OKA+ DI Resources

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Anticipation Guide on DI I predict it is…….. True or False PRE

STATEMENT

1. DI consists of individualized instruction for every student.

POST

2. DI involves intentional planning based on student data.

3. DI includes whole-­‐class teaching.

4. DI is mainly for students with learning deficits.

5. DI means tracking or ability grouping

6. DI means that brighter students will be used to teach the others in a heterogeneous class.

7. DI doesn’t mean allowing students to work only in preferred way on preferred topics.

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Differentiation of Instruction is a teacher’s response to learner’s needs

guided by critical components, such as

climate for learning

flexible grouping

*Can also include tiered lessons, multiple modes and choices

Teachers can differentiate

Content

Process

Product

according to student’s

Readiness

Interests

Learning Profile Compiled by Staci Baker, ISSI Springfield Public Schools (417-523-5512) sbaker@spsmail.org

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#1 Auditory #2 Visual Write a Song or Rap Create a new logo about teaching for Education 2010

#3 Kinesthetic Perform a skit of “The Resourceful Teacher”

#4 Verbal Think of a children’s story That needs to be read to our legislators and tell why

#5

#7 Kinesthetic Agree on the top 5 skills an effective teacher should possess and come up with movements for each one to help the group remember

#8 Visual Make a timeline of the teacher’s perfect day at school

FREE SPACE Create your own

#6 Verbal Write a letter from a 3rd grader about his or her needs and wishes for this school year.

#9 Auditory Come up with a topic of debate in education and give the group the top 3 Pros and Cons.

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Ideas for using one cube Write question words (who, what, when, where, how, why) on each side of the cube for reviewing literature or history lessons Write numbers on each side. Toss the cube multiple times to get two or more numbers. Students can add, subtract, multiply, or divide the numbers for a math review.

Write spelling words on the cube for random review.

Write review questions on the cube. Make the questions on each side of the cube reflect a level of Bloom's taxonomy to include all levels of thinking.

Write dates from history on the cube. Have students recall an event from the date that the cube indicates.

Ideas for using two cubes Write nouns on one cube, verbs on another. Tossing the cubes will result in prompts for making sentences. Students will learn that a noun and a verb are necessary as the subject and predicate of the sentence.

Write numbers on each side of both cubes. Toss cubes. Students can add, subtract, multiply, or divide the numbers for a math review.

Write characters on one cube, settings on another. Students can create stories from the results.

Write dates from history on one cube. Write a thinking level (Bloom's taxonomy) on the other. Students must create a question about an event that happened on that date. The question must be at the level of thinking indicated on the cube. Classmates can answer the questions. (Some questions may be appropriate for inclusion on unit tests.) http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/Cubing.htm

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Oklahoma A+ statewide conference “The Differentiated Classroom’s Top 10 List” created by A+ Fellow Amelia May using the book “Differentiating Instruction” by Betty Hollas Appointment Calendar-­‐ The teacher can use an actual appointment calendar divided by hourly time slots to a simple circle symbolizing a clock or compass, in which the students would walk around the room and find other students with whom to make appointments. The students enter the appropriate name in their respective appointment books next to the agreed upon time. The calendars must agree. The teacher may want to strategically select a few of the partners themselves. Example a good reader with a weaker reader to provide modeling OR same level readers while making sure each pair has appropriate leveled reading materials.

Carousel your way through a KWL-­‐ The teacher will decide on major topics the students are learning about and write each topic on a piece of chart paper and place around the room. Divide the students into equal groups numbering the same as the amount of topics you have. Each group could have a recorder and they write what they think they know about the topic. Each group rotates to each chart paper they can place a check by the item the previous groups have listed if they also know that information. When they are back to the paper they started with have the group choose a reporter and share out with the group. Ask for question about that topic, record these and post them during the time of study.

Vocabulary on the Move-­‐ Using vocabulary words the students have been learning, write each word on a sentence strip and staple the ends together to make a headband. Give them out to the students without them seeing the word. Create a list of questions; what is a synonym for me? What is an antonym for me? What is a definition in your own words for me? Give me an example of me. Give me an example of something I’m not. What part of speech am I? The student’s goal is to guess the word. They walk around the room asking other students the listed questions, or process with the students as a group.

What’s my Name? – Give each student a name tag, with content from your curriculum, for example a math fact (7x8). Have students walk around learning other’s new names. They would now call the student above “56”. Do this for as long as you think it is appropriate. Other examples the name tag might read granite new name would be igneous rock (or any type of classification). Historical dates and the new name might be the event title. Simple words but the new name might be Long A or short E. For Pre K /Kindergarten the tags could have color words written in that color or pictures of shapes.

Cubing OR Roll the Die – Cubing starts with an easily constructed cube (cardstock is best) that can be use for question stems or tasks. They can be differentiated by learning profile, interest, or level of depth of content. The possibilities are almost endless. Students would be divided into group and could answer

question stems or receive a task suited for their learning profile strength or level of Bloom’s Taxonomy.

Many examples of tasks and blank cubes available in resource kits provided to the teachers. ** Roll the Die is a variation using Die and a question or task chart.

But the Answer is Not Here – Teach the strategy of the Question Answer Relationship. There are two major types of questions “In-­‐the-­‐Book” and “In-­‐My-­‐Head” questions. There are two types of “In-­‐the-­‐ Book” questions “Author-­‐and-­‐Me” and “On-­‐My-­‐Own” Resources of each poster available** After students understand this through demonstration and practice they could make up their own question you could use different types of text for different levels of learners. Example below grade level: picture books, on grade level: on grade level text, and above grade level: non standard text like graph or data chart.

Tic-­‐Tac-­‐Toe boards OR Choice boards – This is a 2 x 2 grid or up to a 3 x 3 grid that can be used in a variety of ways. It can be questions or tasks based on Blooms, learning profile, or interest. It can be leveled and or color coded to meet the needs of all levels of learners. Many resource examples available** Fair and Equal are not the same-­‐ This may be a needed conversation topic if you are differentiating in your classroom. This can be addressed in many different ways. Using the metaphor of a doctor, you can dress up like one and have the students make up different illness for you to cure. Some may say a headache, backache, toothache, broken bone. Tell them to ALL meet in your office at 3:00 PM when the bell rings and they will all be given a shot. (It would be great to have a visual) and then discuss how equal is NOT what everyone needs and that what they all need in the classroom may not look equal but to trust that you are the “doctor” that know what each student needs to be successful. You could also use a T-­‐chart of what fair looks like and sounds like. Journal prompts about experiences of fairness and when equal wasn’t fair, a concept map of fairness, use a project where each member participates in different ways but it fair to all, or use an example in literature.

Role cards for Expository Text: Using resources available, Divide students in leveled groups giving each one a role card for the group discussion.** Have the students read the text and have group discussion based on their role. Give each group a large piece of paper to show key elements in a graphic way and share with the class.

Discussion Cards for Narrative Text – Using resources available** Divide student in leveled groups give each one element card then each group get leveled questions that are appropriate for them. You would have two or even three sets of question under each element. After reading the text the students then have discussion based on answering the questions that is in line with their story element.

4-­‐6-­‐8 – Brainstorm a list of 4 characters your class has knowledge of, 6 settings an event could occur, and 8 events that could take place in a story. Whenever you need a writing prompt, circle a character, setting, and event for the students to write about. This provides 192 possible combinations!

Analogies-­‐ Use ways students can compare the level of the knowledge that have on a topic to things that are concrete. Examples: Cold, Warm, Hot; infant, child, adult, egg, tadpole, frog; seedling, sprout, full bloom. Have them move around the room and then process.

Five Finger Gauge – Have students select a book, open to the middle, read the page with all five fingers up. Each time they don’t know a word they put a finger down. If they finish the page and have any fingers (or a thumb) left up it is a book that is an appropriate level of difficulty for them.

Anticipation Guide – 3 to 7 statements around the ideas of what you will be teaching. They are statements that are True/False. They are usually controversial or common misconceptions. Example about Differentiate Instruction is available. The students will usually do this pre instruction and then again post instruction.* Exit cards – Give each student an index card and a prompt or question about your subject or as a reflection “If we got a new student tomorrow, here is what I would tell them we are learning” OR “Write two differences between __________ and ___________ and two similarities between ________ and _________. Maybe they will have something to tell mom or dad when they ask “What did you learn in school today.”

Three Facts and a Fib – Have each student write down four statements about whatever content.

Students move around sharing their statements have the other students try to pick out the false statement. If a student is stumped they are to sign the back of the paper of the student who stumped them. Who stumped the most students?

Available Resources Four square products** Student interest survey** Multiple intelligence informal rating scale** How Am I Doing?* (self assessment) Various websites links

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VOCABULARY ON THE MOVE

What is a synonym for me?

What is an antonym for me?

What is a definition for me (in your words)?

What is an example of me?

What is an example of what I’m NOT? What part of Speech am I?