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?
But….let’s do the math!
In a class of 28 students….
How many different members of your
audience do you have?
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 Stage
What’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 hobbies
compare and contrast
persuasive writing
science concepts – experiments
social studies – supply and demand
Math problems worded with student hobbies
Literacy – 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 Knowledge
What’s the big deal?
Ways to Gather Prior Knowledge
•
•
•
•
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•
K-W-L
Brainstorming
Anticipation Guides
Agree/Disagree Statements
Dumping
Mindstorms
What’s in Your Head?
Graffiti Brainstorming
Where are you on the road?
DIRT ROAD
PAVED ROAD
YELLOW BRICK
ROAD
INTERSTATE
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 Preferences
of 5,300 Students
Moving,
touching,
doing
37%
Sound, music
34%
Auditory
Visual
Kinesthetic
29% Learning from pictures
From 5,300 students grades 5-12 – Specific Diagnostic Studies (1989)
Learning Styles
Learning Styles Inventories – see my web site
Pat Wyman – www.howtolearn.com
CAPSOL 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
Intrapersonal
alone
everybody
Interpersonal
Naturalist
Logical/Mathematical
Rhythmic/Musical
Bodily Kinesthetic
Visual/Spatial
Howard Gardner’s
Multiple Intelligences
Multiple Intelligences
Student Multiple Intelligence Inventories
Check out my web site
www.teachingwithpurpose.com
Portfolio Feedback
Conference 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
Frayer Diagram
Definition
Examples
And don’t forget Kidspiration
software for graphic organizers
Great teaching tool and kids love it!
Characteristics
Non-Examples
Etch a Sketch
Great 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 Assignment
This 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.
For K-1 or ESOL Learners
Puzzle
Draw
Flash Cards
Computer
Write
Pair
Read
© 2006 Sherah B. Carr, Ph.D.
Whiteboard
Music
Use this one after
reading a story.
Red
Blue
Green
Choose two different colored items from the menu
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.
Speaking
© 2006 Sherah B. Carr, Ph.D.
Teacher Choice Assignment Idea Starters
Advertisement
Animation
Audio Recording
Billboard
Blog Session
Book
Book Cover
Brochure
Bumper Sticker
Card Game
Cartoon
Collage
Computer Presentation
Crossword Puzzle
Debate
Diagram
Diary
Diorama
Documentary
Dramatization
Essay
Fish Bone Chart
Flip book
Flowchart
Foldable
Frayer Chart
Game
Graphs
Index Card Files
Information Cube
Interview
Internet Research
Invention
Jigsaw Puzzle
Journal
Kiosk
K-W-L Chart
Learning Center
Light Show
Limerick
Mind Map
Mini-book
Mobile
Mural
Musical Composition
Newsletter
Newspaper
Oral Presentation
Panel Discussion
Photo Album
Portfolio
Poster
Pro and Con Chart
Puppets
Quilt
Quiz Bowl
Radio Show
Recipe
Research Report
Science Experiment
Scrapbook
Sculpture
Shadow Box
Slide Show
Spreadsheet
Storybook
Surveys
Take Out Box
Timeline
Tour
Transparencies
TV Show
Venn Diagram
Video
Student Learning Contract Form
Student: ____________________________________________________________________________
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; Foundation
Tier 2: Understanding; Application; Diverse settings
Tier 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/tier
ed_curriculum/welcome.html
Language Arts Grade: Kindergarten
Standard: Ideas to Include in a Story
Tier I: Students interested in Zoos
Today 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 Playgrounds
Today, 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 games
Today 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.
Mathematics Grade: First
Standard: Fractions and Decimals
Tier I: Basic Learners
Using 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 Learners
Using 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 Learners
Using 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.
Science Grade: Third
Standard: The Water Cycle
Tier I: Visual Learners
These 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 Learners
These students will read the book, A Drop of Water Around the World, ISBN: 1883220-72-6 and present the ideas through a radio broadcast, play, or readers’
theater. They should emphasize the parts of the water cycle.
Tier III: Kinesthetic Learners
These 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: Fifth
Standard: Make and Revise Predictions
Novel Study: Witch of Blackbird Pond by Elizabeth George Speare
Tier I: Below Grade Level Learners
These 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 Learners
These 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.
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?