DIFFERENTIATING
INSTRUCTION
English and Social Studies
November 8, 2005
Welcome & Introductions
Anne Druzolowski, Ass’t Superintendent
Patricia Hans, Literacy Facilitator
Nikitoula Menounos, Principal
Barbara St. Onge, Consultant
Mary Skelly, Consultant
Mission Statement
The mission of the Connecticut Technical High School System is to provide
a unique and rigorous high school learning environment that:
 Ensures both student academic success, and trade/technology mastery and
instills a zest for lifelong learning
 Prepares students for post-secondary education, including apprenticeships,
and immediate productive employment; and
 Responds to employers’ and industries’ current and emerging and changing
global workforce needs and expectations through business/school
partnerships.
CTHSS Vision
School Year 2005-2006
THE BIG PICTURE
Curriculum
Strategic Learning
Strategic Instructional Model
Instructional Technology
STUDENT
Character
Development
Flippen Training
Teen Leadership
Capturing Kid’s Hearts
Leading the Way
ACHIEVEMENT
ASSESSMENT
QUANTITATIVE
QUALITATIVE
Implementation
Behavioral
Life Space Crisis Intervention
(LSCI) - Beck
Behavioral Strategies for
Improved Instruction - Knies
Objective of the Day:
Teachers will be able to use
the tools and strategies
of differentiated instruction
as they plan their instruction.
AGENDA
A.M. SESSION
I.
II.
III.
Welcome & Introduction
Myths & Realities of
Differentiated Instruction
Curriculum Differentiation
AGENDA
P.M SESSION
IV. Breakout Group Work Session
V. Wrap up & Evaluation
Schema Activator
1.
2.
3.
Think, Pair, Share
Locate the Teacher Reflection
survey in the right side pocket
of the folder.
Read, reflect & respond to the
questions (10 minutes).
Share with a partner (5
minutes).
Myths & Realities of
Differentiated Instruction
1.
Jigsaw Activity
Locate articles in the left side
pocket of the folder:


2.
Busting Myths about Differentiated
Instruction
11 Practical Ways to Guide Teachers
Toward Differentiation
At each table, determine who has
the most teaching experience.
Myths & Realities of
Differentiated Instruction
Jigsaw Activity
3. The person with the most teaching
experience is the group manager.
4. The group manager needs to locate the
group role cards in the center of the table
& assign roles for the morning activities.
5. Teachers seated in tables numbered 1 – 10
read assigned sections of the Myths
article.
6. Teachers seated in tables numbered 11 –
20 read assigned sections of the
Practical Ways article.
Myths & Realities of
Differentiated Instruction
Jigsaw Activity
7. The manager will assign each
member of the group a section of
the article to read.
8. Read & summarize(5 minutes)
9. Share & record on flipchart (10
minutes)
10. One Myth group will report out.
One Strategies group will report
out.
Why differentiate? What do we
want? What goals are we trying to
achieve?
• Increased Academic
Learning
• Improved Student SelfEfficacy for Learning
• Enhanced Intrinsic
Motivation for Learning
• Self-Directed Learning
Behaviors
The Basic Threes
• Differentiation: The “What”
(what is made different)
– The Content: Material student uses to gain knowledge
– The Process: Method/strategies used to gain knowledge/organize
thoughts; gain access to content.
– The Product: assessment piece to demonstrate mastery.
• Differentiation: The “How”
(student selection for tasks or
flexible groups) according to:
– Academic Ability: based on pre-assessment on content
knowledge.
– Interest: based on interest surveys, multiple intelligence surveys
or student choice
– Readiness Level: Student pacing based on readiness to work at a
faster pace or more independently; based on past performance.
TTT: Things Take Time
• One unit at a time
• One lesson at a time
• One student at a time
• One strategy at a time
•One grade level at a time
THE DECISION-MAKING PROCESS
CONTENT
PREASSESSMENT
What are the CRITICAL DIFFERENCES in my students?
How can I MODIFY curriculum components to address differences?
CHOICE
ALTERNATIVES
Adjusting the Breadth
TIERING
Adjusting the Depth
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
POST ASSESSMENT
LINK TO NEXT UNIT
Content Problems that Exist in
Some Curriculum Units
•
•
•
•
•
•
•
•
Marketing appeal
Coverage
Fact-filled
Poor alignment with other
curriculum components
Mention and move on
Patchwork quilt
Holiday curriculum
Activity-Oriented
What is
Essential or
Core Content?
• Fundamental knowledge in a discipline*
• Knowledge that reveals the nature of a discipline
• Knowledge that is a constant within any discipline-related
topic
• Knowledge that provides a scaffold for novice and expert
learners
• Knowledge that spirals throughout the continuum of
expertise
• Knowledge that is of service to students and adults
• Knowledge that adults decide students should learn
*This term does not refer to fundamental knowledge valued within a culture or to the basic survival skills
Discipline
Based
Knowledge
THEORY
GENERALIZATIONS
PRINCIPLES
CONCEPTS
FACTS
Examples of
Core Knowledge Categories
Facts/Details
A specific detail, verifiable information.
• George Washington was the first President of the United
States.
• A,E,I,O,U, AND Y are vowels.
Examples of
Core Knowledge Categories
Concepts
A general idea or understanding, especially a generalized
idea of a thing or class of things, a category or
classification.
• A (president) is the national leader of the executive
branch of a democratic government.
• (Vowels) sounds are made with uninterrupted air
vibrations.
Examples of
Core Knowledge Categories
Principles
Fundamental truth, law, doctrine, rule, or generalization that
explains the relationship.
• Currently, in the U.S., (president) may only be (reelected) once.
• Every (syllable) has only one (vowel) sound.
Examples of
Core Knowledge Categories
Skills (Cognitive, Research, Communication,
and Methodological)
Proficiencies, abilities, techniques, strategies, methods, or
tools.
• Debate, leadership, delegation, time, management,
oratory.
• Spelling, poetry writing, rhyming, reading, pattern finding.
Examples of
Core Knowledge Categories
Dispositions
Inclinations, beliefs, states of mind, appreciations, attitudes.
• I would never want to be President of the United States.
• Paying attention to vowel sounds in my spelling is really
worthwhile.
Examples of
Core Knowledge Categories
Application/Problem Solving
The ability to use knowledge to address an aim that was
not immediately understood.
• I’d like to work on a project for campaign finance reform.
• I’d like to create some “tricks” to help students spell
better with vowel sounds.
Discipline
Based
Knowledge
THEORY
GENERALIZATIONS
PRINCIPLES
CONCEPTS
FACTS
THE RELATIONSHIP BETWEEN
ASSESSMENT AND CURRICULUM
STANDARDS
Content Knowledge
PREASSESSMENT
and resulting modifications, if warranted, are based upon critical
differences among students
TEACHING AND LEARNING
ACTIVITIES AND FEEDBACK
ON-GOING & POST ASSESSMENT
The Lesson or Unit Components
That Could Be Differentiated
•
•
•
•
•
•
•
•
•
•
Content/Knowledge
Assessment
Grouping formats
Introduction
Teaching activities
Learning activities
Resources
Products
Extensions
Time
The Basic Threes
• Differentiation: The “What”
(what is made different)
– The Content: Material student uses to gain knowledge
– The Process: Method/strategies used to gain knowledge/organize
thoughts; gain access to content.
– The Product: assessment piece to demonstrate mastery.
• Differentiation: The “How”
(student selection for tasks or
flexible groups) according to:
– Academic Ability: based on pre-assessment on content
knowledge.
– Interest: based on interest surveys, multiple intelligence surveys
or student choice
– Readiness Level: Student pacing based on readiness to work at a
faster pace or more independently; based on past performance.
Critical Student Differences
We Can Attend
ACADEMIC
•
•
•
•
Prior knowledge
Reading level
Core content
Concepts/skills
SOCIAL/
EMOTIONAL
•
•
•
•
Interests
Learning styles
Motivation
Self-efficacy
COGNITIVE
• Developmental
readiness
• Schemas
• Working memory
• Thinking skills
• Learning rate
One Possible Instructional Sequence:
1.
Class meeting , overview, or introduction
2.
Pre-assessment
3.
Large group teaching and learning activities
4.
Small group activities

Small group instruction

Differentiated learning activities

Anchoring activities (differentiated)
5.
Large or small group problem solving and application activities
6.
Debriefing and reflection
7.
Extension activities
Examples of Grouping Formats
Whole
group
instruction
A grouping strategy that is used to enhance learning when all students have
approximately the same level of prior knowledge and no critical differences in
learning style preferences, interests, effort or motivation.
Cooperative
learning
groups
A grouping technique in which learners participate in small teams on similar
tasks. The strategy is based on social learning theory which states that
increased learning results when students engage in discussions, think alouds,
and other forms of verbal interaction.
Flexible,
small
groups
A grouping strategy that is used to enhance learning when significant
differences exist among students. Flexible, small, groups of students (2-10
members) are formed for short periods of time to address critical differences
in students’: interests, learning style preferences, questions, motivation,
expression style preferences, prior knowledge, readiness to learn, and
learning rate. Group tasks are different and honor student differences. These
groups can be facilitated by a teacher or students. They may support
collaborative teaching and learning activities.
Dyads
A grouping strategy in which students are paired for a variety of purposes: to
share thinking, to complete a task, to analyze and reflect on a completed task,
or to check each other’s work.
Tutoring
A grouping technique in which the teacher works one-on-one with a student.
It is used to address unique facets of a learner’s prior knowledge, cognitive, or
social and emotional profile.
Civics
Students will demonstrate knowledge of the rights and
responsibilities of citizens to participate in and shape public policy,
and contribute to the maintenance of our democratic way of life.
EXAMPLE 1
Mr. Rowland loved teaching his
students about the Constitution.
He
especially liked the simulations he had
collected over his career that dealt with
the debates that occurred between the
Federalists and the Antifederalists over the
ratification of the Constitution.
Another of his favorites was
the interdisciplinary, culminating activity in
which students were required to take on
the role of a responsible citizen and voice
their opinion about a local matter. Each
had to compose a letter to the editor of a
local newspaper and express their opinion
about a community issue.
EXAMPLE 2
As she began the unit on the Constitution and the Bill of
Rights, Ms. Bysiewicz realized that she had students with widely
differing reading abilities in her classrooms. She designed a
simple plan to scaffold for her students.
She divided her class into two groups based upon her
knowledge of their reading comprehension. For the struggling
learners, she developed a one sheet, two-column table that
listed each of the 10 amendments in the Bill of Rights in the
left-hand column and definitions of troublesome words in the
right-hand column. Using this information, students were asked
to write down their own understanding of the meaning of the
first ten amendments.
Ms. Bysiewicz provided her more advanced readers with
the original text of each amendment and asked them to derive,
in their own words, the meaning of each.
At the conclusion of the lesson, students reconvened as a
whole group to share their new understandings about the Bill of
Rights.
Concept Map: Migration
Movement
across time and space
Goods
Ideas
LIVING THINGS
Migration
The study of interactions among people and other
life forms located in different places, times, and
different environments
People
Barriers
Cultural Reasons
Push
Factors
Lack of
Freedom
Religious
Pull
Factors
Famine
Political
Economic
Land
Speech
Conflict
Effects/Changes
Cultural
Wealth
Animals
Physical
People
Leaving
People
Indigenous
People
Former
Land
Land
New Land
Refugees
Dissension
Innovation
Diffusion
Acculturation
Assimilation
Determining Cause and Effect
Leader:
Colony:
______________
______________
Reasons for leaving Europe:
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
Effects of the migration:
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
Making Generalizations-Causes/Effects of
Migration (Colonization)
Generalization (s):
Evidence to support the generalization (s):
It’s Your Turn…
Content Standard 1: Reading and Responding
1.9-10.12 Students will use the literary
elements (theme, symbolism, imagery, etc.) to
draw conclusions about a text
1.9-10.13 Students will understand that a
single text may elicit a wide variety of
responses
Stopping By Woods
on a Snowy Evening
by Robert Frost
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
11th Grade American Lit
Content Standard 1: Reading and Responding
1.9-10.12 Students will use the literary elements (theme,
symbolism, imagery, etc.) to draw conclusions about a text
1.9-10.13 Students will understand that a single text may elicit a
wide variety of responses
EXAMPLE 1
EXAMPLE 2
Mr. Johnson spent a bit
more than a week on Robert Frost’s
poetry, including “Stopping By
Woods on a Snowy Evening.” He
wanted his students to appreciate
the “down hominess” of Frost’s
poetry.
He had students read
selected poems aloud to appreciate
the sounds and cadence of each
selection.
With respect to
“Stopping,” he asked students to
write responses to the following
questions:
How do you interpret the speaker’s
attraction to the woods?
What do the last three lines suggest
about everyone’s life? Why did
Frost repeat the last line? What is
the effect of the repetition?
Ms. Mody wanted her students to understand that poetry
can evoke many viable interpretations from the skillful use of literary
elements by the author. At the same time, she knew that her juniors
were at very different levels with respect to abstract thought. For one
group of learners, she provided a list of symbols (the owner of the
land, the horse, the woods. promises, sleep), some possible
interpretations for each, and asked them to interpret the poem from
their point of view in a one-page essay.
For a second group of learners, she provided the poem
only. She asked them to identify the symbols, think about how they
interact within the poem, and generate a reflective essay about its
meaning to their lives.
For the sophisticated learners, she provided them with a
copy of the poem and carefully selected quotations by Frost
reflecting on his art. She asked them to select one or two of Frost’s
quotations and explain,in a short essay, how there can be so many
irreconcilable interpretations of “Stopping,” the poem that Frost
called his “best bid for remembrance.”
Selected Quotations
“It should be the pleasure of a
poem itself to tell how it can. The
figure a poem makes. It begins in
delight and ends in wisdom.” The
Figure a Poem Makes, 1939
[Metaphor]: saying one thing and
meaning another, saying one
thing in terms of another, the
pleasure of ulteriority*. Poetry is
simply made of metaphor.” The
Constant Symbol, 1946
“Like a piece of ice on a hot stove
the poem must ride on its own
melting.” The Figure a Poem
Makes, 1939
*Ulteriority: Lying beyond what is evident or revealed)
The Teaching Strategies Continuum
Direct
•
•
•
•
•
•
•
•
•
Lecture
Drill and recitation
Direct instruction
Strategy-based instruction
Coaching
Concept attainment
Demonstration
Socratic Questioning
Visualization
Indirect
•
•
•
•
•
•
•
•
•
Role playing
Cooperative learning
Simulation
Inquiry-based instruction
Problem-based learning
Shadowing experiences
Mentorships
Independent study
Independent investigations
Evidence of Differentiation
Domain
Component
Planning
Knowledge of
Students
Instructional Goals
Use of Resources
Instruction
Assessing Student
Learning
Evidence of Differentiation
Evidence of Differentiation
Domain
Component
Evidence of Differentiation
Planning
Knowledge of
Students
Use of learning profiles; accommodations in content and pedagogy
may be made for a variety of differences among students including,
for example, interests, abilities, skill level, developmental level,
learning style preferences, prior knowledge, readiness to learn,
cultural heritage.
Instructional Goals
Several learning goals may be used within a curriculum unit;
Instructional goals take into account the varied learning needs of
individuals and subgroups of students
Use of Resources
Different, yet aligned, resources are available for students to use;
they are differentiated according to readability, degree of support
available, abstractness, learning preference, etc;. Resources include
print materials, CDs, videos, audiotapes, software, etc.
Instruction
Learning activities take into account critical learning differences
among students; use of flexible, small groups; lesson structure has
different pathways according to student needs
Assessing Student
Learning
Pre and post assessments are aligned with the content goal; data
from pre and post assessments is used to inform practice; students
are aware of the procedures regarding preassessment; students are
aware of how they are meeting the established learning goals
Evidence of Differentiation
Domain
Component
Classroom
Environment
Teacher/
Student Interaction
Pride in Learning
Classroom
Procedures
Management of
Materials
Evidence of Differentiation
Evidence of Differentiation
Domain
Component
Evidence of Differentiation
Classroom
Environment
Teacher/
Student Interaction
The full range of learners is acknowledged and respected
Pride in Learning
All students are engaged in high-quality work; students
demonstrate an understanding of the differences that may
exist with respect to learning goals, use of resources, and
varied assignments; a variety of student products may be
visible in the room
Classroom
Procedures
Flexible small groups work independently and
productively; “anchor” stations may be used to support
students who finish early
Management of
Materials
Students assume responsibility for the efficient operation
of many classroom responsibilities
Evidence of Differentiation
Domain
Component
Instruction
Directions
Questioning and
Discussion
Techniques
Student
Engagement
Responsiveness
Evidence of Differentiation
Evidence of Differentiation
Domain
Component
Evidence of Differentiation
Instruction
Directions
A variety of methods are used to communicate with students
the procedures for facilitating differentiated learning
activities(e.g., written instructions, charts or cards, audio-taped
instructions); rules for working in small, flexible groups are
posted in the classroom
Questioning and
Discussion
Techniques
Questioning techniques respond to learner differences; while
all are high quality, they address students’ skill levels,
readiness to learn, level of abstraction, need for support; all
students have the opportunity to contribute in discussions
Student
Engagement
All students are cognitively engaged; student may initiate or
adapt projects and activities to enhance their understanding; a
“hum” or “purr” is evident in the classroom
Responsiveness
Teacher roves to small groups of students and/or students
rotate to the teacher; teacher addresses the learning needs of
small groups of students; use of persistence in seeking
effective approaches for the full range of learners; use of a
wide variety of instructional techniques and resources to
address students’ learning needs; student membership in
flexible, small groups changeover time and across content
areas.
Evidence of Differentiation
Domain
Component
Professional
Responsibility
Student Progress
Communication with
Parents
Professional Growth
Evidence of Differentiation
Evidence of Differentiation
Domain
Component
Evidence of Differentiation
Professional
Responsibility
Student Progress
Use of a system to track student progress; students
are knowledgeable and contribute information to the
records
Communication with
Parents
Parents are aware of their children’s progress, as
measured by preassessments, post assessments,
and gain scores
Professional Growth
Teachers seek out opportunities for professional
development related to curriculum differentiation;
may conduct action research about aspects of
differentiation; initiates activities to share
information verbally or in print with colleagues and
new teachers
The Basic Threes
• Differentiation: The “What”
(what is made different)
– The Content: Material student uses to gain knowledge
– The Process: Method/strategies used to gain knowledge/organize
thoughts; gain access to content.
– The Product: assessment piece to demonstrate mastery.
• Differentiation: The “How”
(student selection for tasks or
flexible groups) according to:
– Academic Ability: based on pre-assessment on content
knowledge.
– Interest: based on interest surveys, multiple intelligence surveys
or student choice
– Readiness Level: Student pacing based on readiness to work at a
faster pace or more independently; based on past performance.
Designing Curriculum Components
Component
Teaching
Learning
Product
Resources
Extensions
Original
Revised
Designing Alternatives
Component
Goal
Teaching
Learning
Product
Resources
Option 1
Option 2
Option 3
Designing a Tiered Lesson Plan
Component
Goal
Teaching
Learning
Product
Resources
Novice
Apprentice
Expert
TTT: Things Take Time
• One unit at a time
• One lesson at a time
• One student at a time
• One strategy at a time
•One grade level at a time
Patricia Hans, Literacy Facilitator
Norwich THS
590 New London Turnpike
Norwich, CT 06360
(860) 889-8453, extension 2220
Patricia.Hans@po.state.ct.us
Special Thank You to:
Anne Druzolowski, Ass’t Superintendent
Nikitoula Menounos, Principal
Barbara St. Onge, Consultant
Mary Skelly, Consultant
Faye Gage, CT Writing Project, Fairfield University
KC Nelson-Oliveria, SERC, Middletown, CT
Jeanne Purcell, SDE, Hartford, CT
Table
Units - Breakout Group
(See Curriculum Guide for unit
themes)
1
Middle East
2
Asia
3
Sub-Saharan Africa
4
U.S. Constitution
5
Bill of Rights/The Amendments
6
Laws and Our Society
7
1920’s
8
Great Depression
9
World War II
10
Holocaust
Table(s)
Literature Units - Breakout
Groups
11 & 12 Romeo and Juliet/ drama
13
Julius Caesar/ drama
14
Autobiography of Ben
Franklin/ Personal
connections – code of ethics,
aphorisms
15
Winter Dreams/ time
element, social restrictions
16 & 17 Oedipus Rex/ drama
18 & 19 Novel - discuss techniques &
strategies for teaching a
novel
20
The Sniper/comparing
themes
DIFFERENTIATION:
WHERE AM I?
3 – 2- 1 EXIT SLIP



3 - Describe 3 tools and/or
strategies, I learned today.
2 - Describe 2 things, I learned
today, that surprised me.
1 - List 1 item I still have a
question about or need more
follow-up on.