DIFFERENTIATED INSTRUCTION
AND THE
COMMON CORE STATE STANDARDS
Jacque Melin – GVSU
www.formativedifferentiated.com
Essential Question #1
1.
How will the Common Core State
Standards change curriculum,
instruction and assessment practices?
Film Clip
Today
and
Tomorrow
The
Three
Musketeers
Partner A
Talk about the schools of Today!
Partner B
Predict about schools of Tomorrow!
Partner C
Relate film message to CCSS!
Curriculum
Yesterday


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

What is taught
Textbooks covered,
worksheets completed
Academic context
Textbook as resource
Individual subjects
Basics emphasized for all;
thinking skills emphasized
for gifted.
Today






What is learned
Identify what students should
know and be able to do
Life context
Multiple resources
Integrated subjects
Basics and thinking skills
emphasized for all.
Instruction
Yesterday







Teacher centered
Organized around time
Single teaching strategy
Teach once
Fixed groups
Whole group instruction
Passive learning
Today







Learner centered
Organized for results
Multiple teaching strategies
Reteaching and enrichment
Flexible groups
Differentiated instruction
Active learning
Assessment
Yesterday







Bell curve
One opportunity
After instruction
Paper and pencil based
Grades averaged
Proving and accountability
Focus
Today







Precise and public criteria
Multiple opportunities
Integrated with instruction
Performance based
Grades on final performance
Diagnose and prescribe
Focus and product and
performance
“Common Core State
Standards are not
intended to be new names
for old ways of doing
business.
They are a call to take the
next step. “
Excerpt from Common Core State Standards Document
Poll Everywhere
My Confidence
with teaching and assessing the
Common Core State Standards
is…(1-4 high)
Essential Questions #2 and #3
2. Does the Common Core call for
attention to student differences?
3. What are some ways differentiation
supports the instructional shifts of the
Common Core?
THE DI DECISION-MAKING PROCESS
What are some possible CRITICAL
DIFFERENCES in my students?
13
Interests
Background knowledge
Learning profiles
Expression styles
Culture
Race
Gender
English Language Learners
Motivation
Gifted/Talented or advanced
At Risk (At Promise)
Resistant & reluctant
Struggling
Students with LD, ADHD, Autism Spectrum, etc.
THE COMMON SENSE DI DECISION-MAKING PROCESS
CONTENT
INTRODUCTION
PREASSESSMENT
FORMATIVE
TEACHING STRATEGIES
LEARNING ACTIVITES
What are the CRITICAL DIFFERENCES in my students?
How can I ADJUST one or more of 10 curriculum components to address difference?
CHOICE or
ALTERNATIVES
Adjusting the Breadth
TIERING
Adjusting the Depth
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
14
POST ASSESSMENT: Impact of DI
THE DECISION-MAKING PROCESS
Content
Process
Environment
PRODUCTS
MODIFICATONS
EXTENSIONS
RESOURCES
LEARNING
Activities
TEACHNG
Strategies
INRODUCTION
GROUPING
ASSESSMENTS
CONTENT
How can I ADJUST one or more of10 curriculum
components to address at least ONE targeted
learning difference?
Product
HUGE – LIKE AN ELEPHANT
Content
Standard/Benchmark
Knowledge
Reasoning
Skill
Product
Deconstructing Standards Standard/Benchmark: __________________________________________________________________
_____________________________________________________________________________________
Type:
q Knowledge
q Reasoning
q
q
Skill
Product
Learning Targets – Teacher Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets



Reasoning Targets



Skill Targets



Product Targets



“I Can” / Learning Targets – Student Friendly Language
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge Targets



Reasoning Targets



Skill Targets



Product Targets



Kentucky Website
http://education.ky.gov/curriculum/ELA/Pages/ELADeconstructed-Standards.aspx
http://education.ky.gov/curriculum/math/Pages/Mat
hematics-Deconstructed-Standards.aspx
Also: Turn on Your Brain – for ELA 9 and 10
http://turnonyourbrain.wordpress.com/2011/06/27
/common-core-i-can-statements/
Writing student friendly targets
“I can…” statements
for what we want students to KNOW and DO?
Statements of intended learning.
 Statements that describe how we will know that
we have learned it.
 Should be posted or written, not just shared
verbally.

1. I can identify the hypotenuse of any right triangle.
Who am I?
2. I can prove the Pythagorean Theorem by relating the
triangle side lengths to areas.
4. I can find any side of
a right triangle if I know
the two other sides.
Don’t I know you
from somewhere?
3. I can create a physical proof of the
Pythagorean theorem using cubes to show
areas.
c
a
b
I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
A (-3,-2)
7. I can use right triangles in a coordinate system to find
the distance between two points.
How far is it from
Albuquerque to Boston?
9. I can deconstruct real world objects
into circular objects.
H
8. I can relate the formulas for the
volumes of cones, cylinders, and
spheres to the formula for the area of
a circle.
???
R
10. I can use right triangles to
find the radii and heights of real
world objects and use those
values to calculate volumes.
Content
Assessment
YOU DON’T NEED TO REINVENT
THE WHEEL, BUT YOU DO NEED
TO KICK THE TIRES.
Why ASSESS?
31
SUMMATIVE
OF
INSTRUCTION
PREASSESMENT
FOR
INSTRUCTION
FORMATIVE
AS
INSTRUCTION
Developing an Assessment Plan
1.
2.
3.
4.
5.
Determine the standards for the unit you
will be teaching.
Deconstruct the standards as needed.
Write the learning targets into the plan.
Determine which assessment method will
be used to assess the targets.
Develop assessment based on plan.
Stiggins, 2006
Keys to Quality
Clear Purpose
 Clear Targets
 Sound Design
 Good Communication
 Student Involvement

Content
Assessments
 Complexity –
Concrete to Abstract
 Resources
 Grouping
Modifications & Extensions
Do/View/Construe
Readiness in Mathematics
Concrete
DO
Representational
VIEW
Abstract
CONSTRUE
Gravitate to
hands-on
materials or
manipulatives
Experience
difficulty
explaining their
mathematical
thinking
Draw pictures to
represent mathematical
thinking
Make models
Talk about mathematical
thinking in words
Are able to relate the
mathematical concept to
real-life experiences
“See” concepts abstractly
Explain readily their
mathematical thinking
See and articulate
relationships among
mathematical processes
Make connections readily
between mathematical
concepts and prior
experiences
Express mathematical
concepts in multiple ways
35
DO – Manipulatives: Concrete
• Algebra Tiles (for linear and quadratic equation
solving)
• Didax Geofix (nets)
• Models of shapes (surface area and volume)
• Soft 1 cm squares
http://www.etacuisenaire.com
• Virtual Manipulatives
http://www.neirtec.org/activities/math_portal.htm
• Wolfram Alpha
http://www.wolframalpha.com/
VIEW – Graphic
Organizers Representational
www.graphicorganizers.com
http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/
3 Levels of Challenge - CbC
Green—Tasks are foundational and appropriate for the current
grade level. Success depends on understanding and
applying required knowledge and skills. Green level tasks
meet a rigorous grade level proficiency standard.
Blue—Tasks are advanced and complex. Success depends on
extending one’s skills in order to recognize and address the
added layers of complexity.
Black—Tasks are extremely advanced and highly complex.
Success depends on creatively applying and extending one’s
skills, at times in very unfamiliar territory.
Content
Assessments
 Complexity –
Concrete to Abstract
Modifications & Extensions
Do/View/Construe
 Resources
Print/Non-Print/Digital
 Grouping
Directions
Part 1
Part 2
Smarter Balanced Assessment
Consortium Released Items
http://sampleitems.smarterbala
nced.org/itempreview/sbac/ELA
.htm
Content
Assessments
 Complexity –
Concrete to Abstract
Modifications & Extensions
Do/View/Construe
 Resources
Print/Non-Print/Digital
 Grouping
TAPS
Which of these grouping formats is used for 80-95% of all
teaching and learning activities? What should the
percentage be? Why?
50
The Classroom Observation Study
51
“Across five subject areas and 92
observation days, observed
students experienced no
instructional or curriculum
differentiation in 84% of their
instructional activities.”
NRC G/T Westberg, 1993, 2003
Cooperative Ability Groups Flexible, Small
Groups (FSGs)
Groups
- Varied roles
-Heterogeneous
ability
- Interactive
-Similar tasks
-Tend to be
fixed
-Based on prior
achievement
-Homogeneous
by achievement
-Can effect a
student’s
expectations
-Flexible
membership
-Based on a
variety of factors
- Student-led
-Promote
ownership,
leadership
-Understanding
enhances selfesteem
52
FLEXIBLE, SMALL GROUPS: AN
OPERATIONAL DEFINITION
53
Within class groupings in which:
Membership varies according to purpose,
learning goals, topics, learning activities,
resources, or products
•Group longevity varies
•Group size varies (2-10)
•
Content
Assessments
 Complexity
Concrete to Abstract
 Resources
Print/Non-Print/Digital
 Grouping
TAPS
Do/View/Construe
Process
Process
 Teaching Strategies
 Introduction
 Learning Activities
Process
 Teaching Strategies
Direct Instruction

Introduction
Hook them
Curiosity
Drill and Recitation
Concept Attainment
Socratic Questioning
Simulation
Inquiry Based Instruction/Learning
Project Based Learning PBL pbl
Independent Study
Novelty
 Learning Activities & Products
Resources for PBL
Questgarden
The Buck Institute
West Virginia Department of Ed.
Process
 Teaching Strategies
Direct Instruction

Introduction
Hook them
Curiosity
Drill and Recitation
Concept Attainment
Socratic Questioning
Simulation
Inquiry Based Instruction/Learning
Project Based Learning PBL
Independent Study
Novelty
 Learning Activities & Products
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
S. Gendron, Kentwood presentation, March 2011
Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world predictable
situations
5. Application to real-world unpredictable
situations
S. Gendron, Kentwood presentation, March 2011
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
Verb list by Rigor/Relevance Quadrant
6
5
4
3
2
1
Analyze
Categorize
Classify
Compare
Conclude
Contrast
Defend
Diagram
differentiate
discriminate
evaluate
examine
explain
infer
judge
justify
prove
Adapt
Argue
Compose
Conclude
Construct
Design
Evaluate
Formulate
Invent
justify
modify
predict
prioritize
propose
rate
recommend
revise
teach
Calculate
Choose
Count
Define
Describe
Find
Identify
Label
List
match
memorize
name
recall
recite
record
select
spell
locate
Adjust
Apply
Build
Calculate
Construct
Demonstrate
Dramatize
Draw
Illustrate
interpret
interview
make
model
play
produce
relate
sequence
solve
1
2
3
4
5
International Center for
Leadership in Education
Common Core Standards
Explicit
Teaching
Detour. . .
A temporary
inconvenience for
permanent
improvement
Process
 Teaching Strategies
Direct Instruction

Introduction
Hook them
Curiosity
Drill and Recitation
Concept Attainment
Socratic Questioning
Simulation
Inquiry Based Instruction/Learning
Project Based Learning PBL
Independent Study
Novelty
 Learning Activities & Products
Imagist Poems*

Know:


Understand:




Poets’ names, personification, verse, onomatopoeia, simile,
metaphor, haiku, imagist poems
How do we make meaning out of poetry?
What makes a poet’s voice intense, meaningful, memorable?
What are significant poetic forms and structures? How do they
make meaning?
Do



Read, discuss, and appreciate a variety of poems
Analyze poems, poetic forms and devices
Research the cultural and historical context of poems and poets
*CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including
figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9:
Demonstrate knowledge of 18th, 19th and early 20th century foundational works of American
literature
The Red Wheelbarrow
74
ROLE
AUDIENCE
FORMAT
TOPIC
Williams
Tennyson
Letter
Why I moved away from
traditional Victorian poetry
Poetry critic
Poetry
aficionados
Analysis
The key features of
Williams’ style
Williams
His Colleagues
Explanation
Why RW “is real, not
realism, but reality itself”
Students
Other Students
Interview
How Williams composed
one of this most famous
poems
Older
Williams
Younger
Williams
Letter to My
Younger Self
How my poetry changed as I
grew older
Analytic
Use a cause/effect chain or some other format you develop to show how
each part of a cell affects other parts as well as the whole. Use labels,
directional markers, and other symbols as appropriate to ensure that
someone who is pretty clueless about how a cell works will be
enlightened after they study your work.
Practical
•
•
•
Creative
Look around you (in your world or the broader world) for systems that could
serve as analogies for the cell. Select your best analogy (“best” = most
clearly matched, most explanatory or enlightening).
Devise a way to make the analogy clear and visible to an audience of your
peers, ensuring that they will develop clearer and richer insights about how a
cell works by sharing in your work.
Be sure to emphasize both the individual functions of cell parts and the
interrelationships among the parts.
Use unlikely stuff to depict the structure and function of the cell, with emphasis on
interrelationships among each of the parts. You should select your materials
carefully to reveal something important about the cell, its parts, and their
interrelationships. Your “ahas” should trigger ours.
OR
Tell a story that helps us understand a cell system with interdependent actors or
characters, a plot to carry out, a setting , and even a potential conflict. Use your
own imagination and narrative preferences to help us gain insights into this
remarkable system.
Analytic
Analyze how and why the U.S. population
has shifted from a melting pot to a salad
bowl or mosaic as it has assimilated new
immigrants. Show your analysis in a
diagram.
Practical
Think of the population of Grand Rapids and
Kent County. Is it better for Grand Rapids to
assimilate new people to this area like a
melting pot or a salad bowl? Defend your
position in a Podcast.
Creative
Create a different pair of metaphors to
characterize how immigrants assimilated in
the past and how they assimilate today.
Write an explanation for each or create a
visual to depict them.
Task: Construct a food web with the owl at the highest trophic level. Be sure to
include producers (green plants) and decomposers in your food web. Also include
the Sun. The intermediate organisms should include the prey found in the owl
pellets that you dissected in class. Label the role of all organisms and use arrows
to show the energy flow between each organism. Finally, explain the flow of
energy in the food web.
Great Resource for Differentiated
Learning Activities

http://daretodifferentiate.wikispaces
.com/
Curriculum Components
Content
Learning Activities
Assessment
Resources
Grouping
Extensions
Introduction
Modifications
Teaching Strategies
Products
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A.,
Imbeau, M. B., (2009). The Parallel Curriculum Model. (2nd ed.).Thousand Oaks, CA: Corwin Press.
An Old African Proverb Asks:
How do you eat
an elephant?????