DI in a Whole-Group Setting

Differentiating Instructionin a Whole-Group Setting : 

Differentiating Instructionin a Whole-Group Setting

Word TossPage 82 : 

Hollas, B. (2005) Word TossPage 82 Assessment Early Readiness Student Engagement Questioning Flexible Grouping Tiered Instruction Tone RTI

What is Differentiated Instruction? : 

What is Differentiated Instruction? It’s consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas

Slide 8: 

Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching! Wormeli, R., 2005

Slide 10: 

Student Engagement Assessment Flexible Grouping Questioning Differentiated Instruction in a Whole Group Setting

When Differentiating You Must Know . . . : 

Hollas, B. (2005) When Differentiating You Must Know . . . each child’s readiness level. early readiness readiness advanced readiness each child’s interests. (p. 138) how each child learns best. (p. 139) how the child feels about the classroom, him/herself, and learning. Toonaday.com

Let’s Make an Appointment! (8) : 

Hollas, B. (2005) Let’s Make an Appointment! (8) 8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ Random Random Random 7:00 Peer Tutor 9:00 Peer Tutor 11:00 Similar Ability 1:00 Similar Ability

Partner Reading : 

Partner Reading List your students from advanced to emergent readers . . . John Sally Ginger Tom Libby Samantha Jane Tim

Partner Reading : 

Partner Reading Divide the Class In Half . . . John Sally Ginger Tom Libby Samantha Jane Tim John, Libby Sally, Sam Ginger, Jane Tom, Tim

Memory Pathways : 

Jensen. E. (2007) Memory Pathways Semantic Procedural Memory Episodic Emotional

Common Household Items : 

Common Household Items Refrigerator 11. Television Toaster 12. Bed Can Opener 13. Couch Lamp 14. Diamonds Frying Pan 15. Maid Spatula 16. Washing Machine Laundry Soap17. Dishwasher Toilet Paper 18. Pencil Vacuum 19. Microwave Radio 20. Chocolate

Memory Pegs : 

Memory Pegs Sun I See Triangle Hot Stove Starfish Sticks 7-UP Snowman Line Hen Fence Eggs Black Cat Love 15 Minutes of Fame Drive Magazine Vote Remote 20/20 Vision Adapted from: Rich Allen (2008)

Storytelling : 

Storytelling Stories provide a script for us to tie information to our memory. (Markowitz & Jensen, 1999) Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997) Marcia Tate (2003)

Mineral Hardness Scale : 

Allen, R. (2008) Mineral Hardness Scale Talc Gypsum Calcite Fluorite Opalite Feldspar Quartz Topaz Corundum Diamonds

Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri : 

Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).

The Weighty Word Book : 

The Weighty Word Book

Mnemonic Devices : 

Mnemonic Devices Mnemonics create links or associations between new information the brain is receiving and information already stored in long-term memory. (Wolfe, 2001) Mnemonics help activate the creation of stronger neuro-links in the hippocampus, which are essential to short- and long-term memory. (Jensen, 2001)

Mnemonic Devices : 

Mnemonic Devices HOMES

ROY G BIV : 

ROY G BIV Repetition Oxygen Yearning for Meaning Glucose Bias Attention Intense Emotion Variety of Word Tools

Movement : 

Movement Movement involves more of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001) Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999)

Slide 29: 

Missouri Iowa Illinois Kentucky Tennessee Arkansas Oklahoma Kansas Nebraska

Show-Don’t Tell (15) : 

Show-Don’t Tell (15)

Snowball Fight (16) : 

Hollas, B. (2005) Snowball Fight (16)

Slide 32: 

Please do NOT write your name on your paper. Does McDonalds Serve Cheese Burgers?

Vocabulary on the Move (13) : 

Hollas, B. (2005) Vocabulary on the Move (13)

What’s My Name? (19) : 

Hollas, B. (2005) What’s My Name? (19)

Circle the Category (20-21) : 

Hollas, B. (2005) Circle the Category (20-21)

Slide 36: 

Allen, R. (2007) TONE Bring Your Teaching SPACE to Life!!

Music, Rhythm, Rhyme and Rap : 

Music, Rhythm, Rhyme and Rap Music activates and synchronizes neural networks which increase the brain’s ability to reason spatially, think creatively, and perform in generalized mathematics. (Jensen, 2001)

Slide 38: 

The Liberty Bell . . . Here’s a story Of the Liberty Bell It cracked the first time it was rung. They tried to fix it; it cracked again; It weighed at least a ton! Then one day while the bell was in Pennsylvania, People saw it and thought how they were free The crack . . . . was just like America We struggled for liberty The Liberty Bell! . . .ding! The Liberty Bell! . . .ding! That’s the way . . . . . it became the Liberty Bell! Ding da ding ding!

Roman Numerals : 

Roman Numerals I II III IV V VI VII VIII IX X XI XII XIII XIV XV XVI XVII XVIII

Question to Ponder : 

Question to Ponder What’s more important, the question or the answer?

Use More Questions Than Answers : 

Jensen, E. (1997) Use More Questions Than Answers The brain is more receptive to questions than answers. Allow students to generate questions. How and why questions require more thought than who and what questions.

Hmmm… : 

Hmmm… On average, teachers ask 80 questions each hour. AND . . . Students only ask TWO (Kagan, 1999).

Give Me Five!Five Critical Questions to Ask While Reading (34) : 

Hollas, B. (2005) Give Me Five!Five Critical Questions to Ask While Reading (34) What mental pictures do I see? (Visualization) What does this remind me of? (Connection) What do I know, even though I wasn’t told this information in the text? (Inference) What might happen next (Prediction) What was this mostly about? (Summarization)

Slide 44: 

Questioning

Slide 46: 

By: Howie Schneider

Summarizing : 

Summarizing Who: Chewy Louie What: Chewed everything When: All the time Where: Everywhere Why: He was a puppy How: Happily Review components of a summary. Most summaries include the who, the what, the when, the where, the why and the how.

Slide 48: 

Let’s try a 16 word summary. ,a puppy, What kind of puppy? ,a little black puppy, How did he chew? happily his Write a concise summary … and then STRETCH it out.

Slide 49: 

Chewy Louie, a little black puppy, happily chewed everything in his sight until he grew up. Sixteen Word Summary

Adjectives Answer: : 

Adjectives Answer: What kind? Which one? How many? Adjective What kind of puppy? Add gestures. Snap what kind Snap which one Clap how many Shake your body while saying, “Adjective.” little black

Adverbs Answer: : 

Adverbs Answer: HOW did you punch him? WHEN did you punch him? WHERE did you punch him? Go to the OFFICE! Adverb. How did he chew? Add gestures. Pretend to ‘punch’ the air three times while saying, “When did you punch him? How did you punch him? Where did you punch him?” Then, pause … make a thumb motion to the office and say, “Go to the office! Adverb.” happily

Q.A.R. : 

Q.A.R. QAR (Raphael, 1982, 1984) In The Book In My Head Right There Think & Search Author and Me On My Own

Q.A.R. (43) : 

Hollas, B. (2005) Q.A.R. (43) Right There: How is a batting average calculated? Think, Search, Find: How are batting averages used? (answer several places) Author and Me: How much higher is Player C’s batting average than Player A’s? On My Own: Are you a baseball fan? Explain.

Anticipation Guide If You Hopped Like a Frog : 

Cunningham, P., Hall, D., Cunningham, J. (2000) Anticipation Guide If You Hopped Like a Frog ____ If you were as strong as an ant, you could lift a bus. ____ If you ate like a shrew, you could eat 50 hamburgers every hour in a day. ____ ____

NONFICTION : 

NONFICTION BEFORE AFTER _____ Chlorophyll is green. _____ _____ The stomata allow oxygen _____ to exit through the topside of leaves. _____ Photosynthesis is a process_____ that changes oxygen into sugar.

SEQUENCING : 

SEQUENCING BEFORE AFTER ____ Civil War ____ ____ Revolutionary War ____ ____ Gulf War ____ ____ War of 1812 ____ ____ World War II ____

Slide 63: 

What Looks Right?

What Looks Right? : 

What Looks Right? sweet neet seet sheet cheet street sleet meet feet beet eat neat seat sheat cheat streat sleat meat feat beat XXX XXX XXXX XXXX XXXX XXX homophone: a word pronounced the same as another but differing in meaning, whether spelled the same way or not, as heir and air. www.dictionary.com feat: accomplishment

Games : 

Games Play speeds up the brain’s maturation process since it involves the build-in processes of challenge, novelty, feedback, coherence and time. (Jensen, 2001) The effectiveness of a game is enhanced when students actually help to design or construct it. (Wolfe, 2001) http://cherylsclassroomtipsdi.blogspot.com/2008/11/petes-powerpoint-station-free-resource.html

I Have . . . Who Has??? (40) : 

Hollas, B. (2005) I Have . . . Who Has??? (40) Toonaday.com www.teacherpage.com/classroomtips

Slide 67: 

Guess the Covered Word Phonics Lesson Written by: Laurence Pringle Illustrated by: Meryl Henderson

Slide 68: 

Whale Shark

Slide 69: 

The biggest sharks in the oceans are gentle creatures with tiny teeth. The whale shark, basking shark, and the smaller megamouth shark all eat small animals and plants called plankton. The sharks swim along with their huge mouths open. All of the drifting plankton are engulfed, filtered from the water, and swallowed.

Slide 70: 

Basking Shark

Slide 71: 

Megamouth Shark

I Do Have a Question! (33) : 

I Do Have a Question! (33)

Jigsaw : 

Jigsaw Base Group: Expert Group: Number Ones: Cubing and Blooms (38) Number Twos: Question-Tac-Toe (44) Number Threes: D.E.A.Q. (45) Number Fours: T.H.I.N.K. (Page 46)

Trading Cards : 

Trading Cards

Three-Step Interview : 

Three-Step Interview

Three-Step Interview : 

Three-Step Interview Students interview a partner and each then share with teammates what they learned. Teacher poses interview topic, states duration of the interview, and provided think time. In pairs Student A interviews Student B. Pairs switch roles: Student B interviews Student A. RoundRobin: Pairs pair to form groups of four. Each student, in turn, shares with the team what he/she learned in the interview.

Types of Groups : 

Hollas, B. (2005) Types of Groups Whole Group Heterogeneous Groups Homogeneous Groups Independent/ Individual Work

Tiered Assignments : 

Tiered Assignments Tiering is a differentiated instructional planning strategy that enables educators to teach one concept at multiple levels of complexity based on student readiness levels. www.cherylsclassroomtipsdi.blogspot.com Early Readiness Readiness Advanced Readiness

Developing a Tiered Assignment : 

Developing a Tiered Assignment Know: Understand: Be Able to Do:

I’m done . . .What do I do now?? : 

Hollas, B. (2005) I’m done . . .What do I do now?? What are anchor activities? specified ongoing activities on which students work independently ongoing assignments that students can work on throughout a unit Why use anchor activities? provide a strategy for teachers to deal with “ragged time” when students complete work at different times they allow the teacher to work with individual students or groups provides ongoing activities that relate to the content of the unit allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom

Anchor Activity Ideas : 

Hollas, B. (2005) Anchor Activity Ideas Anchor Activities . . . Silent Reading 4-6-8 – Page 69, 137 R.A.F.T. – Page 70, 71 Magazine Pictures – List nouns Add adjectives Verbs Add adverbs

Think-Tac-ToePage 136 : 

Think-Tac-ToePage 136

4-6-8 : 

4-6-8 Characters Setting Events Britney Spears Mall Losing $ Martha Stewart Beach Dancing Brad Pitt Jail Kayaking Paris Hilton Movies Party Park Shopping Football Game Gambling Teaching Boating

R.A.F.T.Page 70 : 

R.A.F.T.Page 70 Role Fraction Teacher Reporter Songwriter Audience Decimal Students Public Singer Format Love letter Friendly letter Business letter Rap Topic Explain Relationship Book Talk Causes/effects of the current economic situation Economics

Slide 87: 

Tiered Assignments: http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html http://wblrd.sk.ca/~bestpractice/tiered/index.html Mnemonic Devices: http://www.rebeccastmartin.com/mnemonicdevices/index.htm A Plethora of Differentiated Instruction Sites: http://www.internet4classrooms.com/di.htm Exit Slip Ideas: http://www.saskschools.ca/curr_content/mathcatch/mainpages/assess_tools/exit_q uestions.html Layered Assignments: Nunley, Kathie F., Six Simple Steps to Layered Curriculum™ http://help4teachers.com http://help4teachers.com/samples2.htm Curriculum Compacting PowerPoint: http://www.mcps.k12.md.us/curriculum/enriched/giftedprograms/curriculumcompacting.shtm Grouping Slide: http://wvde.state.wv.us/reading/reading-module/H%20- Intervention/8.7Grouping%20Practices.doc Free Timers: http://www.interventioncentral.com/timers.php Jokes: http://www.jokes4teachers.com Games: -- Great for SMART Boards http://www.quia.com/pages/hostetterlinks.html http://jc-schools.net/tutorials/PPT-games/ Classroom Website: If you have time to navigate this site . . . it’s AMAZING and has TONS of freebies. http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/ Carol Tomlinson’s Differentiated Instruction article http://www.learner.org/channel/workshops/socialstudies/session5/explore.html Click on the “Mapping the Route to Differentiated Instruction” article.

Assessment : 

Hollas, B. (2005) Assessment Pre-assessment: Determine students’ prior understanding and readiness for the content. Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth. Summative Assessment: Making sure they’ve reached the goals that have been set.

Slide 89: 

Pre-assess Instruction/ Formative Assessment Summative Assessment Data Analysis Remediation/ Enrichment The Teaching Wheel

Do You Need More Information? : 

Do You Need More Information? The first 10 are multiple choice, simple recall questions. The student gets them all right. Numbers 11-15 are constructed response, complex questions that were explicitly taught. The student gets them all right. Numbers 16-20 are also constructed response, but they’re application questions that go beyond what was taught. The student misses four of them.

Scoring Guide : 

Scoring Guide 4 – In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. 3 – No major errors or omissions regarding the information. 2 – No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0 – Even with help, no understanding or skill demonstrated. Modified from: Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

Formative Assessment Link : 

Formative Assessment Link www.cherylsclassroomtipsdi.blogspot.com

Think About This . . . : 

Adapted from Marzano, R. Think About This . . . There are twenty problems on a test. The student misses four of them. What’s his/her score?

Word TossPage 82 : 

Hollas, B. (2005) Word TossPage 82 Assessment Early Readiness Student Engagement Questioning Flexible Grouping Tiered Instruction Tone RTI

Learning Logs and Response Journals (90) : 

Hollas, B. (2005) Learning Logs and Response Journals (90)

Exit Cards (87) : 

Hollas, B. (2005) Exit Cards (87)

A Special Thank You to: : 

A Special Thank You to: Betty Hollas: Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books Eric Jensen: www.jlcbrain.com Rich Allen: http://www.greenlighteducation.net/ Dorothy Hall: www.wfu.edu/fourblocks Phillip Martin http://www.pppst.com/ Ron Leishman www.toonaday.com