Today’sApproach
@KJDoubet
DifferentiationinMiddle
andHighSchool– Part1
KRISTINAJDOUBET,[email protected]
JAMESMADISONUNIVERSITY
INTERNATIONALLEADERSINEDUCATIONPROGRAM
MARCH29,2017
DevelopedwithJessicaHockett,Ph.D.
• Teachersaremorelikely
to mimicthatwhichhas
beenexplicitlymodeled.
• Examples and
experiences equip
teacherstotransferideas
andstrategiestotheir
ownclassrooms.
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SO....
DifferentiationIS…
...whatIS
Differentiation,
really???
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Makingsureall
studentsgetwhat
theyneedto
succeedand
grow…evenifthat
meansdifferent
studentsget
differentwork
Tailoring
instructionto
meetthevarying
learningneedsof
adiversestudent
body.
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Good Differentiation is NOT…
…just “different.”
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DifferentiationisNOT…
Tomlinson
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DifferentiationisNOT…
Aonce-in-a-bluemoon“event”
Aneverydaynecessity
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9
Math
•ExitCard:Studentsweregiven3wordproblemsandasked
tosetupandsolveeach
•Pattern:Studentseither“Gotit”(setupandandsolvedall
3correctly)or“MadeErrors”(ineithersetuporinsolving;
notallthesameerrors)
GoodDifferentiationisNOT…
...just“more”vs.just“less”.
.
•Task1:Yousolvedalloftheseequationscorrectly.Now
makeupthreeequationsforotherstosolve:onethat’s
harderthanthoseyoujustsolved,onethat’sataboutthe
samelevel,andonethat’seasier.
•Task2:[This#]oftheequationsthatyousolvedare
incorrect.Findtheincorrectsolutionsandfixthem.
*AdaptedfromWiliam (2011).EmbeddedFormativeAssessment
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GoodDifferentiationisNOT…
GoodDifferentiationisNOT…
Appetizingvs.Unappetizing
...relegating students to static ability
groups
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13
HighExpectations…
StudentswillUNDERSTANDTHAT…
◦ Metaphorsandsimilesallowustocommunicate meaningin
waysthatnormallanguagecannot.
◦ Metaphorsandsimilescommunicate ideasbymaking
sensoryconnections.
StudentswillKNOW…
◦ Definitionsofmetaphor,simile,figurativelanguage,imagery,
stanza,couplet,freeverse
StudentswillBEABLETO…
◦ Usemetaphorsandsimilestoconveydescriptions
◦ Writeinagivenstanzaformat
EXITCARD(previousclass)
Name:_____________________________Period:________
1. Whatisa“metaphor”?
2. Giveatleasttwoexamples.
3. Explainwhysong-writersandpoetsusemetaphors.
Warm-up Journal Prompt:
Describe yourself in such a way that someone who had never
met you would feel as though they know you well.
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“ME” Metaphor Poem
1.Comb your journal entry and circle the descriptions of yourself that you
believe are the most important.
A
2.Choose something to compare yourself to that captures all of these
aspects of your personality. It can be something abstract, something in
nature, a machine of sorts, a song, a force, a color—the only thing it
CAN’T be is another person.
3. Write a poem comparing yourself to what you chose in step 2 – without
using “like or ““as”. Strive for at least 4 stanzas (line lengths in stanzas can
vary). Let us see the real you.
“ME” Metaphor Poem
1.Comb your journal entry and circle the descriptions of yourself that you
believe are the most important.
B
2.Now think of things that are like each of those aspects of your
personality. These things can be abstract, from nature, electronics, colors,
etc. —the only thing they CAN’T be are people.
3. Write a poem made up of couplets – one couplet comparing yourself to
each thing you chose in step 2 – without using “like or ““as”. Strive for at
least 6 comparisons. Let us see the real you.
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I am a powder keg
My anger builds until someone
makes it explode.
I am an eraser –
Eliminating all the bad thoughts
from my mind.
I am a puppy –
Loyal and friendly to those I love
I am an ant –
Everyone looks down on me.
I am nothing –
No one can see me.
But I am something –
Brilliant and intelligent.
Who am I?
Powder keg, eraser, puppy, ant,
nothing, and something.
I am
Me.
~April ~
7th Grade
I am Love –
I am cherished.
I am looked for often,
But seldom found…
I am Love –
sometimes sweet,
But always with the potential
To bite you in the back…
I am Love –
Oh-so-precious,
But you’d better believe you can see
The ugly side of me…
I am Love –
A big heart full of joy,
A calm, quiet day with
a big storm brewing,
A bird soaring higher and higher
Into that dangerous sky.
~Jasmine~
7th Grade
Equally Respectful?
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19
TalkwithanElbowPartner
WorkshopDrivingQuestions
•Whatwasaffirmed
foryou?
•Whatsurprised
you?
•Whatchallenged
you?
Whatisdifferentiation?Whatareits
foundationalprinciples?
Howcanwediscoverstudentneeds– both
asagroupandasindividuals?
Howcanteachersdifferentiateforstudent
readiness,interest,andlearningprofile?
Howcanteachersmanagedifferentiation
andmakeit“work”?
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YouChoose
Writea“Wikipedia”
styledefinitionof
differentiationthatyou
feelclarifiesitskey
intent,elements,and
principles— inother
words,adefinitionthat
couldclarifythinkingin
yourschool/classroom.
Usethe”seealso”
option,ifyou’dlike.
1. Pick a column
2. Think and write silently
3. Be ready to share when time is called
• Explaintoateacher
newtothefieldwhat
differentiationisin
termsofwhats/he
wouldbedoinginthe
classroom– andwhy.
Theexplanation
shouldhelpthe
teacherdevelopan
clearpictureofwhat
differentiationlooks
likeinaction.Youcan
writethemanote,if
youwant.
NextSteps
• Developa
metaphor,analogy,
orvisualsymbol–
evenalogo– that
youthink
representsand
clarifieswhat’s
importantto
understandabout
differentiation’skey
intent,elements,
andprinciples.
1. Movetotheareaoftheroomassignedtoyour
number/choice.
2. Inthatareaoftheroom,findapartner.Share
andcompareyourwork.Thenfindanother
partnerandshareagain.
3. Makesureyoudiscusssimilaritiesandareasof
overlap.
Adapted From Carol Tomlinson, 2006
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Triarchic Teaching- Sternberg
Directions
4. Wheninstructed,moveintoamixedpairortrio.
5. Inturn,sharewhatyourtaskwasandhowyou
responded.Noteareasoveroverlapandareasof
distinction.Payparticularattentiontothecontentof
youranswersratherthanhowyoucommunicated
thatcontent.
Analytical
Intelligence
Practical
Intelligence
6. Returntoyourhometablesandidentifycommon
pointsofagreementaboutwhatdifferentiationis
andisnot.
Creative
Intelligence
7. Now,compareyourthinkingwiththegraphic
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TriMind HistoryPrompts
Tri-MindExample– Geometric
Sequences(HeatherWaller)
Option1Option2Option3
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
Tri-Mind:EvaluatingaScientificArgument/Claim
AnalyticalThinking Task
CreativeThinkingTask
PracticalThinkingTask
Useachart,diagram,or
tabletodepictand
analyzethestrengths
andweaknessesof[this
author’s/scientist’s]
scientificclaims,
evidence,and
reasoning.Includean
explanationthatreflects
youranalysisand
supportsthe
conclusionsyou’re
drawing.
Imagineyouare goingto
interview[this
author/scientist] onyour
radioorTVshow
regardingthescientific
claimsandevidenceinthe
articleyouread.Generate
alistofquestionsthat
probehisclaims,evidence,
andreasoning.Explainwhy
youareaskingeach
question—thatis,whatin
orabouttheargumentis
promptingyoutopose
eachquestion.
Takeonthevoiceof
someoneimpacted by
this [author’s/
scientist’s]claimand
createaresponsethat
eithersupportsor
refutestheclaim.In
eithercase,besureto
situatetheclaimin
realityandprobehis
claims,evidence,and
reasoningaccordingly,
explainingwhy youare
supportingor
challengingthem.
Dr.JessicaHockett ‘13
FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferentiatedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.
TriMind Example:Characterization
DirectandIndirectCharacterizationin“TheNecklace”– RebeccaBunker
Analytical
•
Analytical: Compareand •
contrasttheprotagonist
Mathilde Loisel toher
husbandMonsieurLoisel.
Describebothofthem
usingdirectandindirect
characterization.You
mustuseexamplesfrom
thetexttosupportyour
response.Youmayeither
writeyourresponseor
presentyourfindingsina
diagram.
Creative
Creative: Pretendyou
areMonsieurLoisel.
Howwouldyou
describeyourwife
Mathilde Loisel?Use
directandindirect
characterizationto
describeher.Youmust
useexamplesfromthe
texttosupportyour
response.Besureto
take onMonsieur’s
voiceinyourresponse.
Practical
•
Practical: Thinkofoneof
yourfriends.Describe
himorherusingboth
directandindirect
characterization.Isyour
friendmoresimilartothe
protagonistMathilde
Loisel orherhusband
MonsieurLoisel?How
aretheysimilar?You
mustuseexamplesfrom
thetexttosupportyour
response.
Teacherscandifferentiateaccordingtostudent
Book:pp. 216-222
Tri-Mind
• ASTRATEGYFORDESIGNINGINSTRUCTIONAL
TASKSANDASSESSMENTSTHATCONTAIN
ANALYTICAL,PRACTICAL,ANDCREATIVE
ELEMENTS
Readiness
Interest
when
thegoal
is
when
thegoal
is
Academic
Growth
Motivation
LearningProfile
when
thegoal
is
Efficiency
BasedonTomlinson,2014
31
Tomlinson,2014
Differentiation
Community=
isateacher’sproactiveresponsetolearnerneeds
Differentiation’sAffectiveFoundation
shapedbymindset
andguidedbygeneralprinciplesofdifferentiation
BuildingClassroom
Community
High-Quality
Curriculum
Ongoing
Assessment
FlexibleGrouping
&Management
TeachingUpthru
RespectfulTasks
Teacherscandifferentiatebyadjusting
Process
Content
The“stuff”that
studentsgrapplewithto
reachthelearninggoals
Howstudentstakeinand
makesenseofthe
content
Product
Howstudentsshow
theirknowledge,
understanding,andskill
accordingtopatternsinstudent
Readiness
Whereastudentisinhis
orhergraspoflearning
goalsatacertainpoint
intime
Interest
Passions,affinities,
kinshipsthatmotivate
learning
usingavarietyofstrategies.
LearningProfile
Howastudentprefersor
seemstolearnbest
32
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SurveySays!
ContentAreaConnections
üFormasub-groupof3people.
•Math
• FactFacts
• PieCharts
üAssigneachgroupmembertostudyoneof
thetheinventoriesonthefollowingpages
§ Page12
§ Page13
§ Page88
•Science:
• MyPeriodicTable–
TheElementsofMe
• ATopographicalMap
ofmyLife
• MyPersonalEcosystem
üBereadytosharewhatportions/items
wouldbegoodforyourstudent.
üShareyourimpressionsinturn—andadd
yourownideastothoseofyourcolleagues.
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•SocialStudies:
• UnearthingMe:My
PrimarySourcesand
Artifacts
• ATimelineofmyLife
•LanguageArts:
• Soundtrackofmy
Life
• PersonalCrest
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36
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InterestPre-Assessment
DesignaPieChart toshowwhatyou’reinterestedinMakeatleast5
sections;representyourinterestsindecimals,fractions,andpercents.
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PieChartstobeusedlatertointroduce
PercentagesandProbability
PieChartsusingPaperPlates– Alsoa
Pre-AssessmentonPercentages
ThisAssessmentisalignedto
JFHMS– 7th Grade
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40
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8
Me-Graphs
SampleMeGraph- Jake
7
•ListitemsonX-axis
6
• Classitems(all)
• LowStressitems(all)
• Personalchoiceitems(individual)
5
4
•Yaxisrepresentsstudent’sskill/comfortlevel
3
•PostGraphsandmakecommentsandgeneralizations
2
•Adaptasyearprogresses
1
0
ReadingforFun ReadingforInfo
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CAT– UVA‘03
Communityisnotjust
aboutTeacherand
Student;rather,it’sabout
StudentsandtheirPeers
BUILDINGCOMMUNITY
Writing
RoomClean
September
Studying
BeingaFriend Choice1:Soccer
December
Shake‘n’Share
Astrategyforengaginglearnersin
quickconversationarounddifferent
aspectsofatopicorconcept.
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Choice2:
Madden
GreetingQuestion:
CatsorDogs?
ExplainIt
Explainwhy
teaching/leadingin
schoolsisharder
thanitlooks.
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GreetingQuestion:
HavePerspectiveOnIt
iPhoneorAndroid
Discusstheadvantages
ofacollaborative
classroomfromthe
perspectiveofaparent
orstudent.
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GreetingQuestion:
SaltyorSweetSnack?
InterpretIt
Howisteachinglikepopping
popcorn?Whatelseisitlike?
(Makeametaphor.)
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GreetingQuestion:
EmpathizeWithIt
RainyDays– ThumbsUPorDOWN?
Whymightcollaborative
classroomsbedifficultfor
somestudents?
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GreetingQuestion:
DisneyLandorDisneyWorld?
(ORCaliforniaorFlorida)
Self-ReflectOnIt
What’sonethingyounowknow
aboutmanagingactiveclassrooms
thatyouwishyouwould’veknown
onyourfirstday?
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Interpret
Howisacell likea
car?Whatelseisit
like?
HavePerspectiveOn
Howandwhyare
plantandanimal
cellssimilarand
different?
Empathize
Putyourselfinthe
shoesofacell
membrane.What
wouldyou“letin”?
Notletin?Why?
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Turn 1:Chooseone
wordtodescribeyour
weekend.Explain
whyyouchosethis
word.
Turn2:What’syour
Turn3:Howisschool
favorite thingfor
likeashoppingmall?
breakfast?What
Whatelseisitlike?
makesitthebestthing
forbreakfast,inyour
opinion?
Turn4:“Idon’tknow
knowhowto
___________,butI
thinkitwouldbecool
tolearnto
_______because….”
Turn5: Whatthree
thingsdoyouwish
youhadknownabout
[lastyear’sgrade
level]thatyouknow
now?
Turn6: What’sone
thingyouwoulddo
to improvethe
physicalenvironment
ofthisclassroom?
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Shake‘n’SharePrompts:ScienceReview
Explain
Explainwhatacell
isandhowitworks.
Usethewords
balance,system,
structure,and
functionifyoucan.
Shake‘n’SharePrompts:Community-Building
Apply
Whatwouldhappen
tootherstructuresin
acell ifthenucleus
stoppedworking?Be
specific!
Self-Reflect
Howcouldyoubest
showwhatyou
understandabout
cell transport?
BasedonWiggins&McTighe’s SixFacetsofUnderstanding
Discusshowyoumight
usethisinyour
classroom.
Whatarethebenefits?
Shake‘n’Share
Astrategyforengaginglearnersin
quickconversationarounddifferent
aspectsofatopicorconcept.
©2016BYDOUBET&HOCKETT
FastFacts! !
AliCurwin
(1) Usetheindexcardstoprovidethefollowinginformationaboutyourself:
2+(2-3)+4ofyour
favoriteactivities
outsideofschool
4-(i4)wordsto
describeyou
300x10-2 ofyour
favoritebooks
80+1thingsyouplan
todoafterhigh
school
(2)Next,inyourquad,compareyouranswersthenumbersolutionsfor
eachprompt.Makeanynecessaryrevisions.
(3)Asagroup,createafour-wayVennDiagramthatdepictsthesimilarities
anddifferencesamongyou.(Rememberthatyourcardsarea“hands-on”tool!)
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AliCurwin
©2016BYDOUBET&HOCKETT
GraffitiWall
AttendanceQuestions
Teacherwritesaphrase,topic,orcategoryontheboard.
Studentsrespondwithideasandperspectives.
Assoonasthebellrings,Carsonbeginstakingattendancewithan
“attendancequestion.”Thequestionchangeseveryday.Studentsrespond
whenshecallstheirnameswiththeirresponsetotheday’squestion,and
perhapsabriefjustificationfortheirresponse.“Okay,people,thisisabig
onetoday.Definitiveanswer.CokeorPepsi?”Onanotherday,shebegins,
“Okayfolks,you’vejustbeengivenasamplerboxofRussellStovercandy,
butthemapismissing.Youbiteintoapieceandmuchtoyourdismay,find
outyou’vechosena______________.”
Beforelong,thestudentsbringherslipsofpaperandwhisper,“Here’san
attendancequestion.Thisisareallygoodone.”
“IlovetheideathatIstartoffallmyclasseswitheverykidspeaking,every
kidhavingarightanswer,rightaway,”explainsCarson.“Andthentheyalso
starttomakeconnectionsaroundtheroom.”
Tomlinson,C.A.&Doubet,K.J.(2005).You’vegottoreachthemtoteachthem.
EducationalLeadership,62(7),8-15.
FromtheclassroomofJulieMallory,EvanstonTownshipHighSchool
55
Kelly’sTwist
WorkshopDrivingQuestions
Whatisdifferentiation?Whatareits
foundationalprinciples?
Howcanwediscoverstudentneeds– both
asagroupandasindividuals?
Howcanteachersdifferentiateforstudent
readiness,interest,andlearningprofile?
Howcanteachersmanagedifferentiation
andmakeit“work”?
KellyFreehill– ViaTwitter– September7,2012
59
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Interaction=
TeaParty
Differentiation’sSocialFoundation
•
•
•
You’llformgroupsaccordingtothecolorof
yourcard.
Meetinthecorrespondingareaoftheroom.
Staystandingwhenyougetthere!
Frontoftheroom
Blue
Pink
Purple
Orange
Green
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TeaParty:WeThink…
TeaParty
•You’llhave30-45secondstoshare
what’sonyourcardsandmake
predictions,askquestions,etc.
•Whentimeiscalled,pairupwithanew
groupmember(same-coloredcard)andrepeat
theprocessuntilnotified.
•Makesureyoureferencethepreviouscard(s)
you’veseenineachnewgrouping/discussion
Asasmallgroup,writeabrief
“Wethink”statement that
predictswhatthearticlemightbe
aboutandwhy.
“Wethinkthisarticleisabout…
because…
•Returntoyourtablewhentimeiscalled.
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ReadtheArticle
Asyouread,usetheseLogographicCues:
◦ =Iknewthat!
◦ =Importantinformation/statistic/quote
◦? =DebatableorQuestionableidea
◦! =Interesting...Iwanttoexplorethis
◦
further
After youread:
• Goback andunderlinethephrasesfromthecolored
cards.
• Whatdidyoupredictedcorrectly?Whatsurprised
you?
• Bereadytodiscusswithyourgroup.
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Discussion
Connections:Whatconnectionsdoyoudraw
betweenthisstudy/articleandyourownlifeor
learning?
àß
Challenge:Whatideas,positions,orassumptionsdo
youwanttochallengeorarguewithinthe
study/article?
Ο
Concepts:Whatkeyconceptsorideasdoyouthink
areimportantandworthholdingontofromthe
study/article?
Δ
Changes:Whatchangesinattitudes,thinking,or
actionaresuggestedorreflectedbythe
study/article, formiddleandhighschoolteachers?
©2016BYDOUBET&HOCKETT
MakingThinkingVisible(2011),Ritchhart,Church,andMorrison
65
1. Make aclaimandexplain your
rationale.Saywhatyouthink,andwhy.
ThemostimportantthingI
learnedtodayis__________
Because:_________________[
3.Makea counter-claimorprovide
evidencethatchallengestheclaim. Inthis
box,make aclaimorprovideevidencethat
arguesagainstwhatiswritteninboxes1
and2.
Iseeyourpointbut_____________
2.Addorsupportingevidenceforthe
claim. Readyourpeer’sclaim.Inthisbox,
addsomethingthatwouldsupport that
claimormakeitstronger.
Pretendtoagreeandaddmore
evidence/support
4.Add your“twocents.” Readwhatis
writteninthethreeboxes.Addyour
opinionandyourreasoninginthisbox.
Closehoweveryouwouldliketo.
1.Solve theproblemandshowhowyou
solvedit.
3. Provideanotherwayofsolvingthe
problem. Solvethisprobleminawaythat’s
differentfromtheprocessusedinBox1.
3.Makea counter-claimorprovide
evidencethatchallengestheclaim. Inthis
box,make aclaimorprovideevidencethat
arguesagainstwhatiswritteninboxes1
and2.
66
2.Check thesolution.Reviewtheprocessand
solutioninBox1.Givetworeasonsyouthinkit
iscorrectorincorrect.
4.Detect errorsandmisconceptions. Noteany
errorsormisconceptionsyouseeinBoxes1,2,
or3.Ifyoudon’tseeany,explainwhyyou
agreewithwhatiswritten.
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Themostpowerful/important
portionofthistextis__________
Because:_________________
[explaintheidea’svirtues]
Youcanpointoutweaknessesinthe
portionorsuggeststrengthsofa
differentportion.Includeyourown
ideasand/orcitethosefromthe
readings.
Haveyouconsidered___________
©2016BYDOUBET&HOCKETT
1. Make aclaimandexplain your
rationale.Saywhatyouthink,andwhy.
68
2.Addorsupportingevidenceforthe
claim. Readyourpeer’sclaim.Inthisbox,
addsomethingthatwouldsupport that
claimormakeitstronger.
Youcanincludeyourownideasand/or
citethosefromthereadings.
4.Add your“twocents.” Readwhatis
writteninthethreeboxes.Addyour
opinionandyourreasoninginthisbox.
Youcanincludeyourownideasand/orcite
thosefromthereadings.
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67
Now…
§ Readwhatwaswrittenyour
ownpaper.
§ Inyourgroup,identifythe2-3
strongestargumentsor
points.(Itdoesn’tmatterwho
wrotethem.)
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Book:p.96
Book:p.118-119
LOGOGRAPHICCUES
TeaParty(a.k.a.PuzzlePieces)
ASTRATEGYTHATINVITESSTUDENTSTO
ENGAGEWITHORSTUDYSMALLPIECESOFA
TEXTTHEY’LLBEREADINGTOBUILD
INTERESTINWITHANDMAKEPREDICTIONS
ABOUTTHETEXT(BEERS,2002)
ASTRATEGYDEVELOPEDBYKYLENE BEERS(2002)IN
WHICHSTUDENTSCOMEUPWITHVISUALSYMBOLS,
ORLOGOGRAPHS,TOSERVEASSIGNPOSTSINTHEIR
READINGTHATALERTTHEMTOIMPORTANTASPECTS
OFTHETEXTORNARRATIVE.
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Book:pp.132-134
DebateTeamcarousel
ASKSSTUDENTSTOENGAGEINTHEPROCESS
OFCLAIM/COUNTERCLAIMWITHEVIDENCE
(INCLUDINGTEXTUALSUPPORT);ALL
STUDENTSBOTH“ TALK”AND“LISTEN”
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Adifferentiated
classroomisfirst
aninteractive
classroom.
©2016BYDOUBET&HOCKETT