Differentiating Content, Delivery, and Assessment

In Language Arts in 4^th grade, students learn how to determine the meaning of unknown words by using a variety of reading strategies.  In this lesson, students will review strategies they have previously used as well as use an online dictionary to identify the meaning in specific vocabulary words.  The content is differentiated based on student ability, the method of using e-books chosen for each student ensures they will be interested in the book, and the assessment is differentiated based on the vocabulary words the students learned at their reading level.

 

Standards Addressed in the Lesson

·         L.4.4		Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
·         L.4.4.c.		Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

Lesson Objectives

•         Students will increase their understanding of vocabulary through electronic dictionaries and other strategies.
•     Students will define vocabulary words in digital note form.
•          Students will demonstrate understanding of vocabulary words through discussion and assessment.

Lesson Sequence

1.      I will explain to students that they are going to read a new e-book on their chrome books.  I will project an e-book and introduce the cover, title page, table of contents, and show various pages so they are given a reminder of the layout of an e-book.

2.      I will explain that there are numerous e-books and I have chosen a book for each student based on their interest.  Choosing their book allows me to pick a book at their reading level and since all students will be engaged in reading on the computers, the students below grade level will not feel embarrassed about their books like they might with a traditional book. A student reading above grade level would be an advanced level 4, a student reading on grade level would be a level 3, a student a grade level below would be a level 2, and students two or more grade levels below would be a level 1.

3.       I will then tell students that I selected words in their book that they may or may not be familiar with and as they read they will be word detectives! Their job is to find and learn the meaning of the words I selected.

4.      Before they read, each student will get a copy of the vocabulary words in their book. I will ask students to fill out the “meaning of the word” column on the worksheet before reading.  Students will be assured that it is okay if they do not know the meaning of a word, but they should try their best. 

5.      I will then ask, “What strategies do effective readers use when they encounter a word and they don’t know what it means?” As a class we will brainstorm and discuss ideas (look up words in a dictionary, ask a friend, use context clues, use picture clues, etc.)

6.      Next I will explain that many e-books have a built-in dictionary that allows readers to quickly look up a word without having to put down their e-book.  I will model how to access and use the digital dictionary.

7.      I will explain to students that as they read their e-books and come across the vocabulary words, I want them to use the digital dictionary and any other strategies we discussed to figure out what each word means.  When they have found the definition, they will be instructed to write it down in the “what it really means” column of their worksheet in their own words.

8.      I will model the steps and fill out the worksheet for one of the vocabulary words in my e-book so students understand the process.

9.      Students will read their e-book for fifteen minutes.  As they come across the vocabulary words, they will learn the meaning and record it on their worksheet.

10.  After fifteen minutes, students will meet in small groups to share the vocabulary words they learned and discuss the meaning of the new words.   

11.  Students will be given an assessment that includes their list of words and they will be asked to write a sentence using each word.  This assessment will prove their understanding of the words and their ability to use the words in context.

Meeting the Needs of Students

•          To meet the needs of an EL Learner, the e-book they read would include numerous pictures and graphics to aid in comprehension.
•          To meet the needs of the below grade level readers, their e-book would be a topic that meets their interests and they would enjoy reading.
•       Special needs children will have visual, audio and other physical accommodations made for them, such as the use of headphones to have the story read aloud to them. 

Project Based Learning Design

            California’s 4^th graders learn about their state’s history and the different settlers that came to the state.  This lesson provides an opportunity for students to learn about their own family history and make connections to the settlers they learn about in Social Studies.  In this project, I will relate the risks early California settlers took to the risks that students’ family members took and they will learn how those risks affected the future.  The question students will be answering is: “What makes people take a risk?”

            Students will use Choose Your Own Adventure stories as a basis for understanding decisions and risk taking and then they will perform research and interviews to learn about their family history.  They will combine their findings with some of their classmates’ findings as they work in groups to create a presentation.  This is meant to teach students about California settlers while also understanding their own family’s history and the risks that were taken for them.  This will be meaningful learning in an engaging and authentic manner.

Standards Addressed in Lesson

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 

4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Sequence of the Lesson

1.      The students will be introduced to the lesson through a reading of a Choose Your Own Adventure story.  The class will discuss the outcome of different decisions throughout the story and what it means to take a risk.

2.      I will ask students the driving question of the lesson: “What makes people take a risk?” We will discuss risks they have taken.

3.      I will read aloud immigration stories and we will identify the risks in each story.

4.      Students will be tasked with performing research (on the internet and books) about their family’s immigration history and identify risks taken.

5.      Students will interview someone in their family to learn more about their personal family history. They will complete a write up on their interview.

6.      Students will be put into groups. The groups will plan and write their own Choose Your Own Adventure stories based on their research and personal family history. They will perform more research through books and the Internet if needed.

7.      Groups will create a first draft of the adventure and then they will edit and make revisions.

8.      Groups will create a presentation to inform the class of their story and answer to the driving question (possibly presentations include Prezi or videoed dramatic performances).

9.      Students will present their adventures with their teams to the rest of the class. I will assess the students on the entire lesson based on the criteria in the rubric.

Differentiation Within the Lesson

In this lesson, students are answering the philosophical question of why people take risks, both today and in history, and come to their own understanding of the topic. There are several opportunities for differentiation within the lesson.  “With an awareness of how learners may differ, you can build in mechanisms to attend to such differences: small-group instruction, additional practice, varied modes of presentation, multiple ways of demonstrating knowledge, materials at varied reading levels and in different languages, and so on” (Tomlinson & Imbeau, 2014, p. 13). 

This lesson allows for students to work in small groups, access materials at various reading levels, and demonstrate their knowledge in multiple ways.  Having a variety of ways to group my students helps increase their access to content material.  In this lesson, students are in mixed ability groups.  In these heterogeneous groups they are able to work together and learn from each other.  Each student will have a unique immigration story, so the students will be learning about history in a real way and will then collaborate to come up with their group story and presentation. Students are first given a question and they must research and collaborate with their teammates to eventually arrive at their answer.  The students can conduct their research multiple ways so they can gather information in the way that best suits their learning style (through family interviews, reading books, or online research) and reading ability.  There are a variety of ways the students can present their findings to the class.  This allows the product to be differentiated depending on their learning preference; students could write a speech, make a video, create a PowerPoint, or make a poster. 

            Every student will be responsible for participating fully in each step of the lesson.  Each student will need to research their own immigration story prior to meeting in their groups.  This will ensure that each student is coming to their group prepared with information to contribute.  The groups will include of piece of each group members findings in their group story to ensure that all students are listened to and contribute.  Each student needs to be part of the presentation, but the group can decide which presentation method/s best suit their learning styles.  I will consistently monitor groups throughout the entire lesson to ensure each group is collaborating efficiently. 

 Reference

Tomlinson, C.A., & Imbeau, M. B. (2014). A differentiated approach to the common core:                           How do I help a broad range of learners succeed with challenging curriculum?                              Alexandria, VA: ASCD. 

Cooperative Learning

Cooperative grouping is a strategy teachers can incorporate to encourage their students to learn together.  Groups are given a task to complete with their teammates as they work towards a common goal.  I could use this strategy in writing when teaching my 4^th grade students how to revise their writing pieces to ensure their writing is meeting our learning goal.

            The standard addressed in this activity is: CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.  My students will be working on revising their writing to ensure they are meeting the goal of using effective technique, descriptive details, and clear event sequences.

            The activity will follow the following steps:

1.      Students will be put into four groups of six. I would form mixed ability, or heterogeneous groups.  My students sit in six groups of four and each student has a number 1-4 at each group.  I would have the students get into groups based on these numbers. This grouping would benefit interpersonal learners who learn best by interacting with others.  Group activities are especially beneficial for this type of learner.

2.      Each student will bring a piece of writing to share with their group.  The writing will not be revised and it does not have to be a fully finished piece.

3.      Each student will take a turn reading their writing to their group.

4.      The other students will listen intently to the writing.  They can bring a piece of paper and a pencil to take notes while they listen.

5.      Each student will ask the writer a question about their writing.

6.      The writer will respond to the questions. This will help them know what possible revisions need to be made to their writing piece.

7.      Once they have met in their small groups, students will go back to their desk and will have the opportunity to make revisions to their writing based on their peers’ questions. Working independently will benefit intrapersonal learners who tend to shy away from others and work best on their own.

8.      After they have worked independently on their writing students will meet in their reading groups.  Their reading groups are homogeneous groups of a similar reading level. There are four students in each group.  Each student will again share their writing piece and what revisions they made to their first draft.  Students will have the opportunity to give each other feedback and ask questions or give suggestions for further revisions.  I will meet with the lowest level group to help guide their discussion and participate in the feedback process. Having another opportunity to read aloud their writing and receive feedback will benefit linguistic learners who prefer to learn through speaking and often think in words.

Cooperative learning is only beneficial if the students are set up to efficiently work in groups together.  Robert Slavin recommends implementing the following five strategies for successful cooperative learning: form independent teams, set group goals, ensure individual accountability, teach communication and problem-solving skills, and integrate cooperative learning with other structures (2014).  It is crucial that groups know what their goal is in order for them to work effectively on their own.  I would have a chart with the three goals of their writing posted on the board for students to use a reference.  For this lesson, grouping my students by heterogeneous groups first allows students who are not advanced in writing to hear their peer’s writing who are more advanced and know what grade level writing looks like. Having a variety of ways to group my students helps increase their access to content material. Students can help each other reach the writing standard by asking for clarity if the sequence is not clear or suggesting more details are added to the piece. 

Students are able to work independently to think about the feedback they received and make revisions before sharing their writing again in a homogeneous group.  As I walk around and observe these groups, I can provide intervention and suggestions to the small groups that the whole class may not need, or I can challenge my higher academic group to extend their thinking.  

Cooperative grouping allows for differentiation and thus increases student performance.  In homogeneous learning groups, activities can be modified to meet group needs both in the learning activities and teacher instruction.  When students are taught at their level and in their preferred learning style, they have better access to the material and are better able to learn. In heterogeneous cooperative learning groups, lower performing students and ELLs can improve their literary and academic skills as their classmate’s model proficient work and language during the activities.  Working in groups can also improve student’s self-esteem and motivation to learn.  When students are able to share ideas in a small group first, it helps them have confidence to share with others afterward.  All cooperative grouping encourages cooperation among students and teaches students to work as a team to reach their goal. 

The benefits of cooperative group learning prove the value in implementing this strategy as often as possible.  My goal is to purposefully group students so all students will participate and benefit from learning with their peers.  The activities should be structured in a way that encourages all students to participate while striving to meet a clear learning goal. Students who are able to learn in cooperative environments will know how to effectively communicate and collaborate in the future.

Reference

Slavin, R. E. (2014). Making cooperative learning powerful. Retrieved August 14, 2016,

    from http://www.ascd.org/publications/educational-   leadership/oct14/vol72/num02/Making-Cooperative-Learning-Powerful.aspx

Beginning Differentiation

My goal as a teacher is to create a classroom in which all students are able to learn effectively, or in ways that are supportive of their learning needs, so differentiation is necessary.  “A differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively” (Tomlinson, 2001, p. 1).  Differentiation allows me to modify a learning activity to meet my students’ needs which allows them better access to the material.

            I would begin this mathematics lesson by showing students different ways to find the unknown number in a division problem.  For example, I would write 15 ÷ 3 = ___.  This is a problem they are familiar with so students will easily understand strategies to find the missing number.  Next, I would write 15 ÷  ___ = 5.  I would show students how to use the same strategies to solve for the missing number.  Then, with students at their desk with their white boards, I would put another equation on the board and have the students work through the problem together with me.  I would ask for choral response from the students throughout the problem. I would model two problems like this before putting an equation up for them to solve independently. I would walk around the room and monitor students as they work to check for understanding and provide clarification if needed. 

Students would then be ready to begin the learning activity.  The learning activity is interactive and includes task cards, which I would introduce as a game to get the students excited. I would show students the task cards and point out that each one has a division equation with an unknown number. Sometimes the unknown number is the dividend or divisor and sometimes it is the quotient.  I would provide modeling by showing the students my task card and demonstrating how I could figure out the unknown number.  I would explain to the students that they will each get a task card and they are going to become the expert in that task card. They would each get a piece of paper with their task card and then have a few minutes to solve for their unknown number.  I would monitor the students as they solve their cards and make sure they have solved for the unknown number correctly.  I would then explain that students are going to participate in Think-Pair-Share with their task cards. They would first find a partner and then try to solve their partner’s task card on their paper.  They would share their answer with their partner and the partner would check their work to see if they solved the unknown number correctly.  If not, the partner could provide guidance and help them work through the problem. We would rotate partners a couple times so students have the opportunity to work with different partners and solve different equations.

This lesson’s content presentation and learning activity are easily differentiated for different learners in the following ways:

English Language Learners

·         Use visual aids such as pictures (arrays) and charts (KWL)

·         Give clear, explicit instructions so the students understand what they are expected to do

·         Model and demonstrate activities

·         Define vocabulary words

English Language Learners (ELL) will benefit from the use of visuals and graphic organizers.   I would utilize arrays, a KWL chart, and would also show a short video to introduce division at the start of the lesson.  It would be beneficial for them to have a visual with examples of the different division strategies posted on chart paper to use a reference. Scaffolding, which is modeling or demonstrating a new skill, is important to use with ELL students. I have structured the content presentation with plenty of modeling for these students.  It would be important for me to give clear, concise directions as well as speak slowly and clearly.   ELL students will benefit from working with a partner in the learning activity.  Not only will the partner be able to assist them in solving the equation, but the ELL student is also getting practice in hearing proficient English spoken and practice in speaking English.

Special Needs Students

·         Allow more time

·         Follow IEP

·         Clear, concise instructions

·         Model and demonstrate activities

 These students may need additional time solving their task card.   It would be important for the teacher to monitor all students throughout the lesson and provide further individual instruction or clarification when needed.  If I notice that they are not finished solving their task card after the three minutes, I would have them be my partner/s for the first rotation so they could have more time to solve their card.  Then they could join in rotating to a student partner for the next rotation.  These students will benefit from many of same methods as ELL students, such as modeling, pictures, charts, clear instructions, and well defined vocabulary.  Their IEP and any necessary modifications would need to be in place.

Advanced or Gifted Learners

·         Pair with struggling students to assist or model proficient work

·         Give them more difficult task cards

Advanced learners must be kept challenged and must have the opportunity to grow in their learning.  These students will need the lesson modified to present more of a challenge.  On their individual white boards, I would write more difficult equations for them to solve after they have solved the equation the whole class was solving.  I would also make more challenging task cards with more difficult equations for these students to solve.  For example, their task cards might include 100 ÷ ____ = 4.  These students need to stay challenged so they do not get bored and they are able to reach their potential.  During the task card activity, these students could help struggling students and provide explanations which is helpful to both solidify their own knowledge and help the struggling students hear proficient explanations from their peers.

Reference

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.      Alexandria, VA: ASCD. 

Differentiated Landform Assignment

In third grade students learn about landforms as part of their geography study.  Differentiation must be integrated into every lesson activity and assignment we create in order for every child to have access to the material and learn in the way that best suits them.  In order to know which learning modalities to address, we must consistently assess our students and know their needs. 

The following learning styles are addressed in this assignment:

Visual Learners:

·         PowerPoint Presentation

·         Pictures and Videos on Web Quest

·         Painting or Drawing a Picture of Landform

Social Learners:

·         Working with Partner on Web Quest

·         Group Discussion

Auditory Learners:

·         Music and Videos on Web Quest

·         Videos or Musical presentation

            Kinesthetic Learners:

·         Sculpting Landform out of clay or playdough

·         Performing or acting out landform

Solitary Learners:

·         Working Independently on landform

Linguistic Learners

·         Repeating landform names during PowerPoint

·         Discussion

To introduce the learning activity, students will view a PowerPoint presentation which will show various pictures of landforms.  Students will repeat the names of the landforms multiple times throughout the presentation.  The PowerPoint will be especially beneficial for visual learners who prefer using pictures and images to better understand what they are learning. 

Next students will perform a landform web quest on the computer with a partner.  After providing modeling of the activity, students will begin navigating the website, completing a corresponding graphic organizer, and watching short landform videos.  This activity will be beneficial for both social learners who prefer to learn with other people and auditory learners who prefer sound.  Students will be cooperatively learning with a partner in this activity. The website is interactive and includes music and sounds in both the videos and other areas of the website.

Students will be tasked with choosing a landform to create and present to the class.  They can draw, paint, or sculpt their landform out of playdough or clay as well as create a Prezi, video, or present a poem, speech, or dramatic acting.  Based on their learning preference, students can choose their preferred way to present their knowledge.  A kinesthetic learner will choose to sculpt a landform out of clay or playdough because they prefer using their hands while a visual learner will prefer to paint a picture of their landform.  A solitary learner will benefit from working on their own while reflecting on their learning throughout the task.

After the students have all presented their landforms, they will be asked to think about their favorite landform which incorporates critical thinking skills.  Students will get a chance to discuss their favorite landforms with their table groups.  They will be asked to share their favorite landform, why it is their favorite, and one interesting fact about it. Allowing group discussion will benefit linguistic learners who favor verbal learning through speech. This reflection helps to reinforce the information in their memory and learn from other students by hearing their reflections.

All students will be assessed using the following rubric:

Teacher Name: Mrs. Jensen Student Name:     ________________________________________

CATEGORY	4	3	2	1
Web Quest	Student works well with partner to complete the entire graphic organizer with accurate information. Student watches 4 or more landform videos.	Student works well with partner to complete most of the graphic organizer with accurate information. Student watches 3 landform videos.	Student works with partner to complete some of the graphic organizer. Information may be missing or inaccurate. Student watches 2 landform videos.	Students works to complete part of the graphic organizer. Information is missing and/or inaccurate. Students watches 1 landform video.
Landform	Student creates a project that accurately depicts their chosen landform and provides a detailed definition and information.	Student creates a project that accurately depicts their chosen landform and provides a detailed definition.	Student creates a project that depicts their chosen landform and provides a definition.	Student creates a project that does not accurately depict their chosen landform and does not provide a definition or any information.
Presentation	Student presents their landform to the class in a clear voice and gives detailed information and facts.	Student presents their landform to the class in a clear voice and gives some information and facts.	Student presents their landform to the class and gives limited information and facts.	Student presents their landform and provides little information and facts.

Differentiated Teaching and Learning Activities

        Differentiation means tailoring instruction to meet individual student’s needs.  We can differentiate content, process, product, or learning environment.  Assessment is a key piece of differentiation.  I frequently assess all of my students because if I don’t know how a student is performing, I cannot effectively differentiate for them.  I informally assess students in addition to giving formative assessments.  Another way I like to assess students is with exit tickets.  I often will give students a question or two and have them write an answer down on a post-it note and stick it on the door afterwards.  They like doing this and it gives me great insight to their abilities and knowledge of a particular subject.  This is a quick way for me to assess students on any subject or skill.  The results of all my assessments help me tailor my instruction to meet individual student’s needs. 

        Differentiation is crucial to implement if all students are going to have a chance to show growth and progress.  There are many different strategies we can implement that allows us to provide differentiation while incorporating standards-based lessons and learning goals. Some of these strategies are:

·         Vary the length of an assignment

·         Allow for more time to complete an assignment

·         Change the language in an assignment

·         Scaffold the learning activity

·         Shorten the activity

·         Vary the learning activities to include multiple learning modalities

One of the ways I differentiate instruction in my classroom is through math rotations.   My students are split into four groups and go through four rotations during our math time. One of the rotations is “teacher’s choice” and during this time I instruct students in small groups.  The groups are ability-based, so I am able to provide different lessons based on the group’s needs.  I can re-teach, focus on a certain skill, or challenge the group with extended learning activities.  This time also allows me to focus on students individually and I am able to frequently assess their learning.