively.

• Teachers and their students may

differ in learning profile preferences.

So, what does it look like?

Visual• Take numerous detailed notes • Tend to sit in the front • Are usually neat and clean • Often close their eyes to visualize or remember

something • Find something to watch if they are bored • Like to see what they are learning • Benefit from illustrations and presentations that use

color • Are attracted to written or spoken language rich in

imagery • Prefer stimuli to be isolated from auditory and

kinesthetic distraction http://www.usd.edu/trio/tut/ts/styleres.html

7/14/2008

12

Auditory• Sit where they can hear but needn't pay attention

to what is happening in front • May not coordinate colors or clothes, but can

explain why they are wearing what they are wearing

• Hum or talk to themselves or others when bored • Acquire knowledge by reading aloud • Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

http://www.usd.edu/trio/tut/ts/styleres.html

Kinesthetic• Need to be active and take frequent breaks • Speak with their hands and with gestures • Remember what was done, but have difficulty recalling what was

said or seen • Find reasons to tinker or move when bored • Rely on what they can directly experience or perform • Activities such as cooking, construction, engineering and art help

them perceive and learn • Enjoy field trips and tasks that involve manipulating materials • Sit near the door or someplace else where they can easily get up

and move around • Are uncomfortable in classrooms where they lack opportunities for

hands-on experience • Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

http://www.usd.edu/trio/tut/ts/styleres.html

7/14/2008

13

Modality Task PromptsVisual Auditory Kinesthetic

Pictures Speeches Matching games

Graphic Organizers Discussions Modeling

Color coding Infomercials or PSAs “Becoming” the task

Posters Creating Question Lists Hands-on tasks / touching

Charts / Graphs Read Alouds “Peg Board” yarn game

Videos Books / Instructions on tape

Gestures and Motions

Detailed Notes Self Talk (Whispies) Motion

Visualizing Tape Recording Answers

Drama / Skits

Making Books Interviews Charades

To Do Lists Lectures / Tone & Inflection

Manipulatives

Written Directions Spoken Directions Modeled Directions

Possible Formats to use to Differentiate by Learning Modality

Written Visual Auditory Kinesthetic

•diary entry

•bulleted list

•obituary

•invitation

•product guide

•game rules

•recipe

•movie critic

•FreqAskQues

•editorial

•character

monologue

•job application

•gossip column

•mag. article

•cartoon/comic

•crossword

puzzle

•map

•scale plan or

drawing

•graphic org.

•concept web

•illustration

•print ad

•photograph

•powerpoint

•‗how to‘

diagram

•fashion design

•song

•set of

discussion ?s

•conversation

•monologue

•sermon

•radiocast

•museum guide

•commercial

•reader‘s theater

•interview

•tasting

•political speech

•puppet show

•storytell

•model

•cheer

•mime

•reenactment

•wax museum

•demonstration

•sales pitch with

demo elements

•physical

analogies

•taste tests

•‗how to‘ video

•game

•sew, cook, build

•design a ....

Sandra Page [email protected] 2008

7/14/2008

14

EIGHT STYLES OF LEARNINGTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

LINGUISTIC

LEARNER

“The Word Player”

Learns through the

manipulation of words. Loves

to read and write in order to

explain themselves. They also

tend to enjoy talking

Read

Write

Tell stories

Memorizing

names, places,

dates and trivia

Saying, hearing and

seeing words

LOGICAL/

Mathematical

Learner

“The Questioner”

Looks for patterns when

solving problems. Creates a set

of standards and follows them

when researching in a

sequential manner.

Do experiments

Figure things out

Work with numbers

Ask questions

Explore patterns and

relationships

Math

Reasoning

Logic

Problem solving

Categorizing

Classifying

Working with abstract

patterns/relationships

SPATIAL

LEARNER

“The Visualizer”

Learns through pictures, charts,

graphs, diagrams, and art.Draw, build, design

and create things

Daydream

Look at pictures/slides

Watch movies

Play with machines

Imagining things

Sensing changes

Mazes/puzzles

Reading maps,

charts

Visualizing

Dreaming

Using the mind’s eye

Working with

colors/pictures

MUSICAL

LEARNER

“The Music

Lover”

Learning is often easier for

these students when set to

music or rhythm

Sing, hum tunes

Listen to music

Play an instrument

Respond to music

Picking up sounds

Remembering

melodies

Noticing pitches/

rhythms

Keeping time

Rhythm

Melody

Music

EIGHT STYLES OF LEARNING, Cont‘d

TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

BODILY/

Kinesthetic

Learner

“The Mover”

Eager to solve problems

physically. Often doesn’t read

directions but just starts on a

project

Move around

Touch and talk

Use body

language

Physical activities

(Sports/dance/

acting)

crafts

Touching

Moving

Interacting with space

Processing knowledge

through bodily sensations

INTERpersonal

Learner

“The Socializer”

Likes group work and

working cooperatively to

solve problems. Has an

interest in their community.

Have lots of

friends

Talk to people

Join groups

Understanding people

Leading others

Organizing

Communicating

Manipulating

Mediating conflicts

Sharing

Comparing

Relating

Cooperating

interviewing

INTRApersonal

Learner

“The Individual”

Enjoys the opportunity to

reflect and work

independently. Often quiet

and would rather work on

his/her own than in a group.

Work alone

Pursue own

interests

Understanding self

Focusing inward on

feelings/dreams

Pursuing interests/

goals

Being original

Working along

Individualized projects

Self-paced instruction

Having own space

NATURALIST

“The Nature

Lover”

Enjoys relating things to their

environment. Have a strong

connection to nature.

Physically

experience nature

Do observations

Responds to

patterning nature

Exploring natural

phenomenon

Seeing connections

Seeing patterns

Reflective Thinking

Doing observations

Recording events in Nature

Working in pairs

Doing long term projects

7/14/2008

15

The Road Not Taken

10th Grade English

The task card reads:

We have been working with how writers’ lives (and ours) are like

metaphors which they (we) create through actions an deeds—

including writing. Robert Frost wrote a poem called “The Road

Not Taken.” Your task is to analyze the poem as a metaphor for

Frost’s life. To do that, you should:

Find the poem, read it, interpret it, and reach consensus on what‘s

going on with it and what it means.

The Road Not Taken10th Grade English

Research Frost‘s life, making a ―stepping stones‖ diagram of his life, similar to the ones you created for your own life earlier this month.

Develop a soundscape which takes us along Frost‘s ―journey in the woods‖ using music, found sounds, sound effects, and appropriate mime, body sculpture or narration to help your audience understand the feelings which a ―journeyer in the woods‖ would have as they come to straight places, landmarks, decision points, etc.

Create an ―overlay‖ of his life and the poem, using words and images in such a way that they illustrate the metaphorical relationships between the two.

Transfer the key ideas in the poem to the life and experience of a noted person about whom we are all likely to know a bit –and about whom we are likely to be able to learn a bit more. Your ―transfer‖ must be shared with the class in a way which is clear in regard to the person and the poem, and clarifying in regard to ways in which literature can help us understand ourselves.

7/14/2008

16

The Road Not Taken10th Grade English

Be certain that your final products demonstrate your understanding of metaphor, the relationship between varied art forms in communicating human meaning, and details of the people and poem with whom/which you are working.

As usual, you should appoint a group leader and materials monitor. Determine the best roles for each person in your group to play in completing your task. Develop a written work plan, including a timeline and group conference times. In the end, be ready to share the rubric by which your group‘s work should be assessed (including required elements as well as your own sense of what else constitutes an appropriate product.) You may have up to 30 minutes to make your presentation(s) – plus a ten minute question exchange with others in the class who view your work.

Analytical

• Bullets• Lists• Steps• Worksheets• Tables• Venn Diagrams• Timelines• Sequential Items• Flow Charts• Compare and

Contrast

• Find the error• Evaluating• Sorting and Classifying• Appealing to logic• Critique and Criticize• Explaining Difficult

Problems to others• Making Inferences and

Deriving Conclusions• Puns and Subtleties

7/14/2008

17

Practical• Working your way out of a problem• Notes to Self (what questions to ask myself, how

to make sense of for myself)• Here is a problem, explain what happened• Analogies• Draw real world examples• Advising and convincing others (Advice columns)• Hands-on Activities• Taking things apart and fixing them• Understanding and Respecting others /

Friendships / Resolving Conflicts• Putting things into Practice• Adapting to New Situations

Creative• Figure out a way to explain

• Idiot’s Guide To… (Book for Dummies)

• How to represent

• Make your own interpretation

• Pictures or news bulletins to describe

• Designing new things

• Alternative solutions and methods

• Thinking in pictures and images

• Noticing things other people tend to ignore

• Suppose something was changed… What would happen if?

• Acting and Role playing

• Inventing

7/14/2008

18

Using Sternberg’s Intelligences (Plus 1) To Enhance Reading Success

CAPP Q’s

C (Creative Questions)P (Practical Questions)

A (Analytical Questions)

P (Personal Questions)

Design

Make a metaphor

Make it better

What it

What’s it like

New ways to express the ideas

Show multiple ways to solve

SCAMPER

Connect to another idea

How can it help in the future

Compare/Contrast

Explain

Categorize

Evaluate

Use data to support

Use data to demonstrate

Show how a photo/diagram helps w/

understanding

Show relationship between parts

& whole

Show most important words, ideas

How do people use this

How does this connect to things you

do

Make a plan to use this in school

Devise a way to help a classmate

understand

Persuade us of your position

How does this affect peoples’ lives

Show how this changes (changed,

could change) our lives

What stands out most to you

What questions are you left with

What would you like to argue with

How is your perspective changing

What new understandings do you have

How does this make you feel

What will you take away from this

What else do you need to

know/understand

What would you like to learn more about

Evaluating Plot

Standard: Students will evaluate the quality of plot based on clear criteria

Analytical Task

•Experts suggest that an effective plot is: believable, has

events that follow a logical and energizing sequence, has

compelling characters and has a convincing resolution.

•Select a story that you believe does have an effective plot

based on these three criteria as well as others you state.

Provide specific support from the story for your positions.

OR

•Select a story you believe has an effective plot in spite of the

fact that it does not meet these criteria. Establish the criteria

you believe made the story’s plot effective. Make a case,

using specific illustrations from the story, that “your” criteria

describes an effective plot

7/14/2008

19

Practical Task

•A local TV station wants to air teen-produced digital videos based on

well known works. Select and storyboard you choice for a video. Be

sure your storyboards at least have a clear and believable plot

structure, a logical sequence of events, compelling characters and a

convincing resolution. Note other criteria on which you feel the plot’s

effectiveness should also be judged. Make a case that your choice is

a winner based on these and other criteria you state.

Creative Task

•Propose an original story you fell has a clear and believable plot

structure, a logical sequence of events, compelling characters, and a

convincing resolution. You may write it, storyboard it, or make a flow

chart of it. Find a way to demonstrate that your story achieves these

criteria as well as any others you note as important.

Evaluating PlotStandard: Students will evaluate the quality of plot based on

clear criteria

Equations of Lines

• Know: – Forms of the equations of lines: General, Standard,

Point – Slope, Vertical and Horizontal

• Understand:– All forms of equations of lines represent the same

line.

– Given an equation of a line in one form, any other form can be generated.

• Do:– Find other forms of equations of lines given one form.

– Find the strengths, weaknesses and applications of each form of equation.

7/14/2008

20

Equations of Lines

• AnalyticalCompare the various forms of equations of lines. You may make a

flow chart, table or any other idea to present your findings to the class. Be sure to consider advantages and disadvantages of each.

• Practical:Decide how and when each form of the equation of a line is best

used. What are the strengths and weaknesses of each form? What specifically should you look for in order to decide which form to use? Find a way to present your conclusions to the class.

• Creative:Put each form of an equation of a line on trial. Prosecutors should

try to convince the jury that the form is not needed, while the defense should defend its usefulness. Group members are the various equation forms and the prosecuting and defense attorneys. The rest of the class will be the jury, and the teacher will be the judge.

• Offer a variety of working conditions

• Balance competitive, collegial, and independent work arrangements

• Present and use examples from multiple modalities


Learner Profile

7/14/2008

21

• Offer a variety of working conditions

• Balance competitive, collegial, and independent work arrangements

• Present and use examples from multiple modalities

To prepare for the debate on the causes of the Civil War, you

may watch a brief video, read the article from American

Profiles or take part in a practice debate with a partner.

Last week we broke into teams to see which team could

define the most SAT prep vocab. Today, I would like you

to work alone to improve your score.

You may work alone or with a partner


Learner Profile

If you need a quiet place to work, you

may use a study carrel in the back of the

room or get a pass to the media center.

• Allow students to gain access to

content through varied means:

listening, reading, discussing,

journaling, etc.

• Offer a variety of graphic organizers –

some that focus on sequential

recording of information, others in

more random or abstract formats

For Example…

7/14/2008

22

• Allow students to gain access to

content through varied means:

listening, reading, discussing,

journaling, etc.

• Offer a variety of graphic organizers –

some that focus on sequential

recording of information, others in

more random or abstract formats

Now that you have seen the various note-

taking organizers we have available for you,

choose the one that you think will work best

for you.

To get started with today‘s work on alliteration

in poetry, you may choose to listen to poems

using alliteration, read poems that use

alliteration, or write a poem using alliteration

.

For Example…


Student Learning Profile

• Allow options for how students express

learning

• Use wait time to allow student reflection

7/14/2008

23



• Allow options for how students express

learning

• Use wait time to allow student reflection

You may present your final product in front of

the class or to me via video or appointment

Let‘s think, pair, and then share

Differentiating in Response to Student

Learning Profile

• Allow students to use a range of media or formats to express their knowledge, understanding, and skill



7/14/2008

24

Differentiating in Response to Student

Learning Profile

• Allow students to use a range of media or formats to express their knowledge, understanding, and skill

Your groups need to show me that you know

the parts of a plant and how they work

together to keep a plant healthy. Group 1 will

tell me, Group 2 will show me, and Group 3

will write or draw about it.

It doesn‘t matter to me HOW you show me

that you know the steps to solving a word

problem. You could tell me, show me, write

me, draw for me, etc.



Students taught in their preferred

learning styles demonstrated higher

levels of achievement, showed more

interest in the subject matter, approved

of instructional methods, and wanted

other subjects to be taught similarly.

Bell, L. (1986). Learning styles in the

middle school classroom: Why and how.

Middle School Journal, 18(1), 18 – 19.

7/14/2008

25

READINESS

What does READINESS mean?

It is the student‘s entry point

relative to a particular

understanding or skill.C.A.Tomlinson, 1999

So What Does It Look Like?

A Few Routes to READINESS DIFFERENTIATION

Varied texts by reading levelVaried supplementary materialsVaried scaffolding• reading• writing• research• technology

Tiered tasks and procedures Flexible time useSmall group instructionHomework optionsTiered or scaffolded assemssmentCompactingMentorshipsNegotiated criteria for qualityVaried graphic organizers

7/14/2008

26

• Hook current topics & subject to topics and subjects where the student has experienced some success in the past

• Provide background reading, information, and/or skills practice to students who lack exposure to a topic

• Help students who already have a background in the topic see how the work will enhance or refine their current knowledge, understanding, and skills


Student Readiness

• Hook current topics & subject to topics and subjects where the student has experienced some success in the past

• Provide background reading, information, and/or skills practice to students who lack exposure to a topic

• Help students who already have a background in the topic see how the work will enhance or refine their current knowledge, understanding, and skills


Student Readiness

Let me show you the connection

between song lyrics and poetry

Here is a list of key board shortcuts for

those of you who haven‘t had a computer

class before.

If you are already familiar with Shakespearean

language, I have some samples of varied

interpretations for you to study instead.

7/14/2008

27

• Offer mini-lessons or practice

sessions on

–missing prerequisite skills

–more advanced skills for those who

are ready to move ahead

Please see the board for this

week‘s scheduled teacher talk

time. If your name is on the board you must

attend the session. You may also attend any session

that you think is right for you.

Help students who already have a background in the topic see how the work will enhance or refine their current knowledge, understanding, and skills


Student Readiness

7/14/2008

28

Help students who already have a background in the topic see how the work will enhance or refine their current knowledge, understanding, and skills

If you are already familiar with

the periodic table, I will

introduce you to other

versions that can help you

see the relationships between

the elements in different ways


Student Readiness

• Become familiar with above-grade-level

standards related to course topics

Technology can have positive and negative impacts on

individuals, society, and the environment and humans have the

capability and responsibility to constrain or promote technological

development.

Describe how technology can

have positive and negative

effects on the environment

and on the way people live

and work.

Describe how outputs of a

technological system can be

desired, undesired, expected, or

unexpected.

7/14/2008

29

•Hook current topics & subject to

topics and subjects where the

student has experienced some

success in the past

•Provide background reading,

information, and/or skills practice to

students who lack exposure to a

topic


Student Readiness

Here is a list of key board shortcuts for

those of you who haven’t had a

computer class before.

Let me show you the connection

between song lyrics and poetry


Student Readiness

7/14/2008

30

Useful Instructional StrategiesThat Support Differences in Readiness…

Tiered activities, tiered tasks or experiences,

tiered products.

In a heterogeneous classroom, a teacher uses varied levels of activities to

ensure that students explore ideas at a level that builds on their prior

knowledge and prompts continued growth. Student groups use varied

approaches to exploration of essential ideas. C.A. Tomlinson

Strategy: Tiering

TIERING

Physical Education

SKILL: Dribbling and basketball

• Dribble from point A to point B in a straight line with one hand

• Switch to the other hand and repeat.

• Use either hand and develop a new floor pattern from A to B (not a straight line)

1

ZIGZAG –

• One hand

• Other hand

• Increased speed

• Change pattern to simulate going

around opponents

2

In and out of pylons as fast as possible

• Change hand

• Increase speed

Dribble with one hand – and a partner playing defense.

• Increase speed and use other hand

• Trade roles

Through pylons, alternating hands, & partner playing defense

• Increase speed

• Trade roles

3

4

5

7/14/2008

31

Developing a Tiered Activity

Select the activity organizer

•concept

•generalizationEssential to building

a framework of

understanding

Think about your students/use assessments

• readiness range

• interests

• learning profile

• talents

skills

reading

thinking

information

Create an activity that is

• interesting

• high level

• causes students to use

key skill(s) to understand

a key idea

Chart the

complexity of

the activity

High skill/

Complexity

Low skill/

complexity

Clone the activity along the ladder as

needed to ensure challenge and success

for your students, in• materials – basic to advanced• form of expression – from familiar to

unfamiliar• from personal experience to removed

from personal experience• equalizer

Match task to student based on

student profile and task

requirements

1

3

5

2

4

6

Information, Ideas, Materials, Applications

Representations, Ideas, Applications, Materials

Resources, Research, Issues, Problems, Skills, Goals

Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections

Application, Insight, Transfer

Solutions, Decisions, Approaches

Planning, Designing, Monitoring

Pace of Study, Pace of Thought

The Equalizer

1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Single Facet Multiple Facets

5. Small Leap Great Leap

6. More Structured More Open

7. Less Independence Greater Independence

8. Slow Quick

7/14/2008

32

Character MapCharacter Name____________

How the character looks

____________

____________

____________

____________

____________

____________

How the character thinks or acts

____________

____________

____________

____________

____________

Most important thing to know about the character

___________________________________________________________________________________________________________________


What the character says or does

____________

____________

____________

____________

____________

____________

What the character really MEANS to say or do

____________

____________

____________

____________

____________

What the character would mostly like us to know about him or her _____________________________________________________________________________________

7/14/2008

33


Clues the author gives us about the character

____________

____________

____________

____________

Why the author gives THESE clues

____________

____________

____________

____________

____________The author’s bottom line about this character ______________________________________________________________________________________________________

Adding FractionsGreen GroupUse Cuisinaire rods or fraction circles

to model simple fraction addition problems. Begin with common denominators and work up to denominators with common factors such as 3 and 6.

Explain the pitfalls and hurrahs of adding fractions by making a picture book.

Red GroupUse Venn diagrams to model LCMs.

Explain how this process can be used to find common denominators. Use the method on more challenging addition problems.

Write a manual on how to add fractions. It must include why a common denominator is needed, and at least three different ways to find it.

Blue Group

Manipulatives such as Cuisinaire rods and fraction circles will be available as a resource for the group. Students use factor trees and lists of multiples to find common denominators. Using this approach, pairs and triplets of fractions are rewritten using common denominators. End by adding several different problem of increasing challenge and length.

Suzie says that adding fractions is like a game: you just need to know the rules. Write game instructions explaining the rules of adding fractions.

7/14/2008

34

7/14/2008

35

Tiered Journal Prompts for High School• Activity One – List words in your journal that relate to smells, sounds,

etc. as you read the first chapter. Write two sentences about anything in your experience that the words in the list bring to mind.

• Activity Two – Respond by writing a summary paragraph in your journal about how you as the reader can draw from your experience and relate it to smells, sounds and various visual descriptions in chapter one.

• Activity Three – Select one setting that seems to freeze a moment in time and write a descriptive setting modeled after Paulsen‘s writing style. Please add one sentence about why sensory words make a chapter come alive for the reader.

• Activity Four – Develop a list of words selected from your reading of the first chapter that bring to mind the sounds and smells of the story setting. Create another list of words in your journal that could replace these words as synonyms and use these synonyms in a paragraph.

7/14/2008

36

7/14/2008

37

7/14/2008

38

7/14/2008

39

Novel Think-Tac-Toe basic versionDirections: Select and complete one activity from each horizontal row to help you and

others think about your novel. Remember to make your work thoughtful, original,

accurate, and detailed.

Create a pair of collages that

compares you and a character

from the book. Compare and

contrast physical and

personality traits. Label your

collages so viewers understand

your thinking

Write a bio-poem about yourself

and another about a main

character in the book so your

readers see how you and the

characters are alike and

different. Be sure to included

the most important traits in each

poem.

Write a recipe or set of

directions for how you would

solve a problem and another for

how a main character in the

book would solve a problem.

Your list should help us know

you and the character.

Draw/paint and write a greeting

card that invites us into the

scenery and mood of an

important part of the book. Be

sure the verse helps us

understand what is important in

the scene and why.

Make a model or map of a key

place in your life, and an

important one in the novel. Find

a way to help viewers

understand both what the

places are like and why they are

important in your life and the

characters‘.

Make 2 timelines. The first

should illustrate and describe at

least 6-8 shifts in settings in the

book. The second should

explain and illustrate how the

mood changes with the change

in setting.

Using books of proverbs and/or

quotations, find at least 6-8 that

you feel reflect what‘s important

about the novel‘s theme. Find

at least 6-8 that do the same for

your life. Display them and

explain your choices.

Interview a key character from

the book to find out what

lessons he/she thinks we should

learn from events in the book.

Use a Parade magazine for

material. Be sure the interview

is thorough.

Find several songs you think

reflect an important message

from the book. Prepare an

audio collage. Write an exhibit

card that helps your listener

understand how you think these

songs express the book‘s

meaning.

Character

Setting

Theme

Novel Think Tac-Toe advanced versionDirections: Select and complete one activity from each horizontal row to help you and

others think about your novel. Remember to make your work thoughtful, original,

insightful, and elegant in expression.

Write a bio-poem about yourself

and another about a main

character in the book so your

readers see how you and the

character are alike and different.

Be sure to include the most

important traits in each poem.

A character in the book is being

written up in the paper 20 years

after the novel ends. Write the

piece. Where has life taken

him/her? Why? Now, do the

same for yourself 20 years from

now. Make sure both pieces are

interesting feature articles.

You‘re a ―profiler.‖ Write and

illustrate a full and useful profile

of an interesting character from

the book with emphasis on

personality traits and mode of

operating. While you‘re at it,

profile yourself too.

Research a town/place you feel

is equivalent to the one in which

the novel is set. Use maps,

sketches, population and other

demographic data to help you

make comparisons and

contrasts.

Make a model or a map of a key

place in your life, and in

important one in the novel. Find

a way to help viewers

understand both what the places

are like and why they are

important in your life and the

characters‘.

The time and place in which

people find themselves and

when events happen shape

those people and events in

important ways. Find a way to

convincingly prove that idea

using this book.

Find out about famous people in

history or current events whose

experiences and lives reflect the

essential themes of this novel.

Show us what you‘ve learned.

Create a multi-media

presentation that fully explores a

key theme from the novel. Use

at least 3 media (for example

painting, music, poetry,

photography, drama, sculpture,

calligraphy, etc.) in your

exploration.

Find several songs you think

reflect an important message

from the book. Prepare an audio

collage. Write an exhibit card

that helps your listener

understand how you think these

songs express the book‘s

meaning.

Character

Setting

Theme

7/14/2008

40

7/14/2008

41

Energy: ANALYTICALDifferentiated by Intelligence Preference and also by Readiness

Learning Goal: Identify different

energy sources

Learning Goal: Analyze positive

and negative aspects of energy

sources

Learning Goal: Make a

convincing argument for /

against an energy source

Make a chart to compare

and contrast the source,

use, and impact of 3 of the

following energy forms:

mechanical, heat, chemical,

electromagnetic, nuclear.

Chart the positive and

negative aspects of 3 of the




Select one energy form and

convince a teacher-selected

audience of the benefit of

using that energy source.

Advanced Learner Version: Increased

openness, independence

Advanced Learner Version: Multi-faceted Advanced Version: Transformation,

increased complexity & independence

Compare and contrast self-

selected components of a

variety of energy sources.

Create a visual organizer

for the information

Evaluate and rate the

components of various

energy sources and

determine an overall score

for each.

Given what we know about

Three Mile Island and the

positive and negative

aspects of nuclear energy,

prepare a convincing

argument for or against th

use of nuclear energy.

7/14/2008

42

Energy: CREATIVEDifferentiated by Intelligence Preference and also by Readiness

Learning Goal: Identify

different energy sources

Learning Goal: Analyze

positive and negative aspects

of energy sources




Draw a picture or other

illustration showing the

source, use & impact of 3 of

the following energy forms:



Create a pamphlet that

describes the positive and

negative aspects of 3 of the




Write an explanation or draw

a diagram showing how

photosynthesis could be

used by humans.

Advanced Learner Version:

Increased openness,

independence


Increased openness,

independence


Requires mental leap,

transformation

Find a way to show, depict,

or describe the different

components of a variety of

energy sources.

Create a public service

campaign showing the

positive and negative

aspects of several energy

sources.

Some energy sources used

by organisms are “clean”

energy forms. Find a way

one might be used by

humans and convince us it

would work.

Energy: PRACTICALDifferentiated by Intelligence Preference and also by Readiness

Learning Goal: Identify

different energy sources

Learning Goal: Analyze positive

and negative aspects of energy

sources




Draw a pictorial map of our

community and identify the

source, use & impact in our

city of 3 of the following

energy forms: mechanical,

heat, chemical,


Create a pamphlet to be distributed

in your community describing

positive & negative aspects of

energy forms used in our city

including mechanical, heat,

chemical, electromagnetic, nuclear.

Which form of energy that is

used n our city creates the

most pollution? Write an

editorial or design an

advertisement showing your

proposal to solve this

problem.

Advanced Learner Version: increased

independence, multi-faceted

Advanced Learner Version: Increased

openness, independence


Increased complexity, independence,

multi-faceted

Create a map, chart, diagram,

or illustration of our

community. Identify

components of the sources of

energy we use in our

community.

Make an advice list for consumers

in using energy sources wisely:

suggest ways t use “clean” energy

sources in place of sources with

negative impacts.

Which energy source used

in our city causes the most

problems? Devise a

strategy plan of your solution

to this problem to present to

City Council.

7/14/2008

43

A High School Tiered Lesson

PHYSICSAs a result of the Lab, students should:

KnowKey vocabulary (thrust, drag, lift, fluid, pressure, velocity, camber, airfoil, chord, trailing edge, leading edge)

UnderstandBernoulli‘s Principle—As the velocity of a fluid increases, its pressure decreases. (Moving

fluid creates an area of low pressure. Decrease in pressure on the top of the airfoil causes lift.)

Newton‘s Third Law of Motion (For every action, there is an equal and opposite reaction)

Aerodynamics is the study of forces acting on an object because air or another gas is moving.

Be Able to DoConstruct objects that project themselves through space in different ways as a

demonstration of student knowledge of key information and understanding of key principles.

Great opportunity to make teams of theoretician/scholars and designer/builders

Paper Airplanes that fly for

Maximum Distance

Maximum Hang Time

Tricks

Kites

Diamond

Box

Triangle-Layered

In the lab students make

Pinwheels

Forward Motion

Backward Motion

Upward Motion

easiest

hardest

easiest

hardest easiest

hardest

What kinds of strategies might

I use?

Almost Anything

Goes! Use

whatever

strategies you

enjoy, but now

think of how to

tweak them to

meet all needs.

7/14/2008

44

to Differentiate Content• Reading Partners / Reading Buddies

• Read/Summarize

• Read/Question/Answer

• Visual Organizer/Summarizer

• Parallel Reading with Teacher Prompt

• Choral Reading/Antiphonal Reading

• Flip Books

• Split Journals (Double Entry – Triple Entry)

• Books on Tape

• Highlights on Tape

• Digests/ ―Cliff Notes‖

• Notetaking Organizers

• Varied Texts

• Varied Supplementary Materials

• Highlighted Texts

• Think-Pair-Share/Preview-Midview-PostviewTomlinson – ‗00

TO DIFFERENTIATE

PROCESS

• Fun & Games

• RAFTs

• Cubing, Think Dots

• Choices (Intelligences)

• Centers

• Tiered lessons

• Contracts

7/14/2008

45

RAFT ActivitiesRole Audience Format Topic

Semicolon Middle Schoolers Diary entry I Wish You Really

Understood Where I Belong

N.Y.Times public Op Ed piece How our Language Defines

Who We Are

Huck Finn Tom Sawyer Note hidden in a tree knot A Few Things You Should

Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther

King

TV audience of 2010 Speech The Dream Revisited

Thomas Jefferson Current Residents of

Virginia

Full page Newspaper Ad If I Could Talk to You Now

Fractions Whole Numbers Petition To Be Considered A Part of the

Family

A word problem Students in your class Set of Directions How to Get to Know Me

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?

Billmeyer and Martin, 1998

CUBING1. Describe it: Look at the subject closely

(perhaps with your senses as well as your mind)

2. Compare it: What is it similar to? What is it different from?

3. Associate it: What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

4. Analyze it: Tell how it is made? What are it’s traits and attributes?

5. Apply it: Tell what you can do with it. How can it be used?

6. Argue for it or against it: Take a stand. Use any kind of reasoning you want –logical, silly, anywhere in between.

Or you can . . . .

• Rearrange it

• Illustrate it

• Question it

• Satirize it

• Evaluate it

• Connect it

• Cartoon it

• Change it

• Solve it

7/14/2008

46

Prejudice

Discuss how prejudice and

discrimination are not only

harmful to the victim, but

also to those who practice

them.

Scapegoating

Imagine a group of people

that could be scapegoats.

List and describe

stereotypes of this group

and the treatment they

received because of them.

Articles

Read the article. What

could be reasons for the

persecution? How can you

justify the minds of those

responsible?

Photography

Photographs tell stories.

Write a caption for the

photo and explain why you

chose it.

Genetics

Certain characteristics are

blamed on genetics. Do

genetics impact the

characteristics of your

group? Explain the

reasoning behind your

answer. Use your science

knowledge.

Stereotypes

Your groups was

persecuted. Identify a

groups who has been

persecuted in more recent

years. Compare the two

and give reasons why.

Prejudice

Is it possible to grow to

adulthood without

harboring some prejudice?

Why or why not?.

Scapegoating

What is scapegoating?

Explore the word’s

etymology and

hypothesize about its

present day meaning.

How was your groups

scapegoated?

Articles

Read the article. What is

genocide? Did the people

in your article face

genocide? Why?

Photography

Look at the clothing, hair,

setting, body language, and

objects to help determine

social, economic, country of

origin and so on. Can you

see the emotions in the

people? How? Do you think

they are related?

Genetics

Do genetics cause brown

hair? How? List one way

genetics affects your

group (in your opinion). If

genetics don’t affect your

group explain why.

Stereotypes

Identify stereotypes your

group faced. Pick a clique

in the school and discuss

the traits of that group. Are

they stereotyped?

Photography

Compare two photographs

taken of similar events.

What are the similarities and

differences? What might be

the significance of these

similarities and differences

Prejudice

Is it possible to grow to

adulthood without harboring

some prejudice? Why or

why not?.

Genetics

Did genetics have an impact

on the Aryan race? Why?

Does it in the group you are

studying? Why?

Scapegoating

Identify and discuss the

scapegoating that took place

in your group. Compare the

scapegoating of your group

to that of a present day

group.

Stereotypes

Name a group you

stereotype and discuss those

traits that you stereotype.

What were the stereotypes

your group had?

Articles

Read the article. If you were

the person behind the

persecution and were asked

why you did what you did,

what would you say?

“Generic” Think DOTS for

High School Literature –

Concept: Prejudice

Contracts take a number of forms that begin

with an agreement between student and

teacher.

The teacher grants certain freedoms and

choices about how a student will complete

tasks, and the student agrees to use the

freedoms appropriately in designing and

completing work according to specifications.

Learning Contracts

Strategy: Learning Contracts

7/14/2008

47

Personal Agenda

Agenda for:___________

Starting Date: ___________

TASK

• Complete Hypercard stack

showing how a volcano

works

• Read your personal choice

biography

• Practice adding fraction

by completing number

problems & word

problems on pp 101-106

of workbook

Special Instructions

• Be sure to show scientific accuracy & computer skill

• Keep a reading log of your progress

• Come to the teacher or a friend for help if you get stuck

Proportional Reasoning

Think-Tac-ToeCreate a word problem that

requires proportional

reasoning. Solve the

problem and explain why it

requires proportional

reasoning.

Find a word problem from

the text that requires

proportional reasoning.

Solve the problem and

explain why it was

proportional.

Think of a way that you use

proportional reasoning in

your life. Describe the

situation, explain why it is

proportional and how you

use it.

Create a story about a

proportion in the world.

You can write it, act it,

video tape it, or another

story form.

How do you recognize a

proportional situation?

Find a way to think about

and explain proportionality.

Make a list of all the

proportional situations in

the world today.

Create a pict-o-gram, poem

or anagram of how to solve

proportional problems

Write a list of steps for

solving any proportional

problem.

Write a list of questions to

ask yourself, from

encountering a problem

that may be proportional

through solving it.

7/14/2008

48

7/14/2008

49

Exit Ticket for Jigsaw Activity• On the index card provided, write your name, grade level

and content area (if applicable)for the 2008-2009 school year.

• On your card, write the names of the strategies in in order of preference from most interested on down:

• Multiple Intelligence

• Triarchic Theory (Sternberg)

• Cubing/ThinkDOTS

• Contracts

• RAFT

• Tiered Activities

Jigsaw Strategy• Jigsaw is a low-prep strategy for

differentiation. It can be used in a variety of ways for a variety of goals, but it is primarily used for the acquisition and presentation of new material, review, or informed debate. The use of this structure creates interdependence and status equalization.Each student on the team becomes an "expert" on one topic by working with members from other teams assigned the corresponding expert topic. Upon returning to their ―home base,‖ each one in turn teaches the group; and students are all assessed on all aspects of the topic.

7/14/2008

50

Jigsaw

• A cooperative

learning strategy in

which all students

become experts on a

small piece of a topic

and then teach each

other

Jigsaw Steps

• Assign Topics

• Expert Groups Meet

• Experts Consult

• Experts Create a Teaching Plan

• Experts Return to Teams to Share and Tutor

• Demonstration of Knowledge

Adapted from: Cooperative Learning by Spencer Kagan, Ph.D., Resources for Teachers, Inc., 1992.

7/14/2008

51

Jigsaw Format

Home Group

Expert GroupExpert Group Expert Group

Home Group

WHOLE-CLASS DISCUSSION

INDIVIDUAL UNDERSTANDING CHECK

What are the benefits of

Jigsaw?• Allows you to divide up a large amount of content into small pieces

• Allows all students to be experts on something

• Encourages teacher to take on facilitator role, students to be active learners

• Encourages collaborative cooperative learning

• Is a natural format for differentiation:

•Readiness

•Learning Profile

•Interest/Choice

7/14/2008

52

Potential Drawbacks to Jigsaw

• Having students teach other students–

potential for misunderstandings

• Individual accountability for

understanding?

• Assessment issues?

• Can be a confusing format if not handled

appropriately

to Differentiate Product

• Choices based on readiness, interest, and learning profile

• Clear expectations

• Timelines

• Agreements

• Product Guides

• Rubrics

• Evaluation

7/14/2008

53

Map

Diagram

Sculpture

Discussion

Demonstration

Poem

Profile

Chart

Play

Dance

Campaign

Cassette

Quiz Show

Banner

Brochure

Debate

Flow Chart

Puppet Show

Tour

Lecture

Editorial

Painting

Costume

Placement

Blueprint

Catalogue

Dialogue

Newspaper

Scrapbook

Lecture

Questionnaire

Flag

Scrapbook

Graph

Debate

Museum

Learning Center

Advertisement

Book List

Calendar

Coloring Book

Game

Research Project

TV Show

Song

Dictionary

Film

Collection

Trial

Machine

Book

Mural

Award

Recipe

Test

Puzzle

Model

Timeline

Toy

Article

Diary

Poster

Magazine

Computer

Program

Photographs

Terrarium

Petition Drive

Teaching

Lesson

Prototype

Speech

Club

Cartoon

Biography

Review

Invention

7/14/2008

54

Whatever it Takes!

what’s the point of differentiating in these different ways?€¦ · appropriate teacher or...

Documents