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March 2018
When do you use small Differentiation means as How do you discover how
group instruction? many lesson plans as you your students learn?
have students. Agree?
What is one way you can What are some quick on- Are DI and assessment
form groups in your going assessments related?
classroom? in your class?
Opportunities for Differentiation
Standards:
Know Do
Informal Pre-Assessment Strategies
Carousel Brainstorming K-W-L or K-N-L
Differentiation
A teacher’s response to needs
According to students’
2. Using tiered activities through which all learners work with the same important
understandings and skills, but proceed with different levels of support, challenge,
or complexity.
3. Giving students options of how to express required learning (e.g., create a puppet
show, write a letter, or develop a mural with labels).
4. Using different rubrics that match and extend students' varied skills levels.
5. Making sure there are places in the room to work quietly and without distraction,
as well as places that invite student collaboration;
6. Providing interest centers that encourage students to explore subsets of the class
topic of particular interest to them.
7. Helping students understand that some learners need to move around to learn,
while others do better sitting quietly
8. Developing routines that allow students to get help when teachers are busy with
other students and cannot help them immediately.
10. Offering manipulatives or other hands-on supports for students who need them.
13. Encouraging students to create their own product assignments as long as the
assignments contain required elements.
15. Varying the length of time a student may take to complete a task in order to
provide additional support for a struggling learner or to encourage an advanced
learner to pursue a topic in greater depth.
16. Meeting with small groups to re-teach an idea or skill for struggling learners, or to
extend the thinking or skills of advanced learners.
The Daily 5
Students select from five authentic reading and writing choices, working
independently toward differentiated goals, while the teacher meets
individual needs through whole-group and small-group instruction, as well
as one-on-one conferences. These choices include
• Read to Self
• Work on Writing
• Read to Someone
• Listen to Reading
• Word Work
The Teacher’s Challenge Things to Tier
Tiered Instruction
After answering the worksheet questions individually, put the students in groups of
four to go over their answers with each other so that they can get some clarification
about facts from each other. They should be ready to share their factual information
with the entire class.
These students need to read the Langston Hughes poem individually, making notes
about why the mother would tell these thoughts to her son. What did he ask her?
Then analyze the poem’s line length, repetition, word choice, and rhythm. Analyze
the poem for the way meaning is conveyed through these elements.
After students take time to do individual analysis, they should meet in groups of four
students to discuss their analysis. They should be ready to share ideas with the class
as a whole.
These students should read the poem individually. They need to think about the
1920's when Langston Hughes wrote this poem. Depending on how much they
know about African Americans in the 1920's, they should research some
information about what life could be like and why the Mother would write this
poem.
Next, individually, they should make note of how effective the Mother is in
conveying meaning in this poem.
• What poetic devices does Hughes use to emphasize how rough life is and yet
how she survived?
• What effect would this poem have on her son?
• What would lead to the conclusion?
Share ideas within groups of four, and be ready to share with the entire class.
www.doe.in.gov/sites/default/files/highability/6lar.docx
Differentiated Instruction: Worksheet for Tiered Assignments
Unit
Objective(s) (what students will know, understand, and/or be able to do as a result of this
assignment/lesson):
Grade-Level Assignment (for students who did not quite meet mastery level on the
preassessment, are working at the middle of the class and at an average pace…this is probably
the assignment you would use if you were not differentiating)
Advanced-Level Assignment (for students who demonstrated solid mastery on the preassessment,
grasp material quickly, work quickly, grasp complex and abstract concepts, would benefit from
acceleration and/or enrichment)
Basic-Level Assignment (for students who did not do well on the preasessment, take a while to
grasp new ideas, may need extra explanation and additional exposure to basics in order to be able
to reach more complex and abstract ideas, may need support to work independently)
Learning Menus
All items in the main dish and the specified number of side dishes must be complete by
the due date. You may select among the side dishes and you may decide to do some of
the desserts items, as well.
2 Create a list of 10 pairs of events. 5 pairs should contain events that are dependent;
5 pairs should contain events that are independent. Explain each classification.
4 Examine the attached list of functions and determine which functions represent
probability distributions.
1 Work with a partner to analyze the game of “Primarily Odd.” See your teacher
for game cubes and further instructions.
2 Design a “game spinner” that has this probability distribution: P(red) =0.1;
P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.
3 Suppose a dart lands on a dartboard made up of four concentric circles. For the
center of the board (the “bull’s eye”), r=1.5; the remaining rings have widths of
1.5. Use your understanding of area and probability to determine the probability
of 1) hitting a “bull’s eye” and 2) landing in the outermost ring.
Desserts (Select 1)
1 Figure the probability of “Murphy’s Law” and make a case for whether or not it
should indeed be a “law.”
2 Use a frequency table to chart the colors that your classmates wear for a week.
Then, use probability to predict how many students will wear a certain color on a
given day.
MENU PLANNER
All items in the main dish and the specified number of side dishes must be complete by
the due date. You may select among the side dishes and you may decide to do some of
the desserts items, as well.
Desserts (Optional)
3
Think Tac Toe
The Pythagorean Theorem