www.formativedifferentiated.com

Jacque Melin - GVSU

*(b) The teacher plans how to achieve student learning goals, choosing appropriate strategies, resources and materials to differentiate instruction for individuals and groups of students; developing appropriate sequencing of learning experiences; and allowing multiple ways to demonstrate knowledge and skill.

*(a) The teacher carefully evaluates how to achieve student learning goals and uses appropriate strategies and resources to adapt to the needs of individuals and groups of students (e.g., prior knowledge, interests and developmental differences in how students learn).

*(e) The teacher provides multiple models and representations of concepts and skills with opportunities for students to demonstrate their knowledge with a variety of products and performances.

*(n) The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all students in complex thinking and meaningful tasks.

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Meaningful tasks

Flexible grouping

Continual assessment

Teachers can differentiate through

Content

Process

Product

Affect/Environment

According to students’

Readiness Interest

Learning Profile

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers…

Independent Studies…Intelligence Preferences….Orbitals…..Complex Instruction…ETC.

Quality Curriculum

Building Community

C. Tomlinson

How to Differentiate

Name:

Date:

Robyn Fogarty & Brain Pete, 2011

Change the Content

Change the Content

Complexity

Resources

Environment

Change the Content

ComplexityConcrete to Abstract Do/View/Construe

ResourcesText/Media

EnvironmentTAPS

DO – Manipulatives: Concrete

•Didax Geofix (nets)Models of shapes (surface area and volume)

•Soft 1 cm squares http://www.etacuisenaire.com

•Virtual Manipulativeshttp://www.neirtec.org/activities/math_portal.htm

•Wolfram Alphahttp://www.wolframalpha.com/

DO – Manipulatives: Concrete• Language arts manipulatives

• Science manipulatives

• Social studies manipulatives

VIEW – Graphic Organizers - Representational

www.graphicorganizers.com

S H A P E

Change the Content

ComplexityConcrete to Abstract Do/View/Construe

ResourcesText/Media

EnvironmentTAPS

Change the Content

ComplexityConcrete to Abstract Do/View/Construe

ResourcesText/Media

EnvironmentTAPS

25

Change the Process

Change the Process

Direct InstructionHook them Curiosity Novelty Cooperative LearningEach one – Teach one (Reciprocal Teaching)

SimulationIndependent StudyInquiry Based Project Based Learning PBL

I will read: I will look at and listen to:

I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

Learning Contract #2To demonstrate what I have learned about ____________________, I want

to _ Write a report_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie (Podcast)_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________

My project will be completed by this date _____________________________

Student signature: ________________________________ Date __/__/__Teacher signature: ________________________________ Date __/__/__

Change the ProcessDirect InstructionHook them Curiosity Novelty Cooperative LearningEach one – Teach one

SimulationIndependent StudyInquiry Based Project Based Learning PBL

The Buck Institute

Change the Product

Change the Product

Entry Points

Expressive Modes

Accountability

Change the Product

Entry PointsHow they learn

Expressive ModesHow they express it

AccountabilityHow we grade/score it

Formative/Portfolios/Performance Based

1.1. AwarenessAwareness

2.2.Comprehension Comprehension

3.3. ApplicationApplication

4.4. AnalysisAnalysis

5.5. Synthesis Synthesis

6.6. EvaluationEvaluationS. Gendron, Kentwood presentation, March

2011

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world predictable 4. Application to real-world predictable situationssituations

5. Application to real-world unpredictable 5. Application to real-world unpredictable situationssituations

S. Gendron, Kentwood presentation, March 2011

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication S. Gendron, Kentwood presentation, March 2011

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs. S. Gendron, Kentwood presentation, March

2011

Rhyme : Tic-Tac-Toe Board

(Multiple Intelligences)

TARGETS:

•I can recognize if two words rhyme.•I can supply a rhyme for a given word.•I can isolate and name the ending sound of a pair of rhyming words.•I can produce and verbalize a pair of rhyming words.•I can identify the letters that make up the ending sound of a rhyme.•I can identify word family words that rhyme.

Rhyme Time Choices

1. Feel a Rhyme 2. Act out a Nursery Rhyme. 3. Write your own . Nursery Rhyme.

4. Mother Goose 5. Retell a Nursery Rhyme 6. Rhyming Buckets Listening Center with the Flannel Board.

7. Rhyming Puzzles 8. Writing Rhyming 9. Computer: . Word Families Starf all or Gamequarium

Shapes : Tic-Tac-Toe Board

TARGETS:Know: that there are geometric shapes everywhere in our world.

 Understand: how geometry relates to the real world.

 Be able to: •recognize geometric shapes in the physical world; •use other subjects besides mathematics to represent understanding of geometry; •explain understanding of geometry and how it relates to the world.

 

Know – I can explain the causes and effects of the Acts leading up to the War. I can identify the role of the main figures of the Revolutionary War. I can identify that the colonists believed they had a right to separate from England.  Understand- I can identify the causes and effects of the events leading up to the Revolutionary War. I can interpret why the colonists believed they had a right to separate from England.  Be able to do- The students will be able to apply an event from the Revolutionary War to identify differing British and colonists’ views on authority. The students will be able to apply the Revolutionary War events to identify a problem that could have existed in the colonies, explain the reason for addressing the problem, and tell what action would have been taken.

Road to the Road to the RevolutionRevolution

Jeopardy Game 

Write Jeopardy questions that can be used to review the events leading

up to the Revolutionary War. Write 20 questions with answers. Use an index card for

each question, with the answer on the

back. 

Position Piece 

Write a position piece that explains what

America would be like if we lost the war to the British. Make sure to

include who would be the leader and what the rules would be like. Discuss the similarities or differences

you would see from America today.

 

Collage 

Make a collage showing how the colonists

rebelled against the

British. Include 8-12 pictures that

represent the colonists’

views and actions.

Multi-Media 

Make a five minute multi-media presentation

showing the causes and effects of the Acts leading up to the Revolutionary War. Make sure to include pictures.

Song/Rap/Poem 

Write a song, rap, or poem about a group involved in the Revolutionary War. Be

sure to include their role and position they take on the war. Your work may be

either read or performed for the class.

 

Timeline 

Create a timeline that shows the

events leading up to the war. Make sure to include 10 or more we have

discussed in class.

Play 

Write a play about one event that leads up to the war. Make

sure to include at least 3 key people.

You may act it out to the class.

Poster 

Create a poster that may have been used as

propaganda to persuade colonists to choose a side

in the war.  

Letter 

Write a letter to a friend that

persuades a friend during the

Revolutionary era to take a side

either the British or the Patriots.

Explain the advantages of

your side and the disadvantages of

the opposing view. 

Tic-Tac-Toe Choice Board5th Grade – Road to Revolution

Directions: Chose activities in a tic-tac-toe design. When you have completed the activities in a row—horizontally, vertically, or diagonally you made decide to be finished. Or you may decide to keep going and complete more activities. Star the activities you plan to complete. Color in the box when you finish the activity.

Story Elements: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Target: I can describe the elements of a story (characters, setting, plot).

Create a pair of collages that compares you and a character in 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 character are alike and different. Be sure to include 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 a 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 a 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/on 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 a Podcast. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________Activities Selected: _______, _____, _____Student: ______________________

Novel (Maniac Magee: Learning Menu

(Multiple Intelligences)

Target: I can explain the vocabulary, main character, setting, and main theme of the novel.

Story Response: Choice Board

(Triarchic Intelligences)

TARGET:

I can describe the theme or message that a writer or author wants to communicate.

Analytic Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story.

Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story.

Creative Imagine that the story continues after the last page. Use Prezi or PowerPoint or act out the next scene. This scene should relate to the theme or message of the story.

Immigration: Choice Board

(Triarchic Intelligences)

TARGET:

I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.

Analytic Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants. Show your analysis in a diagram.

Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position in a Podcast.

Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

Shapes: Choice Board

(Triarchic Intelligences)

TARGET:Know: •how to solve problems using geometric relationships and attributes.•how to use shapes to create other shapes. Be able to:•compose and decompose two- and three-dimensional figures to make new ones. •use geometry to solve problems.•draw and/or build two- and three-dimensional geometric shapes.

Show-And-Tell Boards

All students have the same TASK, but have a choice of SHOW AND TELL.

Top row – what they could show

Bottom row – what they could tell

Need 1 SHOW & 1 TELL

SHOW Illustrations Diagram or Flow Chart

How-to

Brochure

TELL Use topic headings and paragraphs

Use detailed numbered or bulleted steps

Write detailed sentences

SHOW Charts and graphs

Timeline of incidents related to the event

Illustrations, photographs, graphics, or artifacts

TELL Newspaper article

Video news interview

Speech

Goal – 21 Points

Ned rode his bike 7 miles to the library.He took a shortcut on the way home which was only 5 miles long.How many miles did Ned ride altogether?

Anne ate 6 cookies.Samantha ate 4 more cookies than Anne.How many cookies did Samantha eat?

Henry gave 5 stickers to his younger brother. Now he only has 9 stickers.How many stickers did Henry have at first?

Derek and Larry have 15 books together.6 of the books belong to Derek. How many books does Larry have?

Angela had 8 computer games.She got 3 more for her birthday.How many computer games did Angela have then?

Lisa made 8 apple muffins for the bake sale. Trevor made 6 banana muffins.They sold 5 muffins altogether. How many muffins were left?1 Point Questions

Carl bought 18 stickers. He used 9 of them that afternoon.He used 3 more after dinner. How many stickers did Carl have left?

Alex found 12 pennies on the playground.He spent 5 pennies.Then he found 3 more. How many pennies did Alex have then?

Suzanne has 8 pairs of white socks and 6 pairs of blue socks. Her sister has 12 pairs of white socks.How many pairs of socks does Suzanne have?

Scott, Frankie, and Corey played in the snow for 4 hours. Scott made 5 snowballs and 2 snowmen. Corey made 7 snowballs. Frankie made 4 snowballs and a snow fort. How many snowballs did the boys make?

Chris found 14 colorful leaves at the park. He gave 4 to his sister. Later he found 6 more. How many leaves did Chris have then?

Alan has 10 pennies.Bonnie has 6 fewer pennies than Alan.Jack has 5 more pennies than Alan.How many pennies does Bonnie have?

3 Point Questions

Scott had $15 in his wallet. He spent $8 for a toy. He earned $5 for doing a chore. He spent $3 for lunch. How much money did Scott have left?

A bag contains 20 marbles. 7 are red, 5 are blue, 2 are yellow, and the rest are green. How many green marbles are in the bag?

Anthony has saved $8. He gets $4 more for his allowance. He spends $3 for a toy. He gets another allowance of $4. How much money does Anthony need to buy a $20 robot?

Ben walks from school to Danny’s house which is 6 blocks east of the school. Ben then walks 11 blocks west to his own house. How many blocks away does Ben live from school?

Angela opens a saving account with $12. She then deposits $5. She withdraws $9 and then later deposits $6. How much does Angela have in the account then?

Jordan found one seashell at the beach on Monday. She found 2 seashells the next day. If Jordan finds 2 seashells every day after that, how many days until Jordan has 21 seashells altogether?

6 Point Questions

Goal – 12 Points

Goal – 100 Points

Goal – 4 Points

Goal – 100 Points

Goal – 20 Points

Goal – 90 Points

Goal – 50 Points

Goal – 500 Points

Goal – 65 Points

QR Codes

Choices involving Learning Profile

http://www.niehs.nih.gov/kids/music.htm#index

*Write

*Draw

*Act

*Sing

*Build

*You have just attended a stimulating workshop on differentiated instruction and you feel motivated to let the world know more about differentiated instruction. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of workshop participants who are as motivated as you are and share your excitement about differentiate instruction to spread the news about this teaching and learning philosophy!

TARGET: I can explain key elements of differentiated instruction.

Your mission is to write and perform a song (any style ofmusic) about the experience of observing in aclassroom which is focused on developing units andusing strategies that help to differentiated instruction.You can make up a new tune or write new lyrics that fitwith an existing melody.*You should have at least one verse about each of the FOUR elements that should be the focus of a differentiated classroom.*Include a chorus about the goal of differentiated instruction. *Make it personal and fun.

Your task is to write an article for USA Today telling thepublic how differentiated instruction helps teacher to meetthe needs of diverse learners in their classrooms. Youshould minimally include the following information:*How students differ as learners.*How student learning differences affect how students learn.*Evidence you have that explains that students work harder

when what they are asked to do connect to something they are interested in doing and/or connects to their learning profile.*Identify classroom techniques/strategies that support the

achievement of students who have different readiness levels, different interests and/or different learning profiles.

*Your group has been commissioned to build a model of a differentiated classroom for a local museum featuring best practices in education. Your model must accurately reflect the FOUR elements of differentiated instruction in a classroom where these elements are being practiced. You must be able to explain your model to museum officials.

Your job is to create and perform an episode of a

children's or teenager’s television program. This

episode should be all about differentiated

instruction.

*Be sure to include the following information:

*What is differentiated instruction.

*What it is like being in a classroom where differentiated instruction is practiced.

*How you (the student) will benefit from being in a classroom where differentiated instruction is practiced.

*Create a poster – or series of posters – that clearly illustrates the key points of what it means to differentiate instruction. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict the three sets of FOUR elements of differentiated instruction. Poster paper, markers and other materials are available; let your instructor know what else you need.

Do we differentiate by:

Whole group?

Small group?

Individual?

Do we differentiate by:

Whole group?Multimodal – tap into many ways of learning

Small group?Instructional Interventions

Individual?Tutorials

Hook

Input

Interaction

Product

Assessment

Reflection

Hook – Role Play (content)

Input – Direct Instruction (Little Book) - Novelty

(content/process)Interaction – 3 Musketeers

(process)Product – Little Book on DI Theory

(product)Assessment – Tell and Retell

Reflection – Scale of 1-10

As a team of educators:

Discuss with your peers the differentiated

instructional ideas and strategies that you

recommend for implementation in your

unit.

*http://daretodifferentiate.wikispaces.com/

How do you eat an elephant?????