Schedule

1. Differentiating for All Learners Schedule • How it Feels • What Is Differentiation • Assessment • Why Differentiate? • How to Differentiate • Content-Process-Product

2. Warm-up Activity Label at least three parts of the brain, and describe the function of each part.

3. Warm-up Activity Label as many parts of the brain as you can, and describe the function of at least five parts. Label at least three parts of the brain, and describe the function of each. Use the textbook to label at least three parts of the brain. Why is this part important?

4. Warm-up Activity Name the first president and describe at least three key events in his life.

5. Warm-up Activity Who was the first president of the United States? Name at least one thing he did. Name the first president and describe at least three key events in his life. Describe in detail the life and legacy of the first president.

6. Warm-up Activity Usted tiene dos minutos de completar esta actividad.

7. Warm-up Activity Usted tiene dos minutos de completar esta actividad. You have two minutes to complete this activity.

8. What Is Differentiation?

9. What Is Differentiation? “Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.” —Carol Ann Tomlinson (2000)

10. What Is Differentiation? Complete the Anticipation Guide by filling in what you think for the pre-test column. After the presentation, we may revisit this activity to see if any opinions have changed.

11. What Is Differentiation? • Only one way • Use all the time • All-purpose problem solver • No whole-group instruction • Bad for high-stakes testing • Special education only • Same as individualization

12. What Is Differentiation? • Means lack of mastery • Unbalanced workloads • “Kings” and “foot soldiers” • Brighter students teach others • Not fair The above list was adapted from the following resources: Benjamin, Amy. 2002. Dispelling some myths about differentiated instruction. Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye on Education. Wormeli, Rick. 2005. Busting myths about differentiated instruction. National Association of Secondary School Principals. http://wwwfindarticles.com. Accessed October 1, 2007.

13. What Is Differentiation? Fair is not everyone getting the same thing. Fair is everyone getting what they need. —Anonymous

14. Assessment • Difficult with differentiated activities • No option will work for every activity • Summative assessments • individual • grade-level criterion-referenced tests • authentic assessments • Formative assessments • group and individual • authentic assessments

15. Assessment Types of authentic assessment: • matrix rubric • point-based rubric • checklist • individual writing sample

16. Assessment Matrix Rubric

17. Assessment Matrix Rubric

18. Assessment Point-based Rubrics

19. Assessment Point-based Rubrics

20. Assessment Checklist

21. Assessment Individual Writing Sample

22. Assessment Ways to use authentic assessment: • teacher evaluation • group • individual • self-evaluation • peer evaluation • with planning sheets

23. Assessment Peer Assessment

24. Assessment Planning Sheets

25. How to Differentiate • Determine readiness levels, learning styles, and interests of students • Review strategies you’d like to try • Identify activities to easily differentiate • Try one activity • Analyze how it went • Keep trying

26. How to Differentiate Tiered Assignments • Complex strategy • The “grand daddy” of all differentiation strategies • Different paths lead to the same objective.

27. How to Differentiate Tiered Assignments above Objective on below

28. How to Differentiate Tiered Assignments • Begin by thinking about the enduring understandings. • What do you want students to learn during the activity? • All students should work toward the same objective. In what ways did immigrants affect American society?

29. How to Differentiate Tiered Assignments • Create the activity you want your on-grade-level students to complete. • When you tier your first assignments, start small. Don’t tier an entire unit, tier just one day or one assignment. • Write at least a two-page letter from the point of view of one of the immigrants we read about in class. • Use the narratives we read as a resource. • Describe his or her new life in America. • Include at least three ways that the immigrant changed lives in America.

30. How to Differentiate Tiered Assignments In what ways did immigrants affect American society?

31. How to Differentiate Tiered Assignments • Revise the activity for your English language learners. • Create a Venn diagram comparing your experience coming to America with the experiences of early immigrants. Some ideas to include are: • What it feels like to arrive • What homes look like in America • What jobs immigrants do • How immigrants spend their free time • Ways immigrants change America • Then, write at least three sentences summarizing your Venn diagram.

32. How to Differentiate Tiered Assignments In what ways did immigrants affect American society?

33. How to Differentiate Tiered Assignments • Revise the activity for your above-grade-level students. • Write the final summary chapter of an autobiography from the point of view of one of the immigrants we read about in class. • Use at least three resources as you write your chapter. • Describe in detail how his or her life changed after moving to America. • Include at least five specific examples describing how the immigrant affected American society.

34. How to Differentiate Tiered Assignments In what ways did immigrants affect American society?

35. How to Differentiate Tiered Assignments • Revise the activity for your below-grade-level students. • Write a one-page letter from the point of view of one of the immigrants we read about in class. • Use the narratives we read as a resource. • Describe at least two details about his or her new life in America. • Include at least two ways that the immigrant changed lives in America.

36. How to Differentiate Test Your Tiered Knowledge On-grade-level activity: Write at least a five-sentence paragraph describing how and why your state joined the United States of America. Above-grade-level choices: • Write the paragraph. Then, do help other students finish their work. • Work on history logic puzzlers as an anchor activity instead of writing the paragraph. • Write the paragraph. Then, write two more paragraphs describing the pros and cons of joining the USA. • Write the paragraph. Within the paragraph include information on how your region was affected by the addition of your state.

37. How to Differentiate Test Your Tiered Knowledge On-grade-level activity: Write at least a five-sentence paragraph describing how and why your state joined the United States of America. Below-grade-level choices: • Write five sentences describing why your state joined the United States of America. • Write two sentences about your state. • Finish the assignment during lunch or quiet reading time. • Write the paragraph with teacher help as needed.

38. How to Differentiate Test Your Tiered Knowledge On-grade-level activity: Write at least a five-sentence paragraph describing how and why your state joined the United States of America. English language learner choices: • Talk to partners about why your state joined the United States of America. • Write two sentences about your state. • Give students support by partnering them with others who are language proficient. • Have students illustrate their paragraphs through picture dictionaries.

39. Why Differentiate?

40. Why Differentiate? The changing face of today’s classrooms . . . • Diverse subpopulations • Poverty • “De-tracking” America’s schools • Drop-out situation • Higher expectations and pressure

41. Why Differentiate? Differentiate for . . . • English language learners • gifted students • special education students • regular education students • minority students • at-risk students

42. Why Differentiate? Differentiate because of . . . • readiness levels • learning styles • interests

43. Why Differentiate?

44. “There is nothing so unequal as the equal treatment of unequals.” —Thomas Jefferson

45. Quick Differentiation Ideas

46. Quick Differentiation Ideas • Scaffolded questions • Wait time • Explain your thinking • Using “at least”

47. Understanding the Resource • Theory • Steps • Example(s)

48. Understanding the Resource Differentiate through . . . • content (what they learn) • process(how they learn) • product(how they share)

49. Content

50. Differentiating by Content You can’t learn much from books you can’t read. —Educational Leadership