Test by Do Plant

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:

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

elnuJol e 'sdels l0 les e ,a¡e¡dual e

s¡duord'uaye¡s ecuelues 'qder8ered paulell e 'aur¡¡no a¡a¡duocur ue 'lazlue8¡o crqdel8 e

p.rorvr

'srual

'saln¡crd

sptor* ¡euErs lo lsll e ,suousenb ¡o s¡sr¡ ,s¡¡eltl paprnold Eursn crdol aql ssn3stp o¡ saBrunyoddo 's¡ueq prom

rllt/v\

sp:eo 's¡sr¡ r0e¡nqecon :a8enãuel asn ol seuunyoddo âlout

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ìxal oi ssacoe 'sula¡ fue¡nqecon qrrr padr{1 slaqpl ssa.rppe 'sprec qse¡¡'sa¡ou r(¡cr1s 'sdr4s aoualuas 'senttelndrueu¡ . sagJnosoJ

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= an

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o oa

sluêuJssêssP .ro 8ur¡trvr ¡o s.re¡duexa 's¡uar.ua¡a palq8¡¡qE¡q 's¡uaura¡a pêpolJoloo o

Buuolr¡

read 'sldacuoc lo /úer^or 'uoqcru¡sur raqceol leuo$ppe 'ãur¡apoul âlour

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qlrm uaq] apno:d 'sldacuoc pue sllrls q¡m a¡E8n4s sluopn¡s uêlù1^

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;I TIERING

ah (D (D

T'OR

DFFEN

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

ffi,*,* adeouarr

the

lhaÍ

clearlyfq

Ttren dent,leár,-ung

Irieêttlie lêalÌring

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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Bã ã Ê å Ëg ËÈ ä êg ãg ä å* ä* e'ä d ä eË -3 A å ils äE ã t þõ +€ 5 gi gÉ ä È q åä 33 E Ëi a É

=å gã I äËäsååË+ gää ået Ë$å ËåË ã+äË qF; ã-Cä-äq ä å?= åË3 --äË

ä3: Ë aËä* gå fl3 *i ãåË ä È ã'ãä .ã ;:Ë FB'õ t Eg äËä FãÊ Eä* Ë ä r Ër ä*äË ã ã ËË å s ä+s"äi H õ^3 Ë gå ã äË ã ä ä.e g 3gË É

ääå ãg ä å ? ã .-ä å Ê,q esq=EH,

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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

identify imPlications?

exolore \rvhat

perspectivés, actions, or resu|ts? scenarios or a|ternative

Exhrbrf ' r ?r多(c多.,rn rte Adjustable Planning Grid

Curriculum Expectation Glus

High Degree or Mastery

Approaching Mastery

Beginning

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?rÂż(ce o Adjustable Planning Grid

Curriculum Expectation Gl

High Degree or Mastery

A,pproaching Mastery

Beginning

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3 :.. ú ' '\'Í '.

v"l:A

J new wsys] ,ligitipÌüêsr fActivit!êst-o t¡èlp the leorne-r rèfle-cJ qnd uEe lhe inlormslion ¡n

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V-I T

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strategie s Unit Planner incorporates nutftpte intelligence-based

for

each stage of learninç'

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

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

@Point

EEE| Point #l

EEEI Point #2

EEEI poinl #2

EEEI Point #3

EEE

point #3

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poinl #4

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Point #4

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.

t. 2. 3.

D,FFERENilAilON lN ACT,ON

Scholastic Teaching Resources 2005 @ Judiü¡ Dodge

ln' L I I I

Topic: Key

Underslondings:

. a

MI:

Your Choice lcheck your ideo wilh your feocher firsll

MI:

Key fo Multiple lnlelligences:

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Verbol-linguislic Logicol-molhemolicol

Spoliol

Bodily-kineslhef ic

I A

Musicol Interpersonol Inlropersonol Noturolisf

D,FFERENIAIION ,N,qCLON

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

!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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ßpatial)

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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

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

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...

shovhost a talk show... O Interview several people about... O Lead a group discussion on... O Teach the class about...

toward ã goal...

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

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.

Evidence that Opposes