Differentiated+Instruction+Summer+2009

On June 25th we will be working on the concepts and strategies of Differentiated Instruction. In order to better prepare for our “class” Lynn and I did a brief PRE- ASSESSMENT of our audience to find our where we need to concentrate our efforts. We did note a few misconceptions and a lot of concern about time, type and use of Differentiated Instruction (DI). ** YES ** More students come to school speaking more languages than ever before More students need assistance with reading and math Students learn at different rates Students have different learning styles Students come to us with different prior experiences in the classroom and at home The number of students with special needs and learning problems is decreasing All students can be supported with the same types of interventions All students respond well to teaching the same thing over the same time span with the same supports Each student needs his/her own individualized education plan to be successful Differentiated Instruction is a new idea Good Place to look for DI Information ** []
 * Differentiated Instruction Summer 2009**
 * CONCEPT: Truths about students today **
 * NO **

**Summary from ideas for Content, Process and Product posters**
Summary of Differentiated Instruction 3-2-1 Exit Cards List one question you have:
 * __** Content **__ || || __** Process **__ || || __** Product **__ || ||
 * ** Reading ** || 3 || Work alone, pairs, groups, group roles, journal prompts, review activites, supportive technology, graphics organizers, homework options || || Final speech- grade based on structure of speech as well as presentation graded accordingly || ||
 * Leveled Readers || || ** Graphic Organizers ** || 6 || Choice of test questions || ||
 * Offer Leveled Readers for Science/Social Studies topics || || Venn Diagrams || || Quiz or Test- extended responses vary- based on students' ability || ||
 * Guided Reading Groups || || Vocabulary Maps || || Choice of test questions || 5 ||
 * "Extra" homework choices || || More open for higher level students || || Test questions with varying amounts of support- word banks, sentence stems… || ||
 * Summarizing the main ideas of a chapter || || More teacher directed for lower students || || Student responds verball as opposed to writing the answer down || ||
 * Min-lessons || || Varied graphic organizers || || Use different criteria requirements for a project, such as tic-tac-toe or a pick 3 project/activity || 4 ||
 * Fluency- reading at students instructional level || || ** Grouping ** || || Varied timelines || 3 ||
 * IR- Reading/ spelling words- give each student a different word based on his or her individual level || || Flexible grouping || || Check-in points after whole group instruction || ||
 * ** Books on tape ** || || Group work || || Meet with different groups to discuss end product || ||
 * Purchase audio books and books on tape for required readings, such as //Tuck Everlasting// || 5 || Opportunity to work alone or in groups || || Offer a choice of assignments || 4 ||
 * Math- Subt. across zero || || Group roles in small groups || || Adapted work || ||
 * Place Value || || Grouping by ability and by interest || || //Bridge to Tarabthia//- YA novel || ||
 * Money || || Literature Circles || 3 || Draw Terabathia as you pictured it || ||
 * Mental Math || || Individual small groups || || Write a letter from Leslie to her friends describing her new home and friendship with Jess || ||
 * Higher leveled problem solving || || Break into different groups for weekly basal story || || Make a chart of Jess' family member. Put a star by those you liked and give three reasons why you liked or disliked this character || ||
 * ** Mini-Lessons ** || || Work in pairs and small groups || || Two column notes- Times when Jess was courageous and times when Jess was a coward || ||
 * Challenge extension activities || || Choice of review activites || || Write what you learned about the various stages of grief || ||
 * Using level guided reading books || || Language arts centers for skill work || || || ||
 * ** Independent Study ** || 3 || ** Different Usage of Materials ** || || || ||
 * Independent Study Options || || Students who have difficult with fine motor skills may use tracers/ patterns for drawing animals or structures || || || ||
 * Provide challenge worksheets || || Providing reference tools of various types || || || ||
 * Hand-ons activities Re:skill ( child repeated) || || "Wallpaper" slide to show support in their persuasive speech || || || ||
 * ** Highlighted text ** || 2 || ** Student Choice ** || || || ||
 * Varied topics || || Choice of activites || || || ||
 * Independent study || || Varied journal topics || || || ||
 * Online mentors || || Giving students choice in what we do || || || ||
 * Compacting curriculum || || // Long Way from Chicago- YA novel // || || || ||
 * Selective highlighting || 6 || Teacher read and discuss || || || ||
 * ** Miscellaneous Comments ** || || Listen to taped version || || || ||
 * Online activities || || Independently read || || || ||
 * Biography Time Lines || || ** Assigned/ Adapted Work ** || || || ||
 * Content-" Let me tell you about the time I.." Process to write Product present to class || || Supportive technology through a math website, and a CD- James Discovers Math || || || ||
 * Research topic based on lexile number || || Computer Lab || || || ||
 * When doing a landscape, more advanced students may add shadows or reflections || || Practices/ challenges || || || ||
 * Science Vocabulary || || Discuss and write the meaning of vocabulary || || || ||
 * || || Leveled homework for math or assigning different sections for practice/challenge || || || ||
 * || || Different homework assignment ||   ||   ||   ||
 * ||  || Exit Card Responses (summarized) ||   ||   ||   ||
 * List three things you learned this morning: **
 * Ideas for differentiating through content, process and product
 * I differentiate more than I realized after seeing the options
 * Chose when to differentiate-not everything needs it
 * It is NOT constant group work
 * Focus on the content, process and product for each student
 * How to design respectful activities
 * DI does not mean highly individualized
 * Groups should be flexible (interest, ability etc.)
 * Get to know student strengths and weaknesses
 * Do not have to differentiate every lesson
 * Magazine idea and ice breaker were good ideas
 * Make students feel safe and comfortable rather that intimidated
 * Students respond well to choices
 * Using INTEREST Pie Chart for 1st week activity
 * I should think more about students’ learning profiles and readiness.
 * Putting higher level students with lower students is not necessarily differentiation.
 * There is no pr4essure to do this every day with every lesson.
 * Teach same goals and standards, just in a different way.
 * List two things you would like to learn more about: **
 * Ideas or extension activities that don’t seem like extra work
 * Taking time to conference and allow students more choices can take time away from teaching-that is not efficient.
 * How to encourage celebrations without exposing privacy.
 * DI specifically for ELL students
 * Where to get ideas for DI in the six areas.
 * Create a safe and welcoming classroom.
 * DI and grading
 * Time management for DI in (math).
 * The fine line between DI, modifying and adapting
 * Concept attainment
 * How to prepare the content
 * DI and standardized tests
 * What activities for an honors class might look like.
 * Flexible grouping.
 * Setting up/organizing a classroom where differentiation can take place easily.
 * Clear examination of what DI is not.
 * More getting to know you activities
 * I would like to learn more about helping the middle the of learner
 * Record keeping for the DI classroom
 * More activities/suggestions that involve engaged learning.
 * The difference between process and product.
 * How to better use current resources to differentiate. How to electronically pool/share DI lessons across buildings.
 * Finding various leveled reading on a topic
 * How do you specifically help students who come in speaking no English?
 * How do you differentiate for a one-day lesson when you are not doing a unit, not grading the work and there is no follow up?
 * Should we try to differentiate as needed in all subjects or focus mainly on reading and math?
 * How do I get more materials provided?
 * How do I differentiate without the other students being aware so that the student is not put on the spot?
 * How to differentiate in an already tight schedule?
 * Types of activities that would be appropriate at different grade levels?
 * What is the difference between DI, modifying and adapting?
 * How do I keep grouping fluid when the lowest or highest achieving students always fall into the same groups?
 * How do I not make a student feel embarrassed about having a different assignment?
 * When adapting work is shortening assignments at the end of class for students with special needs inappropriate under DI? I like my kids to work on the same concepts but they might take longer to process through.
 * With DI, how do you prepare for the standardized tests?
 * When is it appropriate to remove multiple choice answers or alter questions from a test for students not on an IEP or 504?
 * How does DI translate into grades?
 * Working with my students for only one quarter in “specials” makes it difficult to accomplish because of time limits.
 * How do I learn all of this in four hours?
 * How do I encourage students to do more challenging work?
 * What are some resources to use for DI?
 * Would Skype be available for us to use?
 * How to address the issue of perceived “fairness”.
 * Will we be given any time to develop a differentiated lesson?
 * How many lessons should ideally be differentiated? 25%, 50%, 75%, all? ||  ||   ||   ||