Differentiated Instruction PLC
1. What is Differentiated Instruction? Snowball Activity
2. Cornmon Misconceptions
about DL Community Circle
3. DifFerent ways of differentiating. 4. Video on Bryan et al. Lesson taught at DWC and WEB 5. TĂ?ering (Chapter 7) Tier a project using Chapter 7 suggestions.
6.Differentiated Sharing Time 7. Exploring Differentiation in Action (the purple book)
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Proof from Text:
Character:
What the character savs that is evidence of the trait:
What people say about the character, that is evidence of the hait:
PersonalitylCharucter Trait:
S
ample personaiity traits
:
Honest, Hardworking, Persistent, Kind, Evil, Trustworthy, Adventurous, Angry, Afrai{ Brave, Clumsy, Hatefi,ll, Mean, Energetic, Greedy, Cowardly, Luy, Loving, Helpful, Clever, Dishonest, Humourous, Loyal, Lonely, Nervous, Cautious, Gentle, Obnoxious
Chsracter
Personality Trait
Proof from Novel
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;I TIERING
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NERS
There are many ways to design tiered lessons, witt¡ some te¿chers 'choosing to design up to flve versions of one tu*Ho*g*!
d""ig,ioe,qro
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the
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ttr þþlqs, nrnviding p8tnu_t¡viüh-s""r¡OAi"e,l: ã*, *åi* Figure 7.2 offers a variety varietv of ways wavs to f]r provide nrn ,;,ro to shuggling learners. Finally' devejop a;third,,.rnore cornplex aetivity for your ad,auæeir
I,eù'tiflptv.,Fjê:rsuretheactivity$:¡nore:çgru¡-le{,".ngn1p-¡;*oí¿'äi;
Diane Heacox (zooz) derived from the work of Grant wiggins and Jay",rggurtsffi"süons McTighe to guide ñæ"..ing *ore-complex i inskuction. use the questions berow as a guide to pran"f morecomprex activ' jti"" in a tiered rson.
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Grophs Topic/Concepl/Skills: Moking ond Anolyzing Bor
. Use data to create a graPh. . Read and analYze graPhs' STUDENT
READINESS
Struggles to understand concept/skill
LEVEL OF TASK
BLOOM LEVEL
Ter
Apptication/AnaIYsis
SAMPLE ACTIVI-|.Y (teacherdirected)
lTBasic
,our
Favorite Desserts.' '\ . Review the provided frequency table, tjt|ed . CoÞy the provided gtupft onio grid paper. Include title, labels, and numbers on the scale' the number . complete the bar graph for each type of dessert. Make the len$h of the bar equal to
of students who prefer that dessert.
p'*'^=:,More sfudents than-.Fewerstudentspreler-thanFeweststudentsprefer_.
students complete cloze sentences to draw conclusions: Most
.
Analysis
Tier llÆn'grade
Needs practice
prefer
SAMPLE ACTIVITY
. . . .
graders in showing the favorite pets of fourth Make a bar graph of the data in the frequency table Mrs. Smith's class' (0, 2, 4,6,81' Use a scale numbered by twos Remember to title and labelthe graph' conclusions' Answer guided questions about the graph to draw
Has already mastered
concept/skill;
Synthesis
Tier lllAdvanced
ready to extend learning SAMPLE ACTIVITY
. Think
of an idea for making a bar graph'
.Takeasurveyorcol|ectdataaboutthesubjectthatinterestsyou. . lnclude a title and labels.
.
Then, make a bar graPh'
List at least two conclusions drawn from the data'
ComplexiTy Tfrings to Consider: Leveling for
on complexity, have and advanced tasks based Iwn.n ;reating tiered assignments
it.O. sure to have
students
¿ O identify assumptions, points of view' or problems? perspectives? j o examine and support their ideas, positions, conclusions, and (oformulate,hypothesize,orsynthesizenewideas? a new way rather ' o represent, model, oi dtton't'ate ideas in ideas?
than simply
anothe/s listing, applying, or summar¡zing
D IF
o
identify imPlications?
o
exolore \rvhat
if
perspectivés, actions, or resu|ts? scenarios or a|ternative
I
Exhrbrf ' r ?r多(c多.,rn rte Adjustable Planning Grid
Curriculum Expectation Glus
I
High Degree or Mastery
Approaching Mastery
Beginning
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b/f
?rÂż(ce o Adjustable Planning Grid
Curriculum Expectation Gl
High Degree or Mastery
A,pproaching Mastery
Beginning
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J new wsys] ,ligitipÌüêsr fActivit!êst-o t¡èlp the leorne-r rèfle-cJ qnd uEe lhe inlormslion ¡n
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Teaching Resources 2005 D,FFERENIIAIION lN ACTION' Scholastic @ JudiÙt Dodge
uテフ\tyrl t,
Topic/Unit: Essenliol ldeos/Key Concepts/Focus Queslions: a a a a
Pre-leoming Ach'vilies: lAcfivities lo hook ond focus the leomer]
t J1_ informofionl Durlng-leomlng Activiths: lActivilles fo help lhe leorner selecl, orgonize, ond moke sense of the
Jn
Dpost-leoming Activilテャes: lActivilies lo help the leorner reflecl ond use the informofion in new woys]
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J tl D,FFERENTIATION lN
ACIION' Scholastic Teaching Resources 2005 @ Judiテシt Dodge
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INTER ACTTVE BOOKMARK
INTER ACTTVË BOOKMARK
BOOK TITTE OR TEXTBOOK PAGES
BOOK TITLE OR TEXTBOOK PAGES
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Noles:
DIFFERENIIATION
INACIION' Scholastic Teaching Resources 2005 @ Judith Dodge
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Differentiation in Action
Chapter 3 - Pages 49 to 64:
Chanter 3 - Paees 65 to 75:
fr.f Chapter 4 -Pages 16 to 87:
Chaoter 5 - Pases 88 to 103:
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ChaBter 6 - Pages 104 to 1 15:
Chapter 6 - Pages 116 to 126:
NOTIN6 WI{AT I'VE IEARNED Iopic WRÍTE fT!
DRAW IT!
WhoT l've Leorned
Moin ldeo, Quesfions, Key Words
l. 2. 3.
l. 2. 3.
t. 2. 3.
t. 2. 3.
D,FFERENilAilON lN ACT,ON
.
Scholastic Teaching Resources 2005 @ Judiü¡ Dodge
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Topic: Key
Underslondings:
. a
MI:
MI:
MI:
Your Choice lcheck your ideo wilh your feocher firsll
MI:
MI:
MI:
MI:
MI:
Mh
Key fo Multiple lnlelligences:
v L
Verbol-linguislic Logicol-molhemolicol
s
Spoliol
B
Bodily-kineslhef ic
M
I A
N
Musicol Interpersonol Inlropersonol Noturolisf
D,FFERENIAIION ,N,qCLON
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Scholastic Teaching Resources 2005 @ Judi端 Dodge
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Key Understandings:
'
. Where did American immigrants . My did immigrants feave
Dress up as an immigrant. Tafk aUout the journey on the ship coming
across the ocean. Be sure to tafk about the reasons you left, üe diffi_ cuÍt¡es of your journey, and your excfiement about the future. ßodiþ-Kinesthetíc)
come from?
their countries?
' Put on a skit
T
!4/hat obstacres did immigrants face when they arrived in America?,
Draw a poster Compare and contast the geography and occupations
of the country you carne from with those of your new counfy. (Spatíal)
Write a Poem lmagine you are an immigrant in Ame¡i9a. Wríte a poem about why you left your ofd country or about your new fife in America. Be sure to ínclude adjectives and verbs.
(Musical)
fl# Pack a suitcase Pt¡t in items you woufd take with you to remember your otd country. Incfude a djary wiür at feast two about your journey and hopes 9ntLes for the future.
(Bodily-Knesthetic)
Teach a game Research games played in the country from whích you emigrated. Choose one to teach to the class.
(Bodilyllinesthetic/ lnterpersonal)
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Make a graph Interview schoof staff and cfass_ mates to fearn about where peopfe emígrated from. Create a graph. Write at feast two observations.
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(lnte r p er s o nalAo gi c al-M athe m atic at)
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Write a postcard Write a postcard to i¡ friend or family member who stayed behínd. Tell aboutyourjourney, your new nome, your fathe/s new work, your present fiving conditions. M e rb alLin g ui stic/l ntra p e r s o n a !)
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Learn a song Research a patriotic song either from the country
you left or from your new country. Learn it and share it with the class.
Musical)
Create a diorama Create a diorama showing what you would see coming into New york
!3¡bor. Examples: Statue of Liberty,
lsland, harbor, American flag,: -Ellis New York skyline, other boats filled
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with immigrants. Include a caption describing the ímportance of each.
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TONG BEACH TEACHERS
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ACÏ0N . Scholastjc Teaching Resources 2005
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,
Levels of
challenge
Thinking/Process
skills
Action
verbs
Recalling, remembering, recognizing, identifying, defìning
Tell, list, define, label,
lnterpreting, summarizing, explaining, describing' rewording, paraPhrasing
Describe, exPlain, retell, discuss, summarize,
Analyzing, reasoning, distinguishing, comParing, contrasting, sequencing, noting relationshiPs
Products Test, list, Pictures, 5W's, newsPaPer article, map, content-area dictionary
name, identify, match
T.V. bulletin, NewsFlash!,
interpret, ParaPhrase
show and tell, oral rePort, visual with captions, chart
Use, illustrate, locate information, research, show, demonstrate, perform, aPPlY, solve, construct, comPute
Set of newsPaPer headlines, report, illustration, iournal entries, news story, Pamphlet' timeline, simulation, teach a lesson, give a demonstration
Sort, grouP, classifY, seguence, order, comPare' contrast, note (causes, effects/advantages' disadvantages, etc'),
Collection, survey, questionnaire, graPh, letter to the editor, a PowerPoint,
chart, checklist, PhotoJournal, Artifact Box
categorize, seParate
Judging, suPPorting, defending, crÍticizing, arguing, rating, Prioritizing
Choose, suPPort, iustify, recommend, estirnate, predict, assess, decide, prioritize, evaluate, rate,
judge, critique
Topten list,'"List of the best/worst...,n book review, survey, debate, sPeech, awareness camPaign, list of trends, editorial
lnvention, classified ad,
Combining, creating, developing, rearranging,
Create, invent, design, compose, rewrite,
inferring, supPosing,
formulate, develoP,
campaign, action Plan, game' poem, song, raP, exPeriment,
reorganizing, hYPothesizin g
hypothesize
slogan, advertisement,
political cartoon Based on Bloom, 1956
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DIFFERENIIATION lN
ACL0N'
Scholastic Teaching Resources 2005 @ Judiü Dodge
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Verbal-Linguistic:
Sþatíat:
O Write a book, poem, myth, or news article O Design a checklist for...
about...
O Design a greeting card or postcard... O Create a photoJournal about... O Create a game that teaches the concept'of... O Create a scrapbook... O Find exarnples of fine art, architecture, or sculpture
O Research a topic and take notes... O Write a travel brochure/newsletter... O Create a set of newspaper headlines... O Use stofielling to explain...
to symbolize the story/reflect the time period...
O Take photographs/Jse photographs to... Lo
gical-Mathematical
:
Musical:
O Conduct a survey, graph your results, and draw conclusions.
o lnterpret a song from a specific time period... o ôather examples of music that reflect the mood of a
O Constiuct a visualtimeline... O Design and conduct an experiment to prove... O Create or play a dice game and record... O Cornplete a graphic organizer...
O Analyze diffeient types of poems for üeir patterns of rhyme,'rhythm; or sounds
o
o
Create a word problem based on
book or a time period...
_
Play a piece of music to illustrate...
O Make an instrument and use it to demonstrate... Bodiþ-Kinesthetic: Naturalist:
O Bring handson materials to demonstrate... O Make a videotape 0f... O Create a museum exhibit to show... O Create a play, roleplay, or use props...
o Gather a Tl'easure ChesyArtifact o Create a movement or sequence
êxplaín'..
^
show... of movements to
Box to
O Write a PhotoJournal about... O Take a virtualfield trip via the Intemet to... O Write and illustrate a postcard from...
o Gather or plan a collection of objects that... o E-mail keypals in other places to learn... o Use binoculars, microscopes, magnifiers, or telescopes to...
Intrapersonal:
Interpersonal:
O Keep a diary about... O Reflect on your own learning process... O Write an advice column... O Record ir¡ a progress chart your accomplishments
O Evaluate your group's performance...
o
shovhost a talk show... O Interview several people about... O Lead a group discussion on... O Teach the class about...
toward ã goal...
o
Create an AllAbout Me Scrapbook (about a char_ acter, historical figur:e, inventor, etc.)... O Complete a Venn diagram that compares you and character or historical figure...,'
D,FFEREVflAflON ,N /qCllON @
Juditl Dodge
.
Scholastic Teaching Resources 2005
Present a news
O Conduct a group or class meeting to discuss... a
ffi
r-xl' The Theory of Multiple Intelligences you determine where Where does your true intelligence (processing ability) lie? This q.ilz canhelp sounds true for the you stand. Rãad each statemãnt. Ifit expresrãr rotnã characteristic of yours and sometimes true, sometimes most part, jot down a"l"- if it doesn't åark an"F". If the statement is false. leave it blank. 1.
2. J.
4. 5. 6.
7. 8.
9. 10. 11.
12. 13.
14. 15. 16.
l7_ 18. 19.
20. 21. 22.
23. 24.
25. 26. 27.
28. 29. 30.
I'd rather draw a map than give someone verbal directions' I can play (or used to play) a musical instrument. I can associate music with mymoods. I can add or multiply quickly in my head' I like to work with calculators and computersI pick up new dance stePs quicklYIf s easy for me to say what I think in an argument or debate' I enjoy a good lecture, speech, or sennonI always know north from south no matter where I am' Life seems elnptywithout musicI always understand the directions that comes with new gadgets or appliances' I like to work puzzles and play games. Leaming to ride a bike (or skate) was easy. I am irritated whe,n I hea¡ an argrrme,lrt or stateme'nt that sounds illogical' My se,nse of balance and coordination is good.
others'
I ofte,lr see patte,ms and relationships between numbers faster and easier than I enjoy building models (or sculpting). I am good at finding the fine points of word meanings' just as easily' I canÏook at an objãct oo" *áy and see it h¡ned sideways or backwards I often connect a piece of music with some event in my life' I like to work with numbers and figures, Just looking at shapes pf building and structures is pleasurable to me. I like to hum, whistle, and sing in the shower or when I am alone'
I'm good at athletics. I'd like to study the structure and logic of languages' I'm usually av/are of the expressions on my face' I'm sensitive to the expressions on other people's faces' I stay in touch with my moods. I have no trouble identifying them. I am sensitive to the moods of others' I have a good sense of what others thing of me'
SCORING... o Look to the chart below. Place a checkmark by each item you marked as "True'" Add your totals' categories F A total of four is any of the categories A througþ E indicates strong ability' In well' through D, a Score of one or more means you ttave abilities in these areas as
A. Linguistic
BLogical/Mat
C-
D-
F-
C'-
Musical
Spatial
Intrapersona
Interpersona l
a
I
a
J
9
l1
I
h
1
4
8
5
t4
12
10
18
16
20
19
23
22
25
21
26_ 28-.
4n ¿t 29 30
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Both Sides Now Evidence that Supports
(Question or statement)
Decision
Reasons
I k F"i åË.
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Evidence that Opposes