Вы находитесь на странице: 1из 45

DAY 3 Demonstrating

Differentiation

Peer Coaching Strand - Day 3

Major Models of Professional


Development
1. Training
2. Observation/assessment
3. Involvement in a development/improvement
process
4. Study groups
5. Inquiry/action research
6. Individually guided activities
7. Mentoring
(Sparks & Loucks-Horsley, 1989; Drago-Severson, 1994)

Steps Recommended in Professional


Development
1. Begin with a clear statement of purposes and
goals.
2. Ensure that the goals are worthwhile.
3. Determine how the goals can be assessed.

Setting Goals
MISTAKE: Acquaint participants with the concept
of multiple intelligences.
INSTEAD: Provide participants with the
knowledge of cooperative learning and the skills
necessary for classroom applications that will
result in more positive student interactions and
improved student learning.

Pre-Assessment
1. 5 x 5 =

6. 2 x 8 =

2. 9 x 4 =

7. 8 x 4 =

3. 3 x 7 =

8. 30 x 10 =

4. 10 x 20 =

9. 4 x 9 =

5. 4 x 6 =

10. 5 x 8 =

Check your own


1. 5 x 5 =

25

6. 2 x 8 =

16
32

2. 9 x 4 =

36

7. 8 x 4 =

3. 3 x 7 =

21

8. 30 x 10 =

4. 10 x 20 =
5. 4 x 6 =

200
24

300

9. 4 x 9 =

36

10. 5 x 8 =

40

Theme

Journey to
Adventure
Adventure
selections
provide
entertainment

and
information
on how to
face
challenges

Subject

Skills / Concepts

Assessment

-Sequence of events
-Categorize &

W
rite
an
essay
classify
Reading
using complete
-Text organization

Writing

-Writing a sentence
-Suffixes
-Base words

-Kinds of sentences
-Subjects/predicates
Grammar -Run-on sentences

sentences, avoid
using run-ons
Create a
storyboard to
show sequence
of events in a
story
Keep a journal

Work Time
Op#on&#1:&
1. If&I&were&to&use&this,&what&forms&or&items&would&I&need&to&
create?&&
2. Create&one&form&or&other&resource&that&would&allow&you&to&
use&this&strategy&in&your&classroom.&&
&

Op#on&#2:&
1. If&I&were&to&use&this,&what&would&I&want&
my&students&to&do&when&they&were&
compacted?&&
2. Brainstorm&a&list&of&things&your&students&
could&do&if&they&were&compacted&out&of&
the&regular&classroom&lesson.&&
&

First cast of the dice


3

1+2

=3

1x2

=2

Second cast of the dice


3
+ 12
15
3+4

=7

3x4

= 12

Third cast of the dice


15
+ 6
21
5+1 =6
5x1 =5

Fourth cast of the dice


21
+ 18
39
3+6

= 9

3x6

= 18

21
+ 9
30

Modifications for Advanced Students


Play to 100
Disallow paper for calculations or remembering
numbers
Use powers
Use subtraction
Allow negative numbers
What about fractions?

Tiered Lesson:
Using Powers Option

81

4
3
3
4

= 3 x 3 x 3 x 3 = 81
= 4 x 4 x 4 = 64

Tiered Lesson:
Exploring Options

2+ 6 = 8
2 x 6 = 12
6
2 = 64

62 = 36
2 - 6 = -4
6-2=4

What about using

a multi-sided die

64
36

or two

We could really shake things up


try three dice and use the distributive law!

12
12 + (3 x 18) = 12 + 54 = 66
(12 + 18) x 3 = 30 x 3 = 90
Did you get closer to 100?

Creating Multiple Paths for Learning


Key Concept
or
Understanding

Struggling
With The
Concept

Reaching Back

Some
Understanding

READINESS LEVELS

Understand
TheUnderstand
ConceptThe
Concept

Reaching Ahead

IDENTIFY OUTCOMES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?

THINK ABOUT YOUR STUDENTS


PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIES
USE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1

GROUP 2

GROUP 3

TASK

TASK

TASK

The Equalizer
1. Foundational

2. Concrete

Transformational

Abstract

3. Simple

4. Fewer Facets

Complex

Multi-facets

5. Smaller Leap

6. More Structured

More Open

7. Clearly Defined Problems

Fuzzy Problems

8. Less Independence Greater Independence

9. Slower

Based on the work of Carol Ann Tomlinson

Greater Leap

Quicker

S
A
T

Standard

Area

Type

Content
Process
Product

Readiness
Interest
Learning Style
27

4 x 4 Matrix
Standard

Tier 1

Tier 2

Tier 3

Content

Process

Product

28

5th Grade Math Example Differentiating Content

29

4 x 4 Matrix
Standard: Evaluating
equivalent fractions

Tier 1

Content

Whole/Part Relationships Equivalent fractions

Tier 2

Process

Draw pictures to show


equivalent fractions

Product

Written work including


pictures

Tier 3

Adding fractions

30

4 x 4 Matrix
Standard: Understanding

Tier 1

Tier 2

Tier 3

Content

Rules and laws

Rules and laws

Bill of Rights

Process

Students will analyze the events


happening in the picture of a park setting
as to whether there are things that should
or should not be done in a park.

Students will list signs seen


in public places that give
rules to be followed and
identify a new rule that
should be followed where no
sign was posted.

Students will evaluate the Bill of


Rights to decide which rights
might interfere with the rights of
others.

Product

Design a sign for a rule


that should be followed in
the park.

Students will develop a sign for


the new rule that should be
made and identify where it
should be posted.

Students will identify the


Right that has the potential
to cause the most problems,
and write a speech to be
presented to the class that
includes which Right was
chosen, the reasons it might
cause problems, and how it
could be changed to better
meet the needs of all.

rules and laws and why we


need them

31

8th Grade Science Example Differentiating Content


and Process

4 x 4 Matrix
Standard:

Tier 1

Tier 2

Tier 3

Process

Students used a computer program


to record water temperatures at
various depths and analyzed results

Students measured water


Students viewed a news report and
temperatures at various depths and discussed the evidence presented in
analyzed results
the report

Product

Computer printout and


written analysis

Data notebook with graphs


and written analysis

Content

Group discussion notes and


written analysis

33

Example Standards
Grade 8 Reading: Informational Text
CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.

Grade 5 Math Number & OperationsFractions


CCSS.Math.Content.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by
fraction.

Grade 2 Reading: Informational Text


CCSS.ELA-Literacy.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text.
Grade 1 Social Studies
Students will investigate how animal communities are alike and different.

34

Find a partner or small group . . . Lets Give it a Try


Standard

Tier 1

Tier 2

Tier 3

Content

Process

Product

35

Guiding Principles for Tiering


All tiers include teacher modeling and support.
All tiers are equally desirable.
All tiers represent different work, not necessarily MORE
work.
All tiers are equally involved, equally active.
Pre-assessment was conducted to determine
membership in tiers.
How did you do?
36

4th Grade Social Studies


Example - Differentiating
Content and Process

37

4 x 4 Matrix
Standard: Determine

characteristics of historical
American heroes

Tier 1

Tier 2

Tier 3

Read a text and answer


questions from the sides
of the cube

Read a text and answer


questions from the sides
of the cube

Read a text and answer


questions from the sides
of the cube

Content

Process

Product

38

Ive mapped out the concepts Ive already grasped


to save you time.

The Value of Assessment or ...


You cant figure out what to teach em if you dont know em!

Preassessment Options - Ensure the Mastery of Basic Skills!!!


Textbook Pretest

Student/Teacher Conference - as short as a 5 minute talk

K-N-W Chart - What do I Know, Need to know & Want to know


Journal - Write what you know about...
List - If I say ...

What does it make you think of?


Product - Draw a bar graph...

Use the graphing calculator to plot...


Concept Map...

41

42

Find a partner or small group . . . Lets Give it a Try


Standard

Tier 1

Tier 2

Tier 3

Content

Process

Product

43

Work Time
Standard

Content

Process

Product

Tier 1

Tier 2

Tier 3

th
8 Grade Language Arts Example

Objectives

The students will identify the elements of short stories, such as internal
and external conflict, irony, plot, climax, characterization, & setting.

Level 1
Create a chart or other
graphic organizer that
identifies the elements of
short stories in this story.

Level 2
Rewrite the ending of this
study. What will happen
now? How will choices
impact the outcome?

FOUNDATIONAL . . . . . . . . . . . . . . . . . . TRANSFORMATIONAL