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Instruction Strategy #1 For Differentiating Process.                                Source: Smith, Grace E., and Stephanie Throne. Differentiating Instruction with Technology in Middle School Classrooms, ISTE, 2009. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/nu/detail.action?docID=3317675.

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Instruction Strategy #1 For Differentiating Process.                                Source: Smith, Grace E., and Stephanie Throne. Differentiating Instruction with Technology in Middle School Classrooms, ISTE, 2009. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/nu/detail.action?docID=3317675.

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Using Technology:
In the book Differentiating Instruction with Technology in Middle School Classrooms, the authors point that[…] technology can be [seen] as a differentiator because it engages students’ imaginations and needs for visual, aural, and kinesthetic stimulation [….] technology strengthens our teaching effectiveness because it enables us to customize the learning experience for all of our unique students (Smith & Throne, 2009,p.217). I believe that for a teacher to effectively differentiate and enable maximum understanding of a concept in each student, s/he must utilize technology to differentiate the process for each student. Technology can be used in different ways for different subject matter.

For ELA:

Reading a story/ novel:

1.     Pre-Reading Motivation- Use inspiration software (https://bubbl.us/) to generate a word web on certain words of the title in reading groups.

2.     During Reading activities-

Students groups or pairs can research about the story facts at teacher provided websites.

Compare and contrast and record the data on google docs.

3.     During Reading activity- Teacher may show author interview if available for the book being read- https://www.readingrockets.org/books/interviews or any other source online.

4.     During Reading activity- Students as they read may fill up plot diagrams using web based tools or websites like http://www.readwritethink.org/files/resources/interactives/plot-diagram/

5.     During Reading activity-  Vocabulary Study- Students can use online dictionary and list all the words and their meanings in a google doc as a group or the teacher can provide a list of the words from an online resource to be used if needed.

6.     During Reading Activity- Characterization using trading cards at http://www.readwritethink.org/classroom-resources/mobile-apps/trading-cards-30922.html

7.     During Reading Activity- Compare & Contrast and Cause & Effect- http://readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.html

8.     After Reading activity-  Create newsletter using readwritethink.org or create a brochure for the book using www.mybrochuremaker.com or a presentation with pictures using powerpoint or another infographic timeline using www.canva.com.

For Math:

1.     Using virtual manipulatives like http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

2.     Using video word problems besides written word problem: https://www.mathplayground.com/wordproblems.html

3.     Interactive lesson: www.brainpop.com/math

For Science:

1.     Introduction/ Pre-Reading Motivation-

www.mysteryscience.com

http://science.howstuffworks.com

science experiments: https://www.youtube.com/channel/UCGG78ZQr-Gv-JBRl22uv-cQ

2.     Pre-Assess Readiness: quiz on www.kahoot.com

Quiz on www.livescience.com

Quiz on www.brainpop.com/science

3.     Pre-Assess Interest:

Complete web/ organizers available at

www.bubbl.us

www.eduplace.com/graphicorganizer/

www.gliffy.com

www.glinkr.net

Write a paragraph using information from organizer:

https://worksheetplace.com/

4.     Explore more using other science websites for additional information like

www.wonderopolis.com

https://www.nationalgeographic.com/

5.     Students can present the information as  a newsletter using www.readwritethink.org or a story using http://myths.e2bn.org/ or a comic book using https://www.pixton.com/

6.     Note Taking using any of the following:

www.penzu.com

google docs

www.readwritethink.org

http://notestar.4teachers.org

7.     Historical events connected to science topic:

www.exploratorium.edu

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Instruction Strategy 5 For Differentiating Process.        Source: Turville, J., Allen, L., & Nickelsen, L. (2010). Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 . Eye on Education. Retrieved from https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/cl5c2u/alma9925373056401661

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Instruction Strategy 5 For Differentiating Process.        Source: Turville, J., Allen, L., & Nickelsen, L. (2010). Differentiating by readiness : strategies and lesson plans for tiered instruction grades K-8 . Eye on Education. Retrieved from https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/cl5c2u/alma9925373056401661

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In this book the authors emphasize that there are three things you can find about [students]: what interests them, how they learn best, and how ready they are to learn a particular concept (Turville & Nickelsen, 2010, p.3). In response differentiating at content level, process level and then at product level as per student need ensures no student is neglected. The authors feel that the teacher can implement these effectively by using tiering especially when there is a large gap between the expectation and ability of the students. The book provides some general strategies to differentiate process in any subject.

General Strategies to differentiate process:

Ø  Leveled questions or question stems (different levels of complexity)

Ø  Learning centers

Ø  Personal agendas containing universal class assignments and supplementary or in-depth assignments for particular students

Ø  Hands-on materials used in a variety of ways to build understanding of concepts

Ø  Varied pace according to student’s readiness and processing rate

Ø  Literature circles, discussions, and Socratic seminars as ways to examine topics closely

Ø  Cooperative learning tasks

Ø  Choice in strategies for processing

Ø  Varied working groups (partners, triads, small groups and alone)

Ø  Use of WebQuests

Ø  Choices for learning through boards, learning contracts, etc.

Ø  Use of speech-to-text software activity Differentiating Products (Showing What Has Been Learned) structures such as RAFTs, choice
Reference

Allen, Linda, and Joni Turville. Differentiating by Readiness : Strategies and Lesson Plans for Tiered Instruction, Grades K-8, Taylor & Francis Group, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nu/detail.action?docID=1441190.
Created from nu on 2020-06-18 20:30:59.

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Instruction Strategy #2 For Differentiating Process          Source: Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners. Retrieved from https://ebookcentral.proquest.com

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Instruction Strategy #2 For Differentiating Process          Source: Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners. Retrieved from https://ebookcentral.proquest.com

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In this book, the author Tomlinson suggests the use of math centers or stations to allow students to pace themselves as per their need and allow them access to different ways to understand a mathematical concept. Centers or stations are simply speaking areas with a certain activity based on the concept. The students move as a group but work independently or with partners to facilitate learning of the new concept. These accommodate different learning styles and pace. The teacher has the flexibility based on tasks at centers to move around or focus on a certain task or a certain set of students. According to Tomlinson, [the stations] invite flexible grouping because not all students need to go to all stations all the time (2014, p.104). At each station the difficulty of each assignment or activity based on student’s understanding based on teacher assessment. Station example here is based on a math concept but can be applied easily for ELA or science as well.

Strategy as given in the book: Stations or Centers

There should be ideally be around 4-5 stations:

Station 1: The Teaching Station- The teacher gives direct instruction on a math concept on a whiteboard. She explains, assigns problems and then moves around other stations. Students check their chart for the kind of computation they work on before moving to next station.

Station 2: Proof Place- The students here work with manipulatives or drawings to solve number computation. The visual representation explains why computations work. The students work on some basic computations on their own and then with a partner to solve a more challenging problem. Once done the students attach a audit card to their worksheet which states they worked on this certain skill and solved the problem and proved it is right using a strategy (name) with partner (name).

Station 3: Practice Plaza- At this station the students practice the skill learned. This practice can be paper based or computer based with an answer key available to check their work after completion. After thy are done they record their progress on a sheet with their name giving information on the skill practiced and problems attempted and the number correct.

Station 4: The Shop- Here the students work with application part of the computation skill learned. The students help an imaginary shop manager to solve variour problems in computation or sometimes help him fix an error in his shop books.

Station 5: Project Place- At this station students work on a long term project which requires input of various math skills. The teacher makes cross curricular connections in this project. The purpose of the project is for the student to understand the real world application of the different mathematical skills and other concepts learned.

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Instruction Strategy #3 For Differentiating Process.            Source: Blackburn, B. R. (2018). Rigor and differentiation in the classroom : Tools and strategies. Retrieved from https://ebookcentral.proquest.com

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Instruction Strategy #3 For Differentiating Process.            Source: Blackburn, B. R. (2018). Rigor and differentiation in the classroom : Tools and strategies. Retrieved from https://ebookcentral.proquest.com

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In this book the author speaks about implementing differentiation in instruction while keeping the rigor same for all students irrespective of their challenges. Having high expectations starts with the recognition that every student possesses the potential to succeed at his or her individual level (Blackburn, 2018, p.5). The author describes using differentiation to ensure that the classroom is rigorous. Three aspects of rigor are addressed in the book: expectations, support and demonstration of learning each of these overlap with content, process, and product part of differentiation. To differentiate process to provide support to students the author describes seven strategies. I have picked four.

A.    Encouraging a Growth Mindset:

1.     Not Yet Grade

Teach students to not give up and shift focus from achievement to learning- moves from fixed grades to three letter grades- “A,” “B,” and “Not Yet.” The “ Not Yet” grade should give them an option to seek help to improve their grade by revising and resubmitting the project.

2.     Keeping a Success Journal

The students can write positive experiences to reflect on their learning process. This also helps them to stay positive especially when they are struggling.

3.     Magnificent Mistake Board

Teachers can have a board where the student has the option to post his mistake and how s/he worked to rectify it and learn.

B.    Academic Vocabulary:

Understanding the vocabulary by using visual aids like graphic organizers, pictures, playing games like “Guess Who.”

C.     Supporting Discussions:

1.     Involve all students in discussions-

Use popsicle sticks, index cards, or clothespins with student names.

Use desk number index cards.

Distribute one unique symbol card to each student beforehand; draw from your duplicate set.

2.     Offer Question Starters for Focus: Sample questions

Ø  Who do you know that might react the same way?

Ø  Who do you know who has experienced something similar?

Ø  When do you think this might happen again?

Ø  When would you use this information or strategy in the future?

Ø  What is a real-life situation in your life today that is similar to this?

Ø  What is an opportunity to use this information or process in another class?

Ø  Where is another place (city, county, region, state, country, continent) that faces a similar situation?

Ø  Where might you experience this type of position?

Ø  How would you use this information in your life or how would you apply this situation in the job you want in the future (college, community college, the military, or the workforce)?

Ø  How do you think a historical event would be the same or different?

Reference:
Blackburn, Barbara R.. Rigor and Differentiation in the Classroom : Tools and Strategies, Taylor & Francis Group, 2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nu/detail.action?docID=5430825.
Created from nu on 2020-06-18 17:11:50.

D.    Graphic Organizers-
Use of concept appropriate organizers which help

Ø  Organize information visually

Ø  Comprehend subject matter

Ø  Master complex concepts

Organizers to use

Ø  Fishbone- appropriate for single complicated topic

Ø  Flesh It Out- organize information about a text or a character in a story.

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Instruction Strategy #4 For Differentiating Process.       Source: Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms (First edition.). International Society for Technology in Education. Retrieved from https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/l8u91g/alma9925320590501661

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Instruction Strategy #4 For Differentiating Process.       Source: Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms (First edition.). International Society for Technology in Education. Retrieved from https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/l8u91g/alma9925320590501661

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Anchoring or extending
Anchor activities are a part of the unit students are currently studying and are tied to the assignment students have just completed […] present additional opportunities to extend students’ comprehension of essential concepts, and they allow for choices based on levels of readiness and interest ( Smith & Throne, 2007, p. 224).These can be used for students from the whole spectrum- ones who have mastered it and need more challenge to ones who are struggling and need more practice with the concept.

Anchor Activities

Resources for Anchor activities:

www.aaamath.com

www.abcteach.com

www.readinga-z.com

https://www.fortheteachers.org/anchor_activities/

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Anchor Activities & Worksheets | Teachers Pay Teachers

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Browse anchor activities resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.