Differentiating Instruction in a Whole-Group Setting.

Differentiating Instructionin a Whole-Group Setting

Response to Intervention

How are teachers

and hamsters similar?

Word TossPage 82

• Assessment• Early Readiness• Student

Engagement• Questioning• Flexible Grouping• Tiered Instruction• Tone• RTI

Hollas, B. (2005)

What is Differentiated Instruction? It’s consistently and proactively

creating different pathways to help all your students to be successful.

~Betty Hollas

Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching!

Wormeli, R., 2005

MOST IMPORTANT

WORD

Mike Mattos (2009) web.mac.com/mikemattos

Insanity: Doing the same thing over and over again and expecting different results. ~Albert Einstein

ent

FlexibleGrouping

Student Engagement

Questioning

Assessment

Scoring Guide• 4 – In addition to the 3 score, student demonstrates in-depth

understanding and applications that go beyond what was taught.

• 3 – No major errors or omissions regarding the information.• 2 – No major errors or omissions regarding the simpler details

and processes but major errors or omissions regarding the more complex ideas and processes.

• 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

• 0 – Even with help, no understanding or skill demonstrated.

Modified from:Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD.

Alexandria, VA

10 = 4 = ADVANCED

8.5 = 3 = PROFICIENT

6.5 = 2 = BASIC

5 = 1 = BELOW BASIC

3rd Grade Science Lesson

When Differentiating You Must Know . . .

• each child’s readiness level.– early readiness– readiness– advanced readiness

• each child’s interests. (p. 138)

• how each child learns best. (p. 139)

• how the child feels about the classroom, him/herself, and learning.

Hollas, B. (2005)Toonaday.com

Did You Know?

• 46% of people are visual learners• 19% of people are auditory learners• 35% of people are kinesthetic learners

VAK

Hollas, B. (2005)

Let’s Make an Appointment! (8)

• 8:00______________

• 9:00______________

• 10:00_____________

• 11:00_____________

• 12:00_____________

Random

Random

Random

7:00 Peer Tutor

9:00 Peer Tutor

11:00 Similar Ability

1:00 Similar Ability

Partner Reading (Timed Pair Paraphrase – 10)

• List your students from advanced to emergent readers . . .

• John• Sally• Ginger• Tom• Libby• Samantha• Jane• Tim

Partner Reading• Divide the Class In Half . . .

• John• Sally• Ginger• Tom• Libby• Samantha• Jane• Tim

John, Libby

Sally, Sam

Ginger, Jane

Tom, Tim

AdvancedReadiness

Readiness

Readiness Early Readiness

AdvancedReadiness

Readiness

Readiness Early Readiness

AdvancedReadiness

Readiness

Readiness Early Readiness

AdvancedReadiness

Readiness

Readiness Early Readiness

AdvancedReadiness

Readiness

Readiness Early Readiness

AdvancedReadiness

Readiness

Readiness Early Readiness

Storytelling• Stories provide a script for us to tie

information to our memory. (Markowitz & Jensen, 1999)

• Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997)

Marcia Tate (2003)

Mineral Hardness Scale• Talc• Gypsum• Calcite• Fluorite• Opalite• Feldspar• Quartz• Topaz• Corundum• Diamonds

Allen, R. (2008)

Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri

• There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).

The Weighty Word Book

Mnemonic Devices

• Mnemonics create links or associations between new information the brain is receiving and information already stored in long-term memory. (Wolfe, 2001)

• Mnemonics help activate the creation of stronger neuro-links in the hippocampus, which are essential to short- and long-term memory. (Jensen, 2001)

Mnemonic Devices

• HOMES

ROY G BIVRepetition

Oxygen

Yearning for MeaningGlucose

Bias Attention

Intense Emotion

Variety of Word Tools

Missouri

Iowa

Illinois

Kentucky

Tennessee

Arkansas

Oklahoma

Kansas

Nebraska

Movement• Movement involves more of a

student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001)

• Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)

Show-Don’t Tell (15)

Snowball Fight (16)

Hollas, B. (2005)

DMSCB3,672/8 Mineral

Hardness Scale

What are Peter’s character traits? Use text details in your

answer.

Write a conclusion to the story.

Vocabulary on the Move (13)

Hollas, B. (2005)

What’s My Name? (19)

Hollas, B. (2005)

Circle the Category (20-21)

Hollas, B. (2005)

Allen, R. (2007)

Bring Your Teaching SPACE to

Life!!

Music, Rhythm, Rhyme and Rap

• Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics. (Jensen, 2001)

The Liberty Bell . . .

Here’s a storyOf the Liberty Bell

It cracked the first time it was rung.They tried to fix it; it cracked again;

It weighed at least a ton!Then one day while the bell was in Pennsylvania,

People saw it and thought how they were freeThe crack . . . . was just like America

We struggled for libertyThe Liberty Bell! . . .ding!The Liberty Bell! . . .ding!

That’s the way . . . . . it became the Liberty Bell!Ding da ding ding!

Trig FormulaAngle Addition/Subtraction

By: Leslie Denton

• Tune: Twinkle, Twinkle

• Sine Cosine Cosine Sine• Cosine Cosine• Minus Sine Sine

Roman Numerals• I• II• III• IV• V• VI• VII• VIII• IX• X

• XI• XII• XIII• XIV• XV• XVI• XVII• XVIII