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Differentiate Instruction

without Centers

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http://www.cherylsclassroomtips.com/2015/03/differentiateinstruction-without.html

What is differentiated instruction?


Its consistently and proactively creating
different pathways to help ALL your
students to be successful. ~Betty Hollas

Planning Template
Learning Goal:
Know Goals:

Understand Goals:

Do Goals:

Students who know some:

Students who have a lot to


learn:

Pre-assessment Strategy:

Students who know a lot:

Lesson Ideas:

Formative Assessment Idea:

Formative Assessment Idea:

Adjusted Lesson Ideas Based on Formative Assessment Data:

Anchor Activities for Enrichment:

Summative Assessment Idea:

Remember to Give Descriptive Feedback: Guide students to find what theyre doing well and what
they need to work on.

Easily Tier Instruction:


Standard:
More Support:
Less Support:
Turn Headings and Subheadings into Questions:
Lets Dream, Martin Luther King, Jr.!
By: Peter and Connie Roop

Headings

Questions

Martin Luther King, Jr., is


Born

When was Martin Luther King, Jr., born?

Mike King, Jr., Gets a New


Name

Why did Mike King, Jr., get a new name? What was it?

Martin Learns More


Lessons

What lessons did Martin learn?

Martin Learns a Bitter


Lesson

What bitter lesson did Martin learn? How was it different from the previous lessons
learned?

Martins First Sermon

What was Martins first sermon about?

Martin Becomes a Leader

What character traits did Martin possess to make him a leader?

Martin Makes a Difference

How did Martin make a difference?

Word Splash:
Brainstorm, Categorize, Prioritize, Reflect

http://www.tagxedo.com

Mineral Scale Story


Written 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).

Word Splash Variations


*Its better to modify one idea many ways than to have many ideas.

Vocabulary Review
Parts of Speech

Splash five to 10 vocabulary words from your unit of study, and have
students choose three to define.
Splash 10 to 12 words, and have students find adjectives (or nouns, or
verbs, or whatever part of speech you're teaching).

Sequencing

Splash a list of five major events from a reading passage, and have
students list them in the order they happened.

Predicting

Splash five to 10 words from a story, and have students predict what
will happen in today's reading selection.

Summarizing

Splash who, what, when, where, why, and how information from a story,
and have students write a summary with the information.

Questioning

Splash five to 10 major concepts from your unit of study,


and have students write three or four questions they have
about the information.

Sorting

Splash 10 to 15 words from your unit of study, and have students sort
words into categories.
Source: www.ed2go.com -- Course: Differentiating Assessment
Course Author: Cheryl Dick
*http://www.ed2go.com/sde/online_course/4da/detail/Differentiating_K_12_Assessments.html

Assessment Menu
Pre-Assessment Ideas
(Ungraded)
Multiple-Choice Questions

Formative
Assessment Ideas
(Ungraded)
Multiple-Choice Questions

Student Response System


(Clickers)
Constructed Response or
Essay Questions
K-W-L Chart (K and W
Sections)
Every-Pupil Response
Fist-to-Five
Whiteboard
Response
Anticipation Guide
Nonverbal Cues
Word Splash

Student Response System


(Clickers)
Constructed Response or
Essay Questions
K-W-L Chart (K and W
Sections)
Every-Pupil Response
Fist-to-Five
Whiteboard Response

Entrance Slip

Exit Slip

Four Corners

Four Corners
Muddiest Point
Lesson Summary

Anticipation Guide
Nonverbal Cues
Word Splash

Summative
Assessment Ideas
(Graded)
Multiple-Choice
Questions
Student Response
System (Clickers)
Constructed Response
or Essay Questions
K-W-L Chart (L Section)

Anticipation Guide
Word Splash
Visual Display
Exit Slip
Think-Tac-Toe
Lesson Summary

Possible Scoring Guide


4
Advanced
In addition to the 3 score, student demonstrates in-depth
understanding and applications that go beyond what was
taught.
3
Proficient
No major errors or omissions regarding the information.
2
Basic
No major errors or omissions regarding the simpler details
and processes but major errors or omissions regarding the
more complex ideas and processes.
1
Below
With help, a partial understanding of some of the simpler
Basic
details and processes and some of the more complex ideas
and processes.
*Modified from Robert Marzanos scoring guide.

Quick Check

8-19

9-2

9-15

10-4

3
+4

3
+3

3
+3

3. Juanita

3
+3

4. Phyllis

3
3

2
+3

10-27

8-16

1. Jonatha
2. n
Billy

8-15

Name

Date

Skill: Cause and Effect

4
3
+4

+3

-4

3
+4

5. Monica

6. Renee

2
-3

2
+3

9. Enrique

10. Phillip

11. Frankie

2
+4

12. Bernica

13. Liam

14. Grant

15. Shirley

1+ 1+

16. Nicolas

1+ 2

17. Frances

18. Timothy

19. Lindsey

20. Ferdina
21. nd
Lao

22. Dimas

23. Jackson

1+ 1+ 1+ 2

24. Hailey

2
+4

7. Lawrenc
8. e
Johnna

4 = Advanced

3= Proficient

2=Basic

1=Below Basic

References and Research-Based Citations


Allen, R. (2010). High-Impact Teaching Strategies for the XYZ Era of
Education. Boston, MA: Pearson Education, Inc.
Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate
Learning. Corwin Press.
Allington, R. (2006). What Really Matters for Struggling Readers: Designing
Research-Based Programs. Second Edition. Boston, MA: Pearson Education,
Inc.
Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to
Big Blocks. Greensboro, NC: Carson-Dellosa Publishing.
Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the FourBlocks Way. Greensboro, NC: Carson-Dellosa Publishing
Dorn, L., Soffos, C. (2012). Interventions That Work: A Comprehensive
Intervention Model for Preventing Reading Failure in Grades K-3. Boston,
MA: Pearson Education, Inc.
Elliott, L. (2011). Teach Like a Techie: 20 Tools for Reaching the Digital
Generation. Peterborough, NH: Crystal Springs Books.
Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment
Techniques for Your Classroom. Alexandria, VA: Association for Supervision
and Curriculum Development.
Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.
Peterborough, NH: Crystal Springs Books.
Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners
Potential. San Francisco, CA: John Wiley & Sons.
Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA:
Kagan Publishing.
Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, R. (2006). Classroom and Assessment and Grading that Work.
ASCD. Alexandria, VA
Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based
Strategies for Increasing Student Achievement. ASCD.
Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of
All Learners. Danvers, MA: Association for Supervision and Curriculum
Development.
Clip Art: www.thistlegirldesigns.com

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