Presented by Sherah B. Carr, Ph.D. .

Presented by Sherah B. Carr, Ph.D.

www.teachingwithpurpose.com

Create a Name Tag Including:

1. Adjective and Your Name

Examples:

Serious Stan, Mathematical Mary, Bicycling Bill

2. A hobby or something special about you

Examples: Coin Collector, Shopper, Artist, etc.

How can you reach ALL

the learners in your class?

In a class of 28 students….

How many different members of your audience do you have?

But….let’s do the math!

If we keep teaching students the SAME way

and they still don’t get it….

Who’s really the slow learner?

Eric Jensen

Today you’ll see a framework

for differentiated instruction

that will hopefully get

RAVE REVIEWS!

It’s clear!It’s doable!

Topics

Take One – Setting the Classroom Stage

Take Two – Knowing the Players

Take Three – Working and Altering the Scripts

Take One

Setting the Classroom StageWhat’s your classroom climate?

Do you really believe that ALL students can learn?

Do you know the strengths of each student?

Do you celebrate growth?

Meeting Basic Needs First We all know that basic human needs must be met in the classroom.

Maslow’s hierarchy of needs

William Glasser’s Choice Theory of Motivation

The need to survive, belong, have some power, freedom, enjoyment

Ways to Set the Stage for DI

Core belief in student’s potential

Perception is everything

Sense of community

Questioning – wait time

Music and laughter

Affirmations

Cheer Cards – see my web site

Remember our name tags?

Use strengths in classroom learning skills…Create skills scenarios – using their strengths or hobbiescompare and contrastpersuasive writingscience concepts – experimentssocial studies – supply and demand

Math problems worded with student hobbiesLiteracy – books, poems, stories, etc.

Keep student strength cards for yourself

Student Strength Recognition

Post-it and Pair– Give each child 2-3 post-it notes – Have them write

down two or three things they are good at doing. Stick them on a book or clipboard

– Walk around • Try to find someone with the same strength• Try to find someone with a different strength

– Save their strengths on the child’s folder or index card

Classroom Climate Check

• Physical environment• Openness• Well managed• Supports individual• Understands and respects differences• Encourages group and individual work• Makes connections to background• Uses multiple teaching strategies• Links home and community

Take Two

Knowing the Players

How well do you know your students?

Do you realize that time spent in making personal connections to students pays off in better behavior and learning?

Classroom Management that Works - Marzano

Prior KnowledgeWhat’s the big deal?

Ways to Gather Prior Knowledge

• K-W-L• Brainstorming• Anticipation Guides• Agree/Disagree Statements• Dumping • Mindstorms

What’s in Your Head?

Graffiti Brainstorming

Ideas

Where are you on the road?

DIRT ROAD PAVED ROAD

INTERSTATE

YELLOW BRICK ROAD

Post in four corners of the room…..check for prior knowledge

Pie Plate Ratings

Learning Styles/Modalities

• Visual – learning from seeing

• Auditory – learning from hearing

• Kinesthetic – learning from

touching, doing, moving

Learning Style Preferencesof 5,300 Students

34%

29%

37%AuditoryVisualKinesthetic

Sound, music

Learning from pictures

Moving, touching, doing

From 5,300 students grades 5-12 – Specific Diagnostic Studies (1989)

Learning StylesLearning Styles Inventories – see my web sitePat Wyman – www.howtolearn.comCAPSOL Styles of Learning – www.stylesoflearning.com

What ways are you consciously looking at your daily/weekly/monthly lesson plans and units and incorporating visual, auditory and kinesthetic activities for students?

Multiple Intelligences

If we insist on looking at the rainbow of

intelligence through a single filter, many minds

will erroneously seem devoid of light.

Renee Fuller from Beyond IQ

Verbal/Linguistic

Logical/Mathematical

Rhythmic/Musical

Bodily KinestheticVisual/Spatial

Naturalist

Interpersonal

Intrapersonal

alone

everybody

Howard Gardner’s

Multiple Intelligences

Multiple Intelligences

Student Multiple Intelligence InventoriesCheck out my web site

www.teachingwithpurpose.com

Portfolio FeedbackConference Questions

• Choose a piece of work – you found challenging and tell why– you enjoyed and tell why– you found easy and tell why– you disliked and tell why– you’re proud of and tell why

Take Three

Working and Altering the Scripts

How can you create ASSIGNMENTS that allow for different learners?

• Scaffolding

• Choices

• Tiering

How do you differentiate a lesson when teaching a skill?

• Whole group instruction

• Constant checks for understanding

• Distribute practice and summarizing

• Determine needs for differentiation in lesson assignments– Scaffolding including graphic organizers– Choices– Tiering

• Scaffolding• Choice Assignments

– Menus– Tic-Tac-Toe– Contracts

• Tiered Lessons– Leveled assignments

• Compacting• Flexible Grouping

Scaffolding

• Temporary support• Keeps student respect• Great aid to struggling

students

Great Resources

Scaffolding Grade Level Learning – Carolyn D. Boyles

Scaffolding with Technology – Carolyn D. Boyles & Lauri Susi

Scaffolding Strategies

• Break task into smaller steps• Use graphic organizers to help with organizing

information• Giving partially completed notes, graphic

organizers, math problems, etc.• Provide additional clues – mnemonics, color

coding, fact sheets, tables, etc.• Give big picture with content maps and

vocabulary lists• Providing pre-made links and hints in Microsoft

Word files

Extensive Use of Graphic Organizers

Venn Diagrams

Word Maps

Mind maps/webs

Matrix

Definition Characteristics

Examples Non-Examples

Frayer Diagram

And don’t forget Kidspiration software for graphic organizers

Great teaching tool and kids love it!

Etch a SketchGreat for vocabulary work

Write It! Draw It!

Choice Assignments• The brain likes choice

– Increases memory– Helps make connections to something already known– Higher interest– Feelings of control– Improves decision making

• Choice gives students opportunities to use their

learning strengths

Fractions - Tic-Tac-Toe AssignmentThis assignment strategy allows students to select their own preferences but still

achieve the targeted essential knowledge and skills.

You must use all the fractions 1/2, 1/3, 1/4, 1/6, 1/8 in your assignments.Create a rap song about

the fractions.Draw candy bars that

shows fractions.Create a chart of the

fractions.Include 3 columns with

the symbol, what it means and an example.

Write a story about how you use

fractions in real life.

Make flash cards of the fractions. Put a picture

clue on the back of each card.

Create a mobile of the fractions. Hang a card

under each fraction telling what it is.

Show how pizzas could be divided into the

fractions.

Work with a friend to create a poem about

fractions.

Create a matching game with the fractions

and picture cards to match.

© 2006 Sherah B. Carr, Ph.D.

Puzzle Draw Flash Cards

Computer Write Pair

Read Whiteboard Music

For K-1 or ESOL Learners

© 2006 Sherah B. Carr, Ph.D.

Speaking

Find a friend and tell them the main idea, characters and story setting.

Put the story events in order. Find a partner and tell them the order of events in the story.

Writing

Write 2 sentences that tell what the story was about.

Write a list of 10 things you remember from the story.

Drawing

Draw a picture of 3 things that were in the story.

Make a poster that shows others about the story. Include 3 ideas from the story.

Choose two different colored items from the menu

Red

Blue

Green

© 2006 Sherah B. Carr, Ph.D.

Use this one after reading a story.

Teacher Choice Assignment Idea Starters

AdvertisementAnimationAudio RecordingBillboardBlog SessionBookBook CoverBrochureBumper StickerCard GameCartoonCollageComputer PresentationCrossword PuzzleDebateDiagramDiaryDioramaDocumentaryDramatizationEssayFish Bone Chart

Flip bookFlowchartFoldableFrayer ChartGameGraphsIndex Card FilesInformation CubeInterviewInternet ResearchInventionJigsaw PuzzleJournalKioskK-W-L ChartLearning CenterLight Show LimerickMind MapMini-bookMobileMuralMusical CompositionNewsletterNewspaperOral PresentationPanel Discussion

Photo AlbumPortfolioPosterPro and Con ChartPuppetsQuiltQuiz BowlRadio ShowRecipeResearch ReportScience ExperimentScrapbookSculptureShadow BoxSlide ShowSpreadsheetStorybookSurveysTake Out BoxTimelineTourTransparenciesTV ShowVenn DiagramVideo

Student Learning Contract FormStudent: ____________________________________________________________________________ Subject:  _______________________________ Date of Contract: ____________________________What are you going to learn? List the skill(s)._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How are you going to learn the skill(s)? What things will you use to help you learn? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How will you show your teacher that you know the skill? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Contract Grade: _________________________Check Up Date: __________________________Date when you will meet with your teacher part way through the contract to see how you are doing. Finished Date: __________________________Date when you need to be done and are ready to show your teacher what you learned. Student Signature: _______________________________________________________________Parent/Guardian Signature: _______________________________________________________Teacher Signature: ______________________________________________________________

Tier 1: Basic Knowledge; FoundationTier 2: Understanding; Application; Diverse settingsTier 3: Analysis; Synthesis; Evaluation; Depth

With each layer of the cake can be made interesting and delicious.

Tiering Assignments

• Start with standard

• Large group instruction

• Determine readiness/levels/interests

• Tier (usually three levels) of assignment for deeper understanding and practice

• Tiering can be leveled according to readiness, interest or learning style.

Handout page 15

Awesome Web Site with Tiered Assignments

See Indiana State DOE web site

with tiered lesson samples:

http://www.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Tier I: Students interested in ZoosToday we are going to share ideas about what happens at the zoo. We want to come up with five ideas about what happens at the zoo. If you were an animal at the zoo, what do you think happens when you wake up in the morning? What ideas do you have that might happen next? What else might happen?Now, can we arrange these ideas to tell a story? Tier II: Students interested in PlaygroundsToday, we are going to share ideas about what happens on the playground. We want to come up with five ideas about what happens when we play on the playground. Think about going to the playground. What happens first? What else happens? Let's think of some more ideas. Now let's arrange these ideas to tell a story. Tier III: Students interested in Basketball gamesToday we are going to share ideas about what happens at a basketball game when we go to watch. We want to come up with five ideas about what happens at basketball games. Think about going to a game; what happens first? Let's think of some more ideas. Now, let's arrange these to make a story.

Language Arts Grade: Kindergarten Standard: Ideas to Include in a Story

Tier I: Basic LearnersUsing paper circles (pizza) and squares (sandwich), in pairs students determine how to share the food equally and illustrate by folding the paper. Have two pairs determine how they can share equally with four people. They can cut the parts and stack them to see if they match. Have the quad repeat the process for sharing a paper Reese Peanut Butter Cup equally with three people. Tier II: Grade Level LearnersUsing paper circles (pizza) and squares (sandwich), in triads have students determine how to share the food equally and illustrate by folding the paper. Have two triads determine how they can share equally with six people. Have the group of six repeat the process for sharing a paper Birthday Cake with twelve people. In each case, they can cut the parts & stack to match. Have the group start with half a cake and divide equally for 3, 6, and 12 people. Tier III: Advanced LearnersUsing paper rectangles (sandwich) and triangles (slice of pie), in pairs have students determine how to share the food in three different ways to get equal parts. Have them illustrate by folding the paper. The pair should also answer the questions: Are there other different ways to divide each shape equally? How many ways are there? Have the pair determine which shapes - circles, squares, rectangles, triangles- are easier to divide evenly and illustrate why with a particular food of their choice.

Mathematics Grade: First Standard: Fractions and Decimals

Tier I: Visual LearnersThese students will read the story, Cloudy with a Chance of Meatballs by Judi Barrett and relate the ideas in the book to the water cycle by visual means, such as a chart or concept map.  Tier II: Auditory LearnersThese students will read the book, A Drop of Water Around the World, ISBN: 1-883220-72-6 and present the ideas through a radio broadcast, play, or readers’ theater. They should emphasize the parts of the water cycle. Tier III: Kinesthetic LearnersThese students will create a working model of the water cycle, using a clear jar, hot water, ice, and foil. They should design a way to explain what is happening in the cycle. 

Science Grade: Third Standard: The Water Cycle

Tier I: Below Grade Level LearnersThese students need to understand the events of the first chapter of the novel. They will have read the chapter but will answer questions given to them to check on their comprehension of the facts of the chapter first. After understanding the facts, they will write a letter from Kit to her friend in Barbados telling what she expects will happen next. The letter needs to be turned in at the end of the class. Tier II: Grade Level LearnersThese students will analyze the events in chapter one. They will analyze according to Kit's thoughts concerning her "disappointment in America." They will focus on analysis of why America would be disappointing to a person who was coming from Barbados. Do a prewriting exercise of creating a Venn diagram that shows a comparison of America (as Kit sees it) and Barbados (as Kit remembers it). Then use your information to write a journal entry from Kit's point of view that explains why she is so disappointed and predicts what she thinks will happen next. Turn in your journal entry at the end of the class. Tier III: Above Grade Level Learners:These students will synthesize the words used in chapter one according to what the words help them learn about Kit. They will then predict what will happen next from a synthesis of the words used to tell the events in the first chapter. Important words to present to them to begin their search are embarrassment (p.6), dour-looking (p.7), impulsively (p.8), Heathen Island (p.11), Puritans (p.12), humiliation (p.13), respectable woman (p. 13), and nonchalance (p. 14). If they do not know word meanings, they should begin their search in a dictionary. Then they should write Kit's explanation (in any form they choose) of what has happened and what she predicts next. Turn in the piece at the end of class.

Science Grade: Fifth Standard: Make and Revise Predictions

Novel Study: Witch of Blackbird Pond by Elizabeth George Speare

In most classrooms there is a wide range of learner needs. Students differ in readiness

levels, interests, and approaches to learning. Teachers can modify the classroom

environment and instruction to meet the varied needs and strengths of all learners.

How can you tailor instruction to help meet the needs of all learners?