Advancing Differentiation September 2016

All Rights Reserved, 2016 nRich Educational Consulting, Inc.
ADVANCING
DIFFERENTIATION:
THINKING AND LEARNING
FOR THE 21ST CENTURY
Richard M. Cash, Ed.D.
www.nrich.consulting
#nrichconsulting
nRich Educational Consulting, Inc.
All Rights Reserved, 2016 www.nrich.consulting
#nrichconsulting
www.nrich.consulting 1
Attention Getter
30
15
24
10:2
20:2
Objectives
• U: Participants will understand why aligned
curriculum & effective instruction are essential to
student achievement.
• Do: Participants will be able to create differentiated

options and questions that challenge all students.
• K: Participants will know specific details of

differentiation that can improve student engagement.
Learning Orientation
Logical Emotional
Sequential Sensitive
Organized Contextual
Critical Creative
Analytical Abstract
Problem Finder Random
Adapted from Silver & Strong, 2004
PAPERCLIPS
NEED STRETCH ZONE
• Organization • Open ended
activities
• Step-by-step • Safe risk-taking
• Check lists • Collaborative

experiences
TEDDY BEARS
NEED STRETCH ZONE
• Collaboration • Decision making
• Affective connections • Individual practice
• Connection building • Convergent questioning

practice
MAGNIFYING GLASSES
NEED STRETCH ZONE
• Consensus building
• Puzzles
• Affective
• Investigations
engagement
• Time to ponder &

• Creative practice
question
SLINKYS
NEED STRETCH ZONE
• Movement • Sequence
• Space
• Time limits
• Quick actions
• Time to ponder
The Essence of Differentiation
Content Process Product

What What
• Understand • Learning • Show
• Be Able to Do Activities what you
• Know
learned
Formative
Assessment
Why
Why
Formative
How Assessment
Learner How
Interest Readiness
Profile
MATERIALS
ASSESSMENTS
LEARNING
STANDARDS
CURRICULUM:
What we want our students to LEARN!
Curriculum Design for the 21st Century

Concepts,
generalizations,
principles,
theory
UNDERSTAND
BE ABLE TO
DO Skills and
strategies of
the discipline
Dates, times,
people, elements,
vocabulary KNOW
Sample Interdisciplinary Concepts

• Adaptation*
• Change* • Justice-
• Cause & Effect* • Knowledge-
• Evolution- • Life & Death-
• Extinction- • Loyalty+
• Equality- • Models*
• Family- • Origins*
• Freedom- • Patterns*
• Good & Evil- • Responsibility+
• Survival- * = Universal
• Systems* - = Content-based
• Truth- + = Self-Regulatory
Concept Development Model

(Taba, 1962)
Change
• + Examples
• - Non-Examples
• Synthesis  Generalize
Generalizations
• Representative of the learners experiences
• Demonstrates the depth of knowledge about concepts
• Applies across disciplines
• Very broad
Change Generalizations
• Change is linked to time.
• Change is everywhere.
• Change may have positive and/or negative consequences.
• Change may be perceived as orderly or random.
• Change may happen naturally or be caused by people.
Designing Good Questions: DOT
•Divergent thinking
•Open-ended
•Take time to process
Designing Good Questions

2 Types
• Open ended
• In what ways…
• Who/What/When/Where/Why/How might…
• Forced choice with explanation:

• Who/What is more important and why?
• Where can you find…and why?
• When/How do…and why
Writing Essential Questions

Based on Concepts
Essential questions are created using the concepts and
generalizations
Represents the essence of the unit of study
Transcends the discipline and subjects
Demonstrates the relevance and meaningfulness of the

content
Ignites passion about the learning
Sample Essential Questions

• How does time influence change?
• Why is change everywhere?
• Why does change have positive and/or negative

consequences?
• In what ways is change perceived as orderly or random?
• How does change happen naturally or unnaturally?
Types of Essential Questions

• Universal Essential Question:
• Universal or interdisciplinary
• Devoid of content and personification
• Example: Why does change have +/- consequences?
• Content Essential Question:

• Content based
• More specific to subject
• Example: How have changes in governmental power structures had +/-
consequences?
• Unit Question based on the essentials:

• Unit or lesson based
• Specific to the unit or lesson
• Example: In what ways have recent changes between Democratic & Republican
powers in Congress had +/- consequences?
Curriculum Design for the 21st Century
BE ABLE TO
DO Skills and
strategies of
the discipline
Dates, times,
people, elements,
vocabulary
Expanding
Learning Options
+ - ?
Create
Evaluate
Analyze
Apply
Comprehend
Recall
Questioning at each level of Bloom’s
Level 1. Remember/Recall
A) Who were the two major groups of
people in Ancient Greece?
B) Where did they each live?
C) What are the 5 pillars of civilization?
Students do all questions

* Support your answer with evidence
Level 2. Comprehension/Understand
A) What importance did both groups have
on the development of Ancient Greece?
B) How do different groups in the US have

an impact on our development as a
civilization?
C) How might different groups impact how

we organize ourselves in the future?
Students choose 2

Level 3. Application/Apply
A) In what ways did the rise of the city-
states of Athens and Sparta contribute to
the development of civilization?
B) In what ways do the tensions between

states and federal government contribute to
our development?
C) How might tensions within groups

improve/lead to the decline of a
civilization?
Students choose 1

Level 4. Analysis/Analyze
A) Which pillar of civilization was most
significant to the development of
Ancient Greece, and why?
B) In what ways was their democracy

better/worse than our modern day
democracy?
C) Why does a civilization rise/fall?
Students choose 1

Level 5. Evaluation/Evaluate
A) Why do you feel the Ancient Greeks
were so successful in developing their
culture and civilization?
B) Which pillar of civilization of Ancient

Greece do you believe to be the most
important to us today?
C) Which pillar of civilization has been

the most significant over time?
Students choose 1

* Support your answer with evidence Level 6. Synthesize/Create
A) Take one aspect of Ancient Greek
culture and eliminate it. What effect
would it’s elimination have on the total
development of our modern world?
B) Based on what you know about the

Ancient Greeks, how are we continuing in
their footsteps?
C) How would someone use the

information you have learned to build a
better civilization?
Students choose 1
Little Red Riding Hood: Analysis

• Level 1: Attributes
• Level 2: Compare & Contrast
• Level 3: Why?
Little Red Riding Hood: Evaluate

• Level 1: Clarify
• Level 2: Judge
• Level 3: Critique
Little Red Riding Hood: Create

• Level 1: Reorganize
• Level 2: Formulate
• Level 3: Innovate
All Rights Reserved, 2016 Created by Holly Young, Making Mathematicians LLC,
Recall Understand Apply Analyze Evaluate Create
Create a vocabulary Write a “how to” Find at least 5 If a person didn’t Write up a problem Draw a diagram of
Factual map/brainstorm for poem on finding examples of how know how to & solution using your future backyard
all the mathematical area or perimeter of area and perimeter multiply, describe a area and perimeter created entirely of
rectangles. Write a
words you need a rectangle. Share are used in the “real way that they could that has an error. sales ad for your house
when solving with a partner that world.” find the area of a Have a partner read describing how to find
problems involving chose the rectangle. the solution and the area and perimeter
area and perimeter measurement that locate the error. of the whole yard.
of rectangles. you didn’t. Ask them to write a Remember to include
“fixed” solution. what material uses area
and what uses
perimeter.
Procedural Create a visual Summarize Write an area Compare/contr Research and Create a picture of 2
rectangles and show
model (poster, how addition and perimeter ast the process record any their areas &
brochure, etc) and problem and for finding formulas that perimeters. In a
second picture increase
for finding the multiplication solution that area and exist for area or decrease one side
area of are necessary from a real- perimeter of and perimeter length. Calculate the
new area and
perimeter of a are solving world setting. rectangles for rectangles. perimeter. How did
rectangle. problems using a poem How does each the area and perimeter
change? What patterns
involving area in 2 voices. formula work? do you notice about the
and perimeter. Why does the change in side lengths
to the area &
formula work? perimeter.
Why is Illustrate with a Write an area or How does Research how perimeter Create your own
Conceptual multiplication and visual model why perimeter problem multiplication & and area formulas are strategy on how to find
used in science. How the area and perimeter
division critical to multiplication is and solution that division and are the formulas similar of a triangle using
area of rectangles? used for finding could exist in a real- addition & or different from the what you know about
[Math practice #8] area of rectangles world setting that subtraction model math formulas? What rectangles. Draw up
and addition is used uses different mathematical types of precision are detailed directions
for finding unknown values situations involving scientists concerned including pictures.
about when working
perimeter. [Math within the area and area and perimeter with area and [Math practice #1]
practice #5] perimeter formulas. of rectangles? perimeter?
[Math practice #2] [Math practice #4] [Math practice #6]
Leveled Options
Leveled Options in the Application Station

Green Group:
Blue Group: Draw a map of the
Purple Group:
Draw a picture of local
Design in a
your city/community.
drawing a
neighborhood. Show were the
city/community
Make sure to draw community helpers
with
in all the work.
community
community helpers helpers. Use
who come into symbols to
your neighborhood show where
they work.
Leveled Options in the Analysis Station

Purple Group:
Blue Group: On the Venn
Compare Wilbur’s Diagram, place
character to lines of text that
Charlotte. Use a compare/contrast
Venn Diagram. Green Group: Wilbur &
Using the word Charlotte’s
bank & Venn characters.
Diagram sort the
words that describe
Wilbur into one
group and the
words that describe
Charlotte into
another group.
Leveled Options in the Computation Station

Blue Group:
Marcus had $450. Purple Group:
He spent 2/5 of it Using graph
on a DVD player. paper, show
He then spent 1/3 how 450 can be
of the remaining divided into
money on a jacket. 5ths. Then
How much money Green Group: show how
did Marcus have Create a situation 2/5ths of 450
left? where 2/5ths of a can be divided
whole number has into 3rds. What
1/3 subtracted. Be is 1/3rd of 2/5ths
sure to include the of 450?
final solution.
Leveled Actions in the Evaluation Station

Green Group: Purple Group:
Blue Group: From the given Design a boat
Using aluminum aluminum foil that will hold
foil shape a boat boats provided, the most
that will float with predict which boat amount of cargo
as many pennies will hold the most and still be able
(cargo) as possible. cargo. Test your to move well
Why did the shape prediction. Why through the
hold the most was your water. Why do
cargo? prediction correct you think your
or incorrect? boat is an
exceptional
design?
Respecting ALL Learners:

Keep in mind
Infusing Thinking
The Spectrum of Thinking
Convergent Divergent
Critical Reasoning Creative Thinking
Problem Solving
+ - ?
A major pharmaceutical company has

developed a pill that can increase
intelligence.
Your school is considering testing the pill.

What are the possible consequences of the
testing that should be taken into account?
Seven Critical Questioning Strategies

• Analogy: How is a car like an idea?
Provide examples to support your responses.
• Analysis of Point of View: What biases do editorial

authors represent in their commentaries? Support
your answer with text.
• Incompletion: Mars is NASA’s next frontier. Who

do you think will be selected to make the first
journey? Support your answer with reasoned
evidence.
• Web Analysis: Graphically represent the effects

water quality has on the local community.
Seven Critical Questioning Strategies
• Hypothetical Thinking: What if there were no snow this

winter? What would be the effects? Support your answer
with evidence.
• Reversal: What is your favorite flavor of ice cream? Tell

why someone may dislike the flavor you like.
• Application of Different Symbol Systems: Draw a picture

without words or numbers that represents your
understanding of multiplication.
Scamper
• Substitute
• Combine
• Adapt
• Modify/Minimize/Maximize
• Put to other use
• Eliminate
• Reverse/Revise
SCAMPER
SCAMPER in the curriculum: Tuck Everlasting

• Substitute he concept of immortality with compassion: how does this
change the focus of the story?
• Combine events in the book into categories by character of Mae, Winnie
and Jesse. How do they compare/contrast?
• Adapt: What if the story took place today, how might it change the
outcome?
• Modify/minimize/maximize: What if the effects of the water were
limited to 20 years. How does that change the story?
• Put to other use: What other uses could you find for the spring water?
• Eliminate: What if the Constable hadn’t arrived when he did?
• Reverse/revise: What if Winnie had been the one to attack the man in the
yellow suit?
SCAMPER in the curriculum: Social Studies

• Substitute Washington with Eisenhower. How might the war have
been different?
• Combine events leading to the American Revolution into categories.
• Adapt: What if the Dutch had not become allies in the fight against
the British, how might the events been different?
• Modify/minimize/maximize: What/Who could have significantly
reduced the amount of time (1775-1783) of the Revolution?
• Put to other use: What if control of Canada had not been given to the
British?
• Eliminate: What if Washington & his army had been captured?
• Reverse/revise: What if the 3/5ths Compromise had not been

allowed?
SCAMPER in the curriculum: Geometry

• Substitute cartoon or animae characters for the names of polygons.
• Combine art with geometry: Construct an artistic 3-dimensional

tetrahedron and other solid out of poster board and tape that is unique.
• Adapt the triangle area formula to create formulas for squares, rectangles
and parallelograms.
• Modify the Parallel Postulate to allow for more than one line parallel to
another line through a given point.
• Put triangles to work as tools. Investigate inherent characteristic of
different triangle types to invent a tool that has a useful purpose.
• Eliminate the words in the Pythagorean Theorem: use skit/pantomime,

sketches/paintings or any other medium to explain it to someone.
• Reverse the order of the steps in a two-column proof. Work backwards

from what you intend to prove.
• Created by John M. Cash, Benjamin Banneker Academic High School, DC Public Schools
Establishing a classroom community that is

secure, safe and welcoming; where all
students can articulate the expectations; and
can find the joy in learning are the firsts step
toward engaging and motivating learners.
R. Cash, 2015
Dr. Richard M. Cash

nRich Educational Consulting

Advancing Differentiation September 2016

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All Rights Reserved, 2016 nRich Educational Consulting, Inc.

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

• Do: Participants will be able to create differentiated

• K: Participants will know specific details of

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

Adapted from Silver & Strong, 2004

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

• Step-by-step • Safe risk-taking

• Check lists • Collaborative

All Rights Reserved, 2016 www.nrich.consulting

• Affective connections • Individual practice

• Connection building • Convergent questioning

All Rights Reserved, 2016 www.nrich.consulting

• Time to ponder &

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

The Essence of Differentiation

All Rights Reserved, 2016 www.nrich.consulting

Content Process Product

All Rights Reserved, 2016 www.nrich.consulting

All Rights Reserved, 2016 www.nrich.consulting

Curriculum Design for the 21st Century

All Rights Reserved, 2016 www.nrich.consulting

Sample Interdisciplinary Concepts

All Rights Reserved, 2016 www.nrich.consulting

Concept Development Model

All Rights Reserved, 2016 www.nrich.consulting

• Demonstrates the depth of knowledge about concepts

• Applies across disciplines

All Rights Reserved, 2016 www.nrich.consulting

• Change may have positive and/or negative consequences.

• Change may be perceived as orderly or random.

• Change may happen naturally or be caused by people.

All Rights Reserved, 2016 www.nrich.consulting

Designing Good Questions: DOT

•Take time to process

All Rights Reserved, 2016 www.nrich.consulting

Designing Good Questions

• Forced choice with explanation:

All Rights Reserved, 2016 www.nrich.consulting

Writing Essential Questions

Represents the essence of the unit of study

Transcends the discipline and subjects

Demonstrates the relevance and meaningfulness of the

Ignites passion about the learning

All Rights Reserved, 2016 www.nrich.consulting

Sample Essential Questions

• Why is change everywhere?

• Why does change have positive and/or negative

• In what ways is change perceived as orderly or random?

• How does change happen naturally or unnaturally?

All Rights Reserved, 2016 www.nrich.consulting

Types of Essential Questions

• Content Essential Question:

• Unit Question based on the essentials:

All Rights Reserved, 2016 www.nrich.consulting

Curriculum Design for the 21st Century