Build+a+definition+of+DI

Pictures that groups drew to define DI, on day three:









//Chapter 4 in Integrating Differentiated Instruction//** Yesterday, our small group discussion focused on one teacher's question: how to offer curriculum that is appropriate for students at widely divergent skill levels. In our text, chapter 4 based on enduring understandings addresses this question precisely. That chapter reiterates the concept that teachers need to clarify the goals and understandings for their curriculum before they plan activities. "Curriculum based on enduring understandings is more flexible in its "entry points" fo students" (42). The chapter gives many examples and ideas for how to diversify content besides just giving advanced students more and other students less.
 * Respecting Students in Diverse Classrooms: How does a teacher accomplish this?

Here is what was written on our google form, Monday morning:

__How do I currently meet students’ varying learning needs in my classroom__?
Offering multiple options for completing projects, self-choice independent reading, basing class grades on multiple criteria that cover students' various areas of strength, using learning tools that appeal to multiple learning styles. Currently I attempt to used varied forms of instruction to meet the individual needs of each of my students. Each concept covered is done so in a couple different ways including: reading, writing, hands-on, thought-provoking and sometimes kinesthetic.

In 7th grade science, I have a relatively open ended style often. Students work as much as possible on their own or in groups. In groups, students help each other or work with a teacher or paraprofessional. If student are working alone, I can go around and offer more help for those students. Now, as for differentiated materials, I often write different worksheets and text that contain fewer sentences simpler text and write in a less abstract way. I also include more images in text for more challenged students.

1. apply multiple learning styles daily 2. pacing is differentiated 3. other learning modalities used (eg peer tutoring, varied groups, and more.........) Using different instructional methods to present material

Giving students options for how they demonstrate understanding Evaluating student work frequently to see who needs what

I provide both assessment choices and learning style choices for students. I have successfully taught a heterogeneously grouped elective for many years. - Allowing choice of projects/research subjects - Groupwork with different group roles, allows students to try out different roles - Emphasis on connections between material and students' own lives or experience

Try to address different learning styles. Have kids fulfill assignments with art, music, statistics etc. Kids sit where most comfortable unless it impedes their (or others) learning. approach everyone with respect and begin from people's strengths.

1. I present information/concepts in several different ways addressing different learning styles (for ex. visual, auditory etc.) 2. I seek to know my students as individual learners by reading their journal entries, communicating with them, etc. 3. If I use one assessment tool, I vary the types of questions/tasks in attempt to give all students all students an opportunity to succeed. 4. When I do major (unit) assessment, I present students with a choice so as to address different learning and communication styles.

I develop lessons and units which address different learning styles--visual, verbal and kinesthetic. Students will have opportunities to read, write, listen and speak (four strands of ELA) and will be evaluated on their abilities. Students are given opportunities to choose assignments which showcase their abilities.

I use different approaches to address the learning needs of my students. I work with all students to ensure they understand the concepts.

I provide both assessment choices and learning style choices for students. I have successfully taught a heterogeneously grouped elective for many years. In math, I adapt by allowing the fast and accurate workers to move on to enrichment or extra activities. I also utilize my math TA for pre-teaching and reteaching concepts for struggling learners.

In Reading, I have taught using homogeneous and heterogeneous small groups. I also used activities from the Literature Circles program, which allows students to respond to literature and show their knowledge using different strategies and methods (drawing a picture, writing a question, summarizing, etc.) I use graphic organizers,reteaching,visuals, immersion (when possible). I simplify instruction as much as possible. I am constantly looking for new approaches for each student.

**__What makes my classroom a good fit for students who either struggle to learn or learn with ease__?**
My class is highly structured, so all students know what is expected of them. Homework allows for free form answers in the student's own words. Projects are graded on a 5 criteria rubric, allowing students to focus on improving areas in which they are challenged. They are allowed to choose their own independent reading books and projects, so they can find their own level.

For those who learn with ease, it is a comfortable setting, because I leave room for a good amount of classroom discussion on tpics to offer students time to process information and expand upon what they already know/have learned. For those who have difficulty learning new concepts, each topic is followed up with another way of seeing the information, whether it be through a hands-on lab, a virtual field trip with all sorts of visuals, or a simple reading activity.

Group learning offers different modalities for different students. Students who shine can be leaders, while students who are less confident can learn from the others. I try to be less teacher centered, so students get time to work on their own or work with the teacher. 1. everybody is able to be on task and productive 2. emphasis on value of whole individual - not exclusive only to academics

Variety Heterogeneous student group work I provide a nurturing environment where students are encouraged to ask questions, to present their own ideas, to show off their talents, and to seek extra help.

- Opportunities to get extra help and to help each other - Graphic organizers with questions of varying depth (level 1, 2, 3) - Extension activities for students who finish quickly - rewards and commendation for strengths in a variety of areas (ex: visual representations, group work/leadership, drama, as well as - clear explanations of expectations (students have access to and interact with content maps)

I try to base the instruction around individual needs and skills. 1. That I do attempt to address different learning styles and try to find opportunities for success for even struggling students.

My classroom is a good fit for students who struggle because I model how to be successful. I make expectations clear to students and continually remind them how to be successful.

My classroom is a good fit for students who learn with ease because I provide opportunities for them to try new ways to learn. I develop lessons that will challenge them. Students who struggle to learn are given different ways to understand the materials presented. I introduce a variety of ways for the students to complete the tasks that are required of them. I provide a nurturing environment where students are encouraged to ask questions, to present their own ideas, to show off their talents, and to seek extra help.

I try to be aware of the students at those two edges of the spectrum, watching them for physical signs of boredom, disengagement, or frustration, and adjusting as I see fit. After a few months, it becomes easier to plan for these students, more intuitive.

I like our students to experience the concepts with as many modalities as possible.

__How do I already address different learning profiles and interests__?
My reading selections appeal to different student demographics, and I use learning tools that appeal to different kinds of learners. I attempt to address these different learning profiles through the varied methods of instruction explained above. This is difficult. Students have often different and limited interests, so providing instruction that works from those interests is a challenge. I try to relate what I'm teaching to things they know about already. There is always a connection. I hope that somewhere in the year, I hit on each student's intersts. (see answers to # 1 ) Allowing students to have choice in projects Offering mixture of forms of information (reading, listening, visual,skits,etc)I will provide a few examples: students in my Combined Classes are required to present an oral project. These can range from organizing a concert to presenting a coin collection to running a rugby game. In my elective classes, students can write poetry, draw, write an essay, craft a creative piece to reveal their knowledge. Opportunities to demonstrate learning in a variety of ways - in writing, visually, orally, through drama, etc. Teach using images, movies, games, drama... provide a range of texts, lessons, assignments, and ask students what they want to learn. See answer to first question See above. I try to incorporate the interests of my students into the classroom. I include examples that involve the students and they become quite engaged in the lesson. I will provide a few examples: students in my Combined Classes are required to present an oral project. These can range from organizing a concert to presenting a coin collection to running a rugby game. In my elective classes, students can write poetry, draw, write an essay, craft a creative piece to reveal their knowledge. I try to use a variety of a learning strategies to address all intelligence styles. I consider different interests as I provide independent reading time, meeting with students to learn about favorite genres. In math, I use games, hands-on activities, small group work, etc.

I do not control what happens in our classes; I can merely suggest

__How do I vary student groupings__?
Sometimes I assign groups, sometimes I select randomly, sometimes I allow students to self-select. I have assigned seating that deliberately mixes students so they are not just sitting next to friends, so partnered assignments are often between students who do not know each other well. At the present, I do not have much experience in student grouping. I do pair students in a thoughtful way that I believe will bring out the strengths of each individual, but I have not put much effort into grouping students in different ways for different activities. This is a DI concept that interests me greatly. I have different types of groupings Generally, I try to have heterogenous groups. I mix the sexes and mix abilities. On the other hand, if there is a group of particularly challenged students, I will seat them at the same seat with a dedicated para-professional who works with them. by interest, gender, like ability, unlike ability, personality, randomly, traditional coop teaching structures, student energy level, ' true colors', and more........

I usually form groups to make sure there are a mixture of ability levels and to avoid "bad" combinations (off task behavior). Sometimes students are grouped by topics chosen or a variety of random methods. I use a variety of formats. Sometimes I balance gender, sometimes, I ask students to choose a particular topic. Sometimes I draw names out of a hat.

I know students well enough to sometimes group them based on interest or friendship. Depends on purposes - with older students let them choose groups more often - Mix up groups so that students have many opportunities to work with others - Try to vary abilities within groups

sometimes it's random, sometimes students self-select, sometimes it's based on what they choose to pursue, sometimes I set them up. I change them all the time. It depends on the dynamics of the group and the learning task.

Depends on the situation. I change student groupings about every two-three weeks. I try to group students together so that a student who struggles is paired with a student who understands the concepts well. I use a variety of formats. Sometimes I balance gender, sometimes, I ask students to choose a particular topic. Sometimes I draw names out of a hat.

I know students well enough to sometimes group them based on interest or friendship.

In reading, I use both interest groups, strategy groups (kids who all need the same strategy work), reading level group, and choice literature groups. In math, I vary groups depending on physical location (turn to the person on your right, left), secure understanding of concept, etc.

In our classes, we often need to group according to personality and group dynamics which can change daily. Some of our students have disabilities that require each group to have scribe or reader.

__What I am hoping to learn and accomplish this week.__
New techniques on diversified instruction I am hoping to learn ways to group students and transition them with ease. I am also hoping to learn new strategies for teaching concepts to my students that I am not already utilizing. Most importantly, I am completely open to learning new ways to make sure 100% of the students in my classroom are learning at their greatest potential. I have been working on differentiated text, but have been doing it by the seat of my pants. I'm hoping that I can learn specific strategies and research that will better inform my decisions. I'm also hoping to learn a few tricks that will help me manage a classroom with different lessons at the same time. 1. increase tech proficiency: ipod 2. find sites to use within curric areas 3. investigate raz kids -- usefulness in differentiation To come away with some practical ways to better meet the needs of all my students. I like the idea of working with a particular unit so that what I learn has immediate applicability.

I am not comfortable with technology and I'd like some assistance in crafting some lessons which incorporate this. Apply DI theory in practical ways, developing useful lessons that I can use during the upcoming school year - focus especially on 9th grade regents class

I want to find out how to use technology to diversify my lessons. I want to know how to use blogs, cell phones, surveys like this one, etc to approach curriculum.

I worry to find out what is available and ready for me to just log on and use it. More strategies to vary instruction and assessments to enhance learning. I am hoping that each day provides useful strategies and ideas which can enhance my classroom instruction. I am also hoping that this workshop does not conflict with the common assessments that we are being forced to use in each grade level.

I am hoping to learn more ways to help students who struggle with concepts understand them better. I am not comfortable with technology and I'd like some assistance in crafting some lessons which incorporate this.

New strategies for reaching my struggling students, assessment ideas, and ideas for reaching my high flyers

I need creative ideas for presentation.

Respectful tasks:
 * Have I fallen into similar pitfalls lowering my expectations? I have reduced my units by two – is that respectful, is that too easy? Cut out a novel, put in more grammar and stuff because that seemed like it would be more useful. Seems like we are going into more depth. Is that more respectful? Am I taking too long on one book? What about a child who can read the book in a whole weekend, and I make it last a month? The challenge is to meet children at all ends of the spectrum. Why not provide a few reading groups? But what is lost by not doing a whole class book? Child feels punished for getting a long book. Why not self-select, and have the questions students are considering apply to all of the books, and give lots of ways for them to show what they know. To make sure everyone would get what they need; not just works, but skills, vocabulary, etc. So that no one would fail. (Setting the basic understandings about what they will be able to know and be able to do…maybe part of the revision to your plans is a result of your experience of what they need and can do?)
 * Teacher authority to peer authority. It’s critical to give students something to keep them motivated, not giving too much that they feel is pointless. How can we get student feedback from the kids? If you give choice, that’s feedback. But what if they choose the activity that a friend is doing or is easiest?
 * How do I maintain control of the groups? Just randomly assigning them to “four groups” seems like very surface-level DI. Is it wrong for everyone to read one book, but alter what people do if they finish quickly, allow people to listen to podcasts to help people keep up? Is DI suggesting that we have to throw away the “whole class novel?”


 * There is sometimes a tendency to hide, remove, ignore, not say certain differences – I really like to focus on the value of differences, i.e. like it’s really great that someone has autism. It’s o.k. for a child to say “I’m not really good at. Math” and that being o.k. If we all really work on the value of differences, then the person says something after not having something to say for the whole course has done something which the class acknowledges as meaningful and a big deal. That reminds me of a student who was totally accepted by students when teacher modeled accepting “shrieking connected with a student who had autism” then the students accepted it. It’s hard to do in this district. We have parents who might be competitive about what their children will be doing and where they will be going. Children pick up on some differences are better than other differences; autism might not be seen as good as “quick learner.”
 * Another side of it is when there is a family that is totally antagonistic to school. When a student wears that like a badge how do we “affirm that?” Sometimes genuinely affirming a student and family who identifies this way can lead to this student and family becoming more engaged. Providing a safe classroom environment is where we can try to do this. But it must be harder for secondary teachers since they don’t have their students all day.