Differentiated
Instruction
Levels, Interest & Readiness
Your Questions???


Take 2 minutes and write down
your questions about DI.
http://www.onlinestopwatch.com/full-screenstopwatch/
DI Assessment
http://www.wordle.net/show/wrdl/7914134/DI
DI
https://www.youtube.com/watch?v=Xl0owpw23IQ
What is DI?????
“Responding
to the
needs of your
students at their
current learning
level.”
Typical questions about DI



How do I currently meet my
students’ learning needs in my
classroom?
How do I address different
learning styles and interests?
How do I vary student groupings
and readiness levels?
DI in Action
https://www.youtube.com/watch?v=3jO9cDzxaqg
Good and the Bad



Meets the students at their
current level
Classroom Management????
PLANNING
Do it once and you will be a pro
before you know it
 Even better, you probably already
do some form of DI

Pre-Assessment


You must do some type of preassessment to know the current
level of your students
Formal and Informal


Examples?
Example
Pre-quiz, 5 questions
 4 makes mastery, 80%
 My students knew this is the goal

Grouping your Students




Basic, Grade level and
Advanced(Tier 1, 2 and 3…RTI)
Make your groupings from your
pre-assessment
Whole group and small group
instruction
Self-learners(Advanced)
Make use of technology
 Independent study
 Use different levels of questioning

Strategies


What strategies do you use?
Turn and share!
http://www.onlinestopwatch.com/full-screenstopwatch/
My Go To Strategies

Examples






Table reading
Jigsaw method
Pair-share
SQ3R
PBL
Pre-Teach vocabulary







Reciprocal teaching
Dice Games
Collaborative groupings
Differentiated instruction




Puzzle cards
Connection triangle, Connections 1, 2, 3, 4
Vocabulary book
Leveled instructional activities
MOVEMENT….
CHOICES…
Worksheets???
Levels of Questioning
Bloom’s Taxonomy Wheel
New Bloom’s Wheel
Name:____________________
Date:_____________________
Class:_____________________
SQ3R reading method
SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading assignment.
Before you read, Survey the chapter:
o
o
the title, headings, and subheadings
captions under pictures, charts, graphs or maps
Question while you are surveying:
o
o
o
Turn the title, headings, and/or subheadings into questions
Read questions at the end of the chapters or after each subheading
Ask yourself,
"What do I already know about this subject?
When you begin to Read:
o
o
o
o
o
o
o
Look for answers to the questions you first raised
Reread captions under pictures, graphs, etc.
Note all the underlined, italicized, bold printed words or phrases
Study graphic aids
Reduce your speed for difficult passages
Stop and reread parts which are not clear
Read only a section at a time and recite after each section
Recite after you've read a section:
o
o
o
o
Orally ask yourself questions about what you have just read, or
summarize, in your own words, what you read
Take notes from the text but write the information in your own words
Underline or highlight important points you've just read
Reciting:
The more senses you use the more likely you are to remember what you
read Triple strength learning: Seeing, saying, hearing
Quadruple strength learning: Seeing , saying , hearing, writing!!!
Survey:
Record 4 important headings and subheadings from the book.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Question:
Write questions using “Explain, Describe, Discuss and Paraphrase” for each title and subtitle. 4 TOTAL.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Read:
Write answers to questions from above.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Recite:
Record key facts and phrases as needed for each question.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Review:
Create a summary paragraph for the topic.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Vocabulary Book
Vocabulary Book
Term: ____________________
Describe:
Term: ____________________
Describe:
Draw:
Draw:
AdditionalNotes
AdditionalNotes
My Understanding
1 2 3 4
My Understanding
1 2 3 4
Term: ____________________
Describe:
Term: ____________________
Describe:
Draw:
Draw:
AdditionalNotes
My Understanding
1 2 3 4
AdditionalNotes
My Understanding
1 2 3 4
Connections Triangle
Connect 1
Name:____________________
Date:_______
Class:_____
YOU CONNECT 1 UNIT!
A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the ___________ unit below:
∆____________________
∆____________________
∆____________________
∆______________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been
used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
Connect 2
CONNECT 2: Pick 8 words from each unit and connect both units.
Name:____________________
Date:_______
Class:_____
YOU CONNECT 2 UNITS!
A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the ___________ and ___________ units below:
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been
used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
Connect 3
CONNET 3 DIRECTIONS: Pick 5 words from each unit and connect all 3 units.
Name:____________________
Date:_______
Class:_____
YOU CONNECT 3 UNITS!
A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the ___________, ___________, and ___________ units below:
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been
used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
Connect 4
CONNECT 4 DIRECTIONS: Pick 4 words from each unit and connect all 4 units words.
Name:____________________
Date:_______
Class:_____
YOU CONNECT 4 UNITS!
A demonstration of a greater understanding of scientific vocabulary.
You listed the vocabulary terms from the __________, ___________, ___________, and __________ units below:
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
∆____________________
∆____________________
____________________
∆____________________
∆____________________
∆____________________
Use ALL of the words from the list above to complete the sentences below. Check off each term after it has been
used. If there are an odd number of words, you may have to use one word more than once.
1. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
2. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
3. __________________ is connected to __________________ because_______________________________
_______________________________________________________________________________________.
These terms are different because ___________________________________________________________
_______________________________________________________________________________________.
Date_____________________
Class_____________________
Vocabulary Choice Board
1
2
Information Pyramid
Term
2 Key words
Main idea in 3 words
Examples in 4 words
4
Bio-Poem









7
Identify term
Describing traits
Related to
Lover of
Which feels
Which fears
Which causes
Would like to see
Resident of
Draw
Draw a picture of your word or
someone doing that action.
3
Explanations
 It is something…
 It is someone…
 It is a description of…
 It is like…
Use these beginnings to make
your own definitions.
5
Write a short story using the
vocabulary words.
Underline them in your writing.
Cubing
(With a partner)
1-Associate it
2-What is it different from?
3-What is it like?
4-Draw it
5-Tell how it is used
6-Describe/explain it
6
8
9
I have….Who has….
Use all the vocabulary words and
make the game.
Word Parts
(For each vocabulary word)
 Give any prefixes or
suffixes
 Root words
 Part of Speech
Synonyms and Antonyms
 Give 5 synonyms of the
word
 Give 5 antonyms of the
word
Pick three boxes to complete your board. Staple any papers to this sheet and turn
in together.
Lesson Planning



Practice makes perfect
I had premade dice games
Level your lesson



Basic, grade level and advanced
I STILL DID WHOLE GROUP
INSTRUCTION!!!!
Start with the end in mind!!!
What does this mean?
 Backwards planning

Assessment…..Post-Quiz




I used the same quiz for a pre
and post quiz(test-wiseness??)
I ALWAYS had the core
standard(s) we are learning on
the quizzes and in our
notes…….gives students some
real world relevance to ISTEP
Choice Board assessments
DATA, DATA, DATA
DI Example
https://www.teachingchannel.org/videos/differentiatinginstruction-strategy
Science
Student
Pre Post 6.1-3 6.1-3
6.1.4 6.1.4 6.2.1 6.2.1,2, 6.2.3- 6.2.36.3.46.3.27
7 ,2,5
5
4
4 6.3.4-6 6 6.3.1 6.3.1 3 6.3.2-3
18
19
1
5
2
4*
3
4
18
25
1
5
3
5
2
5
15
5
1
5
4
5
2
4
3.416667
4
5
5
5
5
5
3
5
4.142857
1
3
2
4
2
3
2.3
5
4
4
4
3
3.769231
4
4
4
2.692308
1
2
4
1
19
26
3
4
4
4
4
3
2
5
11
19
1
2
4
2
1
3
2
3
0
5
1
4
3
3
3
2
4
3
2
3
2.8
5
2
4
4
4
2
5
3
4
4
5
3.461538
4
14
12
24
2
1
12
20
0
5
3
5
1
3
5
5
1
5
5
3
4
3.5
11
20
0
5
3
4
2
5
3
5
2
4
5
4
5
3.615385
19
26
2
5
5
4
3
4
4
4
2
5
5
5
5
4.076923
3
2
3
2
4
4
3
4
5
5
5
3
3
3.538462
22
10
19
3
4
3
4
2
4
4
4
4
5
5
3
4
3.769231
13
21
3
4
5
3
5
4
4
3
0
5
3
4
3
4
3.571429
11
20
3
4
2
4
4
2
4
5
1
3
2
3
4
3.153846
5
3
5
3
4
3
4
3.857143
4
26
13
24
9
3
5
5
4
4
5
4
5
1
5
4
5
3
3
4
5
0
3
3
4
1
4
3.230769
2
4
0
4
2
4
3
4
3
4
12
20
2
5
1
4
4
5
3
4
1
4
10
9
1
2
3
4
2
4
4
5
0
5
5
5
4
4
3.428571
10
17
3
5
2
4
1
5
3
5
1
5
2
5
1
5
3.357143
18
23
1
5
3
5
2
4
3
4
2
5
5
5
4
3
3.642857
3
2
1
4
2
4
2
2.571429
2
1
3
5
1
5
2.5
5
5
4
2
4
3.538462
3.87
3.37033
15
Total
8
13
0
3
3
4
1
2
3
2
8
18
3
5
4
4
1
3
3
3
12.4 19.8 1.83
4
3.06 3.95 2.23 3.7619 3.476 3.955 1.75 4.304 3.68 4.43 2.81
Student Core Standard Progress Chart
Pre and Post Quizzes
Name:_________________________
The goal for every student is 4/5 or 80% which represents a mastery level on that particular standard(s).
5
4
3
2
1
0
Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po Pr Po
Core
Standard
6.1-3 6.1.4-7 6.2.1,2,5 6.2.3-4 6.3.4-6 6.3.1 6.3.2-3
Parent Signature:
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
____________________ _____
Dear Parents/Guardians:
My name is Mr. Bundridge and I am your child’s science teacher. Hopefully your child has talked about our science class
and how we take indicator quizzes on the Indiana core state standards. These core standards are what ISTEP + are based off
of and wil give a great prediction on how well your child wil do on this test in the spring.
I have developed a tracking system for your child so they can keep a database of their indicator quiz scores. The score
that we strive for in class is an 80%, or 4/5, which indicates that they have mastered that standard. They wil be tracking their
quiz scores and bringing home this tracking system for you to see and sign. They wil be rewarded with stamps when they
return their data sheet signed the next day. Please help your child track their progress and promote their success in science.
Thank you for all of your help.
Thanks again,
Mr. Bundridge
Math Remediation
STUDENTS
WxFR
3
1
2
2
1
0
3
1
2
1
2
1
3
3
WxF
FRxF
X&/1 X&/1
R FRxFR R W/F W/F F/F F/F 0
0 x/. x/. dw/. dw/. ./. ./. Ratio Ratio
2
3
3
1
3
0
2
1
4
3 1
2
4
2
3
1
3
4
2
5
1
3
0
5
5
5
5 5
3
4
0
4
4
5
4
5
5
4
4
2
2
4
5
4
2
3
1
1
0
0
1
2
1
0
1
0
2
1
5
5
3
5
3
2
4
5
5
5
5
4
5
4
2
3
4
3
5
2
3
2
3
3
1
2
1
5
3
3
5
5
3
3
5
5
5
3
2
2
3
1
2
0
4
4
2
1
2
4
4
4
4
4
2
2
4
5
5
3
4
2
4
5
0
3
1
3
2
2
3
3
5
4
1
2
2
3
1
4
2
5
4
4
4
5
3
5
4
5
4
3
5
5
3
3
1
1
3
3
3
4
3
2
2
5
4
5
4
4
2
3
2
3
2
3
4
1
4
1
4
4
%
%
4
3
2
4
4
2
4
3
3
4
4
2
4
4
3
5
3
4
4
4
4
4
3
4
3
3
5
5
2
2
3
5
5
3
5
4
4
5
4
4
2
4
2
5
3
4
3
4
3
4
2
2
0
5
2
4
2
4
5
2
4
0
1
3
1
2
5
5
5
5
4
3
3
2
4
4
2
4
2
4
4
4
4
2
5
1
3
4
5
5
5
5
4
4
5
5
4
4
4
4
5
5
5
4
4
5
5
3
4
4
5
5
5
5
4
4
4
4
5
3
5
5
4
2
5
4
4
4
5
5
4
5
4
5
4
5
4
5
5
4
5
5
5
5
5
5
5
5
5
4
5
4
4
5
3
5
5
5
5
5
5
4
5
4
5
5
4
4
5
5
4
5
4
4
4
5
2
2
3
5
3
5
4
4
4
4
5
5
4
4
0
3
2
4
2
5
5
5
3
4
5
4
5
5
5
4
4
4
4
4
4
4
3
3
5
2
4
3
4
2
5
1
3
3
5
5
4
5
5
3
1
3
5
2
2
4
4
5
4
1
4
5
5
4
4
4
5
4
4
4
4
4
4
Total
5
4
5
3
2
5
5
5
2
2
4
5
5
5
1
1
3
2
5
3
3
2
4
1.82 3.65 1.174 4.13 3.13 4.2
1
1
3
4
1
2
4
5
4
3
5
3
0
2
4
5
2 3.84 2.7 4.042
4
4.1 4.3 3.96 4.27 2.8 3.5 3.5833
5
4.5
4
3.2174 4.0741
DI Resource
http://www.doe.in.gov/highability/tiered-curriculum-project
DI Resources











https://www.teachingchannel.org/videos/differentiating-instruction
https://www.teachingchannel.org/videos/differentiating-instruction-strategy
https://www.teachingchannel.org/videos/personalize-reading-workshop
https://www.youtube.com/watch?v=3jO9cDzxaqg
http://www.doe.in.gov/highability/tiered-curriculum-project
http://www.k-5mathteachingresources.com/
http://www.illustrativemathematics.org/
http://insidemathematics.org
CONSTRUCTED RESPONSE WRITING

http://www.brighthubeducation.com/help-with-writing/33366-constructed-responseessay-question/

http://prezi.com/v5vfrfkxly6a/constructed-response-formula/

http://www.doe.in.gov/assessment/englishlanguage-arts-rubrics

http://writingfix.com/RICA/constructed_response.htm

http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html
CONTENT AREA READING

https://www.teachingchannel.org/videos/strategy-to-build-student-vocabulary?fd=1

https://www.teachingchannel.org/videos/reading-teaching-strategy
CONTENT AREA WRITING

http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizingstrategy-content-290.html

https://www.surveymonkey.com/mp/education-surveys/

http://images.pcmac.org/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/
DocumentsCategories/Documents/Low+Prep+DI+Strategiesnew.pdf
Discussion ?




Should students be able to retake the post-quiz since it is for
a grade??????
Remediation????
What is the real goal?
Questions?