DI Presentation

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DI Presentation
Differentiate or Die!
A toolkit for using differentiated
instruction to reach every student
What is DI?
 To differentiate instruction is to recognize students' varying
background knowledge, readiness, language, preferences in learning
and interests; and to react responsively. Differentiated instruction is a
process to teaching and learning for students of differing abilities in the
same class. The intent of differentiating instruction is to maximize each
student's growth and individual success by meeting each student where
he or she is and assisting in the learning process.
 Start out by using a manageable DI tool
 Keep trying small steps & work toward reaching all learners
 Di is giving choices, doing different things to meet different needs of
learners, learning by doing, gearing to knowledge base of learners,
reaching all students…
Implementing DI
 Start small.
 Don’t give up.
 Keep trying small steps like dangling your toes in the
 At the end of today you will have a toolkit of DI
strategies ready to use.
 Refer to your toolkit for survival.
What is Flexible Grouping?
Flexible Grouping is students consistently
working in:
 a variety of groups…
 based on different elements of their
 and both homogeneous
 and heterogeneous.
General Principles of Flexible Grouping
 Vary groups frequently enough that there is no stigma
attached to one particular formation
Group size under 4 is ideal to ensure that all students in
the group participate
Be conscious of conferring status to all students
Assign roles within the group to facilitate the
management of the group
Debrief with students (collectively, individually) about the
group dynamics, process
Set management procedures in place to ensure smooth
working of teams
Random Grouping
 Find three people around you and get together
 Look at the words on the screen
 Select one word for your group to use
 Pick someone to get a card with the definition
 Develop a symbol, a motion, and a picture to
define the word
 Share with the large group
 Share how you will use this in your classroom
Word List
Astound: To fill with wonder
Confine: To keep within limits
Elusive: Hard to describe or understand
Extinguish: To put out, do away with
Longevity: A long duration
Persistent: Refusing to give up
Remote: Far off in place or time
Spectacular: Impressive
Taunt: To insult or ridicule
Vital: Having to do or necessary
Toolkit Handout
 We will use a toolkit handout for
you to fill out as we progress
through the day
 Be sure to fill out this handout as
the day progresses.
 This will be the basis of your
I Have, Who Has?
 Distribute cards to 14 volunteers
 One side of card is an answer, the other side
has a question
 First person will begin by asking “Who has…”
 The person with the answer will say “I
have…” and then ask their question – play
continues until all questions have been
 Think-pair-share about how can this be used
in your classrooms and record ideas on your
toolkit handout.
When to DI
 DI when some students have already mastered the
learning goal/concept standard and others have not.
 When some students need more time on a learning
goal/concept standard and others are ready to move on.
This could mean that a group of students will need more
modeling, more examples, more practice, more
independence, or more depth and/or complexity.
 DI addresses those needing to “get the basics” while
letting the others who already have it proceed deeper
into the content.
 DI when the need arises - not everyday, just
ACTIVITY - Teaching Vocabulary in Context
Meaningful Sentences
 Display words and put students in groups for this activity
 Each group has one person take on the role of teacher to create oral
sentences from one of the words on the master list to help the
“students” develop their definition of the word.
Example: With the word cooperative, a possible sentence might be
“Billy and I have to play all day so my mother says we have to be
cooperative and share our toys all day.” Pose question: What do
you think cooperative means? The teacher will continue to give oral
sentences with the term in context until a satisfactory definition is
The entire “class” will create a definition for each word using this
Then each person creates a sentence for each word incorporating the
definition in each sentence.
Put a box around the word & underline the definition.
Example: To be a cooperative group, you must work together to
meet a common goal.
Share sentences in your group.
Complete your toolkit handout.
Meaningful Sentences
Word List
 Flexible
 Assessment
 Process
 Product
 Content
 Knowledge
Meaningful Sentence Thoughts
 Teacher can give parts of speech.
 In this activity the teacher reads sentences.
 Definitions will vary as you record student
responses, not teacher jargon.
 If more clarification is needed the teacher keeps
giving sentences with vocab in context.
 Students only need to know five per week.
 Review daily all of the words, but star the ones
that will be tested.
For Success in Meaningful
 Learning occurs when vocabulary
is reinforced.
 Definitions are student generated
so they “own” them.
 Encourage students to connect
definitions to prior experiences.
Strategies for Differentiation
Learning Menus and Contracts
 Menus empower students through CHOICE while ensuring
adherence to important LEARNING GOALS.
 Learning menus outline a variety of instructional options
targeted toward important learning goals.
 Students are able to select the choices which most appeal to
 The teacher directs the menu process, but the student is given
control over his/her choice of options, order of completion, etc.
Differentiation Strategy
A learning menu offers a main course which
all students are required to complete
completely. The learning menu offers side
dishes which students have to complete a
certain number of options. Desserts are
optional or enrichment opportunities for
students. The learning menu can be a short
duration or a long duration.
Types of Learning Menus
 CONTRACT: A “package” of tasks & activities,
as well as meeting times with teacher and
other organizational measures, to ensure
student success and grasp of learning goals.
 MENU: Main Dishes, Side Dishes, and Desserts (for
younger learners).
 AGENDA: Imperatives, Negotiables, and Options (for
older learners).
 THINK TAC TOE: Complete a row, column or
diagonal line of activities.
(You must do ALL of these…)
 Select a chemical problem in the environment and
define and describe the difficulties it presents
 Be sure to discuss why, where, and to whom/what
 Your choices are:
Global warming/Greenhouse effect/Ozone depletion/Acid
Rain/ Pollution/Water Pollution (including thermal
pollution and land/ground pollution)
 Develop a multimedia presentation that includes an
annotated map showing where the problem exists,
what/who is affected by it, and the degree of impact
on the present and future
(You must do at least one of these…)
 Determine the approximate costs of the problem
of one badly affected region and develop a
graphic that shows total costs and what makes
the costs (for example: Health costs, clean-up
costs, lost revenues from land, etc.)
 Develop a timeline of the evolution of the
problem over the last 100 years, including
significant dates, and factors that contributed to
the change. Take the timeline into the future
based on your current understanding of trends
associated with the problem.
(You may do one or more of these…)
 Create a Gary Larson-type cartoon or an editorial
cartoon that makes a commentary on the problem.
 Prepare a fictionalized account, but based on
scientific fact, of a person who lives in a badly
affected area. Your goal is to put a human face on
the problem.
 Develop a 60-second YouTube public service
announcement to raise audience awareness of the
problem and introduce positive actions citizens
might take to improve the prognosis for the future.
Rationale & Application
 Think-Pair-Share about how learning contracts
and menus could be used in your classroom.
 Record ideas in your toolkit.
 Report out to larger group.
In small groups you will
take turns rolling a die to
determine which of the 6
questions you’ll answer for
your group.
Groups take notes for each
question and reports out to
entire group.
Debrief afterwards!
How Might you Use ThinkDots?
• To build community
• For review
• For large tasks
• To get students used to
working in groups in an
interdependent fashion
• Accountability pieces
Rationale & Application
 Think-Pair-Share about how ThinkDots could be
used in your classroom.
 Record ideas in your toolkit.
 Report out to larger group.
Question Answer Relationship
Questioning Strategy
 Read the following poem and the
questions that follow
 Discuss your thoughts with your
 Following the sharing of responses
write your ideas, feelings, and
This Is Just To Say
by William Carlos Williams
I have eaten
the plums
that were in
the icebox
and which
you were probably
for breakfast
Forgive me
they were delicious
so sweet
and so cold
1. Why is the speaker seeking forgiveness?
2. In your mental movie whom do you imagine the
speaker is? And to whom is he writing the
3. Do you think the speaker is actually sorry?
What words make you believe or disbelieve the
4. Why do you think the author goes into so much
detail about how delicious, cold, and sweet the
plums are?
This Is Just To Say
by William Carlos Williams
I have eaten
the plums
that were in
the icebox
and which
you were probably
for breakfast
Forgive me
they were delicious
so sweet
and so cold
Why is the speaker
seeking forgiveness?
In your mental movie
whom do you imagine the
speaker is? And to whom
is he writing the poem?
Do you think the speaker
is actually sorry? What
words make you believe
or disbelieve the
Why do you think the
author goes into so much
detail about how
delicious, cold, and
sweet the plums are?
Question Answer Relationship
 Right There: The answer is located in one place
in the text
 Think and Search: The answer is located in
several places within the text
 Author and You: The answer is not located in
the text, but the reader must use the author's
information in combination with personal
knowledge to answer the question
 On My Own: The answer is not located in the
text, but the reader must use personal
experiences to answer the question.
Rationale & Application
 How could you use QAR in your
classroom? Complete your toolkit.
 Share with the whole group
DI Rationale
met the different learning styles
had the emotional connection
involved movement
had repetition
allowed for collaboration
can be adapted to any learner
Double Entry Journal
Note-taking Strategy
• Key phrases
• Important words (Provided)
• Main ideas (Provided)
• Puzzling passages
• Summaries
• Powerful passages
• Key parts
• Important graphics
• Etc.
• Meaning of key words,
• Why an idea is important
• How to use an idea
• Questions
• Predictions
• Reactions
• Comments on style
• Interpretation of graphics
• Etc.
Give One - Get One
 This strategy provides a great review and enables students
to gather information from each other.
 Tell students to gather all of their notes and make a list of facts
or ideas learned.
Have students begin with a partner assigned by you.
Instruct them to collect one new and different fact or idea from
their partner.
Then they are to give one new and different fact or idea.
If neither has a new and different idea, tell them to brainstorm
the topic and try to create one (preferably a correct one).
Go from person to person until you generate about 15 ideas on
the subject.
Compile a group list of ideas generated.
Give one Get one
Higher-Order Questioning
 Write down your ideas on how to create an effective lesson.
 Circulate around the room. Share your idea with someone
and collect an idea from him or her.
Go to a different person and repeat the process. Give an idea
and get an idea.
You may not collect more than one idea from any one
If you find a person who has the same idea that you have,
come up with at least one new idea together.
You have 90 seconds to collect 6 new ideas.
Have fun. Be creative. Be respectful of others’ ideas.
Rationale and Application
This is often used to introduce new concepts
transitioning into new material.
This is used as a “hook” to get learners thinking about
the content and linking to prior knowledge.
Complete your toolkit and discuss.
Adapted from Fulfilling the Promise of the Differentiated Classroom, Carol Ann
Tomlinson, ASCD 2003
 Think-Tac-Toe plays off the familiar childhood game.
It is a simple way to give students alternative ways of
exploring and expressing key ideas and using key
 Typically, the Think-Tac-Toe grid has nine cells in it
like a Tic-Tac-Toe game. The number of rows and
cells can, of course, be adjusted.
Comprehension or
Application or
Knowledge or Analysis
A Planet “Show & Tell”
Pick a Way to Explain
Create One
(Each student must pick one square from each horizontal row and use the two together)
Use the computer to
make a drawing that
shows how the
rotation and revolution
of the Earth works to
create day and night
and seasons.
Paint a picture that
shows how the
rotation and revolution
of the Earth works to
create day and night
and seasons.
Construct a model that
shows how the
rotation and revolution
of the Earth works to
create day and night
and seasons.
Create a book or
puppet show that
shows how the
rotation and revolution
of the Earth works.
Make labels for the
sun, Earth, day, night,
orbit to attach to or
use with your creation.
Be ready to explain
Write sentences* that
identity and explain
each part of your
drawing or model and
how each part works.
Write a story that
explains the Earth’s
rotation, revolution,
day and night, and
Write a poem that
explains the Earth’s
rotation, revolution,
day and night and
This differentiated review/synthesis task is based on Va. SOLS for science:
1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of
heat & light *night & day are caused by the rotation of the Earth. 1.7 The student will investigate and understand the relationship of
seasonal change (light and temperature) to the activities & life processes of plants and animals.
Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.
 Goal: state the task – can be a goal or a challenge
 Role: what role do you want the students to assume?
 Audience: the target audience for the scenario
 Situation: the context of the scenario
 Product: what will the students create and why
 Standard: specific standards for success (rubric); use
your KUDs to frame the expected standards
If we could rename these….
Example GRASPS
Goal: Your goal is to tell the basketball coach who the starting 5
players should be for the championship game.
Role: You are the basketball team manager/ statistician
Audience: The basketball coach
Situation: You have been keeping team stats all season. You have
a list of the players, the number of points they have scored, the
numbers of foul shots attempted, and the number of foul shots
Product: You need to determine which five team members have
the best foul shooting percentage. Present your info to the coach
in chart form with your recommendation for the starting 5.
Standards: Demonstrate proficiency in:
1. Comparison of Fractions, Decimals, and Percentages
2. Converting between number representations
RAFT Writing Strategy
RAFT is a writing strategy that can be used in all content
areas and offers students a choice in their writing
R stands for Role - the person or thing that students will become.
A is for Audience - the person who will be reading the product.
F is for Format - the way in which the writing will be done.
Examples-letter, brochure, memo, speech, or advertisement.
T stands for Topic - what the writing will discuss.
Students can demonstrate their mastery of content knowledge by using a RAFT.
A RAFT allows for differentiated instruction because students get a
choice in their assignment based on their interest.
• Role – of the writer = lawyer, reporter,
scientist, etc.
• Audience – the reader = parent, teacher, the
public, the sun, etc.
• Format – how the writing will be presented =
a letter, an article, a report, a poem
• Topic – the subject of the writing =
get creative!
RAFT Examples
Huck Finn
What I learned
on the trip
Why I quit
Guard at an
Writing in
Personal Diary
Diary entry of at Describe daily
least 8
life in an
Draw a Mile a Minute
• Identify a partner sitting near you.
• The person with the most teaching experience is
partner A.
• Partner A faces screen; Partner B faces Partner A,
with their back towards the screen.
• Partner A will sketch words on the list; no verbal clues
will be given.
• Partner B tries to guess the words based on the
images drawn.
Talk a Mile a Minute
• Identify a partner sitting near you.
• The person wearing the most buttons is partner A.
• Partner A faces screen; Partner B faces Partner A,
with their back towards the screen.
• Partner A will give verbal clues to describe each of
the words on the list; no writing is allowed.
• Partner B tries to guess words based on their
partner’s descriptions.
Higher Order Thinking Strategy
• Six-sided cubes have different question/activity
on each side
• Spend only 5 or 10 minutes on each side of the
• Often uses levels of Bloom’s Taxonomy
• Can be differentiated by
readiness/interest/learning profile; Each group
could have different levels of questions
pertaining to the same topic
Examples of What can be Included
 Describe it: What does it look like?
 Compare it: What is it similar to or different from?
 Associate it: What does it make you think of?
 Analyze it: How is it made or what is it composed of?
 Apply it: What can you do with it? How is it used?
 Argue for or against it: Take a stand and list reasons for
supporting it.
Show how to find the
middle value of this
set of data.
4, 2, 8, 9, 4, 10, 5
What is this correct
term for this value?
Describe mean,
median and
Explain how to find
the mean, median
and mode of the
numbers 4, 3, 5.
(Below Level)
Would the mode
change if the
number 76 was
added to the
following data set?
64, 76, 46, 88, 88,
43, 99, 50, 55
Give an example
that demonstrates
why it is important
to know how to find
the mean, median
or mode of a set
of data.
Create a set of data
showing how many
hours a week five
students read. Show
how to find the
Adapted from: Claudia Schrader,
Mannington Middle School
Construct a data
set of five numbers
that has a mean of
2, a median of 1
and a mode of 1.
(On Level)
Explain how to find
Will a set of data
Describe one
Describe the mean, the mean, median
always have a mode? situation where you
median and mode and mode of this data
Explain your
could use the
of a data set.
5, 7, 13, 9, 9, 11
Create a list of data
to collect from
students. Predict
the mean, median
and mode for each
Item on the list.
Adapted from: Claudia Schrader,
Mannington Middle School
What is the greatest
number in a set of
data that consists of
only three numbers
that have a mean of
12 and a median of
12 and whose least
number is 5?
Explain how to find
the mean, median
and mode for this
data set:
99, 98, 90, 79, 60,
40, 90, 80
(Above Level)
Discuss how the
mode, median, and
Give examples of why
Can a set of values mean change when
it is important to be
have more than one the numbers 14 and
able to find the mean,
32 are added to this
mode? No mode?
median, mode and
range of a data set.
14, 20, 58, 14, 22, 7,
18, 46, 28, 3
Design a data set
that has five
numbers with a
range of 10, a
mode of 6 and a
median of 12.
What is the mean?
Adapted from: Claudia Schrader,
Mannington Middle School
Know Understand Do
All lesson planning should include
answers to this question…
What do you want students to Know
Understand and Be Able to Do
as a result of your lesson, activity,
and/or unit?
Example using DI for the topic
 KNOW -
key components of a DI classroom
implementation strategies
In a DI classroom, students and teachers collaborate to build
and maintain a learning community, which fosters success.
Flexible use of time, materials and grouping are hallmarks of a DI
classroom that allows each learner to maximize growth.
Differentiation becomes a “way of being” in the classroom in order
to best meet the needs of all students.
Use and/or adapt the strategies presented.
Involve students in creating a DI classroom.
Set goals to implement DI at your own pace.
Summarizing in DI
Summarizing is a formative assessment tool used to adjust
Formative – ongoing check up
Summative –autopsy
Summarizing is ongoing. It should be used regularly at lesson
launch, during instruction, and at the end of class.
Here’s what I already know about today’s topic:
Here’s what I want to learn about today’s topic:
Here’s what I want you to know about how I learn:
“Ticket to Leave”
• The muddiest point for me today was . . .
• Today’s session moved . . .
1) At the right pace
2) Too slow
3) Too Fast
• Identify something I can do to help you learn better:
– three things you learned today
– two things you want to try
– one question you still have
Keys to Assessment Success
 The teacher uses pre-assessments to discover students'
learning profiles, interests, and readiness levels.
The teacher uses a variety of assessments.
The teacher uses assessment results to make instructional
Students are aware of how they will be assessed.
Students receive timely and specific feedback in relation to the
learning goals.
The teacher encourages students when providing feedback.
Students set personal learning goals when appropriate.
Students are involved in self-assessment when appropriate.
Student progress toward learning goals is recognized and
3-2-1 Summarizer
 List three different types of DI activities
we did today.
 List two things you can use from today
in your classroom next week.
 List one thing you could help another
teacher with to use DI in their
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