Differentiated Instruction

1. Differentiated Instruction Embracing Multiplicity Fall Staff Development Presented by: Caice Gallaher and Cheryl Pond

2. Agenda (1/2 day) Welcome Learning Styles Inventory Video Jigsaw (Differentiation Strategies) Break Question/Answer Video Thinking Outside the Box (Differentiated Content) Gallery Walk Closure Exit Ticket/Evaluation

3. Agenda (full day) Welcome Learning Styles Inventory Video Jigsaw (Differentiation Strategies) Break Question/Answer Video Thinking Outside the Box (Differentiated Content) Gallery Walk Exit Ticket Lunch Break Menus, Choice Boards and Rubrics Group Work Gallery Walk and Share Time Evaluation Ticket

4. What is Your Style? • Learning Styles Inventory • Four Corners • Group projects –What is Differentiation? • Presentations

5. What is Differentiated Instruction? http://ttc-rocket/SafeVideos/Video.aspx?id=8IjHGqOZEng

6. The key • The key to a differentiated classroom is that all students are matched with tasks compatible with their individual learner profiles

7. Differentiating • Content – MULTIPLE options for taking in information • Process – MULTIPE options for making sense of the ideas • Product: MULTIPLE options for expressing what they know.

8. Differentiation Teaches Up Always Never Waters Down

10. Peer Collaboration • Discuss your definition of differentiated instruction with your elbow partner • Share your views with the group

11. Jigsaw • Groups by color • Each color group is responsible for the information provided. You will present this information to your home group. • Return to your home group and share out information gained from your color groups. • Create a differentiation T-Chart • What it is /What it is NOT

12. Note Taking on the Fly

13. Break • Be back in 10 minutes

14. Discussion • Compare the two group activities. • How was it different working with like learning styles vs. multiple learning styles? • What part of each lesson was differentiated?

15. What kids are saying about Differentiation http://video.ascd.org/services/player/bcpid47884069001?bckey=AQ~~,AAAAAmGjiRE~,escbD3Me8-wNwVrrLtP1hZJzLSzWzxGl&bctid=60305095001

17. At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

18. Think-Pair-Share • Think about the information presented • Talk to your partner about what you heard and why we should differentiate • Share ideas with the group

19. There are Lots of Ways to Differentiate Low Preparation Differentiation High Preparation Differentiation Independent Study Multiple Texts Multiple Testing Options Interest Centers Choice Boards Simulations Group Investigations • Choice of books • Homework Options • Use of Reading Buddies • Work Alone OR Together • Flexible Seating • Varied Supplemental Materials • Think-Pair-Share • Open-ended activities

20. Thinking Outside the Box • Look inside your box • Work with your group to think of ways to differentiate • Create a sample on the chart paper provided • Post your chart paper

21. Gallery Walk

22. Closure • How was this workshop differentiated?

23. Exit Ticket • Complete your evaluation • Provide at least one thing you learned this session that you will use in your classroom in the comment section

24. Menus/Choice Boards • Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS.

25. What are Menus and Choice Boards? • Learning menus outline a variety of instructional options targeted toward important learning goals. • Students are able to select the choices which most appeal to them. • The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.

26. Kinds of Menus • MENU: Main Dishes, Side Dishes, and Desserts (for younger learners) • AGENDA: Imperatives, Negotiables, and Options (for older learners) • THINK TAC TOE: Complete a row, column or diagonal line of activities. • (all three options can be differentiated according to interest or learning profile)

27. Menus/Choice Boards and CSCOPE • Performance indicators • Project Ideas • Presentations • Assignments that require application, analysis or evaluation of knowledge • Creating something new

28. Rubrics • Provide expectations for finished work • Provide guidance for students • Provide grading criteria for both teachers and students • Every Menu/Choice Board should include a rubric for assignments

29. Your Turn • Study the samples of menus/choice boards and rubrics • Investigate CSCOPE/Curriculum provided • Design a menu/choice board with a rubric that you can implement immediately and repetitively • Combine Performance Indicators and other projects as desired to provide students with choices for applying content knowledge

30. Let’s Share! • Walk the room • Discuss other opportunities to incorporate menus/choice boards • Take pictures of anything you would like to remember later • Share email and contact information • Discuss ways to work together in the future

31. Exit Ticket • Complete your evaluation • Provide at least one thing you learned this session that you will use in your classroom in the comment section