Metropolitan Nashville Public Schools Department of Exceptional Education

1. Differentiated InstructionDifferentiation isn't just about having different students do different things. Differentiated instruction is based on students' needs. Metropolitan Nashville Public Schools Department of Exceptional Education

2. Quick View of the Day • Workshop 8:30-3:00 • AM Break 9:45-10:00 • Lunch 11:15-12:15 • PM Break 1:45-2:00

3. Who are you? • Make a creative name tag/tent • You will have 10 minutes to make your own name tag. • Make sure you list hobbies, draw a picture or two, give a self profile,etc. • Don’t forget your name, years of teaching experience, and what you teach. • Introduce yourself and share out with the your table.

4. Think of a Time… • Turn to a partner at your table and talk about a time when you were really engaged in learning… • What did that look like? • What did that sound like? • Why do you think you were so engaged?

5. What is differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001)

6. Teachers Can Differentiate Content Process Product According to Students’ Interest Learning Profile Readiness Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

7. Learning Cycle and Decision Factors Used in Planning and Implementing DI

8. Basically it is… • Knowing your students • Knowing the subject and content • Finding the best way to match your students and the content. • It ensures that ALL students have the opportunity to learn and achieve.

9. When I skate, I go where the puck is. Wayne Gretsky Think of it as… When we teach, we should go where the student is.

10. Did you know… When a teacher tries to teach something to the whole entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. Lillian Katz So two thirds of the kids are wasting their time. Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.

11. How does it work? • Strengthens teachers’ beliefs in the power and effectiveness of differentiating instruction at every grade level, in every subject, and in every school demographic • Teaches educators how to be intentional in instructional delivery for maximum student learning

12. We also know… People learn differently—we have various learning styles, learning strengths, abilities, and interests. We also learn alike in that we need to find meaning and make sense of what we study. We learn best from work that demands we stretch ourselves, but does not intimidate us.

13. We know from research… • Students learn 90% of what they say or discuss as they complete an activity. • Drawing figures helped improve critical thinking skills in learning-disabled children. • Play is the brain’s link from the inner world to reality and the foundation of creativity. • Mind mapping engages all the brain’s functions and captures the total picture. • Laughter and humor maintain students attention, reduce mental and physical tension, relieve stress and make the school day shorter.

14. IS… Using assessment data (progress monitoring) to plan instruction and group students. Teaching targeted small groups (1:3, 1:5) Using flexible grouping (changing group membership based on student progress, interests, and needs). Matching instructional materials to student ability. Providing students with choices about what and how they learn Tailoring instruction to address student needs. IS NOT… Activities that all students will be able to do Getting it on your own All assignments are the same for every student except for the number of problems Allowing the early finishers computer time Assigning “extra” work for more advanced students Cooperative learning groups where the “gifted” student gets to be the leader Differentiated Instruction

15. Differentiated or Different?

16. Mapping a Route Toward Differentiated Instruction Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination. -Carol Ann Tomlinson

17. What do I do? There are numerous strategies that can be utilized in order to meet the needs of all students and assist teachers in teaching the two things they are required to teach STUDENTS And STANDARDS

18. Strategy: Movement Did you know ... • A 5-15% increase in blood and oxygen flow to the brain is created when one stands. This also causes students to become more aroused and alert (Jensen, 1995). • Twenty years of research have shown that movement puts learners, whether kindergarteners or college students, in an appropriate state for learning (Thayer, 1996).

19. Music, Rhythm, Rhyme, and Rap Did you know … • Music provides a valuable aid to memorization (Sprenger, 1999). • Long-term memory and emotion are activated by the signals that music carries (Webb & Webb, 1990). • Music connects multiple brain sites by activating and synchronizing neurons’ firing patterns (Jensen, 2001).

20. Music Break

21. Music/Rhythmic Lesson Ideas

22. http://theweekinrap.com/?p=342http://www.flocabulary.com/

23. Flexible Grouping Should be purposeful: • may be based on student interest, learning profile and/or readiness • may be based on needs observed during learning times • geared to accomplish curricular goals (K-U-D) Implementation: • purposefully plan using information collected – interest surveys, learning profile inventories, exit cards, quick writes, observations, etc. • list groups on an overhead; place in folders or mailboxes • “on the fly” as invitational groups Cautions: • avoid turning groups into tracking situations • provide opportunities for students to work within a variety of groups • practice moving into group situations and assuming roles within the group.

24. Flexible Grouping T- Total Group A- Alone P- Partner S- Small Group Or P-Partner I-Individual G-Group TAPS PIG

25. Benefits of Flexible Grouping • Teacher becomes more of a “facilitator” of knowledge and skills • Removes the negatives and stigma of “static” groups, i.e. “Once a buzzard, always a buzzard” syndrome • Students see that they can and will progress as they learn. Growth becomes a visible and expected part of the classroom culture

26. Jigsaw Activity (Coming to our senses: Incorporating Brain Research Findings into Classroom Instruction) • Make a Grid • Form a group of four • Number off and assign 1, 2, 3, 4 • Read assigned part and take notes • Add personal comments • Report findings to the group • Discuss and reflect *Great DI strategy to use in your classrooms

27. Suggestions for Dividing Up Reading: 4 readersReader 1=Beginning until Using Color and Lighting…Reader 2= Using Color and Lighting…until Sounds in the EnvironmentReader 3= Sounds in the Environment until pg. 663second paragraph (Music is used…)Reader 4= pg. 663 Music is used… until end You will have 25 minutes JIGSAW

28. Elements of a Brain-Based Environment

29. GRAFITTI FACTS Discuss at your table for 5 minutes what is differentiated instruction. Pick someone from your table to go Graffiti on the chart what you agree to share.

30. The Key • The Key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles. Curriculum should be differentiated in three areas: 1. Content: Multiple option for taking in information 2. Process: Multiple options for making sense of the ideas 3. Product: Multiple options for expressing what they know

31. Think of DIFFERENTIATION as the lens you look through when using any materials, programs or instructional strategies. If you have high quality curriculum and materials, then it isn’t so much WHAT you use as it is HOW you use it to meet the varying readiness, interests and learning profiles of your students.

32. MULTIPLE INTELLIGENCES Logical- Mathematical Naturalist Musical- Rhythmic Visual- Spatial Bodily-Kinesthetic Interpersonal Verbal-Linguistic Intrapersonal AUDITORY Learning Styles VISUAL KINESTHETIC

33. Does one size really fit all? • Differentiated Instruction

34. Learning Styles • Do you know your own teaching/learning style? • Do you plan learning experiences that address different learning styles? • Are a wide variety of activities available for students?

35. Linguistic Intrapersonal Musical Logical-Mathematical Naturalist Bodily-Kinesthetic Interpersonal Spatial Multiple Intelligence Test • Take 10 minutes to complete the learning styles survey. • Once you have tallied the results, choose your learning style preference group. • Then we will share our learning style and what you think of the inventory. • Remember your highest area. We will do something with it later.

37. Lunch Time You will have 1 hour for lunch. Please make sure you return on time! Have a great lunch! 

38. Ishby Peter Reynolds

39. Drawing and Artwork

40. Research Did you know … • Based on 1999 and 2000 test results, students who took studio art, art appreciation and art design scored 47 points higher in mathematics and 31 points higher on the verbal portion of college entrance exams than did students who were not enrolled in visual arts classes (College Board, 2000). • Drawing figures helped improve critical thinking and verbal skills in learning-disabled children (Jing, Yuan, & Liu, 1999).

42. Define It Differentiated Instruction is like a sailing adventure because the captain must identify each crew member’s specialty and talents so assignments can be made.

43. Differentiated Instruction… Is Like A Sailing Adventure! because Teachers set the course for the journey to deciding how each one will travel and what each will learn along the way.

44. Think of your questioning through Bloom’s Taxonomy… Question Strategies

46. Strategies for Student Thinking • Remember wait time • Provide at least 3 seconds of think time after a question and after a response • Utilize “think-pair-share” • Ask “follow-ups” (Why? Do you agree? Can you elaborate? Tell me more. Can you give me an example?) • Ask for a summary • Survey the class “How many people agree with the author’s point of view?” (thumbs up, thumbs down). • Allow student calling

47. GRAFFITI FACTS Discuss at your table for 3 minutes what is something new you have learned about differentiated instruction. Pick someone else from your table to go Graffiti on the chart what you agree to share.

48. Assessment Strategies

49. Assessment ToolsInformal

50. Pre-AssessmentSquaring Off I know some I know very little I know a lot I know all about this!