What is it? Why do we need it? What does it look like?

1. What is it? Why do we need it? What does it look like? Metropolitan Nashville Public Schools Department of Exceptional Education Differentiated Instruction Overview

2. WORKSHOP: 8:30-3:30 LUNCH: 11:15-12:30 A.M. BREAK ~ 9:45-10:00 P.M. BREAK ~ 1:45-2:00

3. Ground rules Please silence your cell phones We have scheduled breaks, but please take one if needed. Please use the Parking Lot for questions, we will try to get to all of them during the breaks.

4. Session Overview What is Differentiation? Why Do it? Instructional Strategies Tips For Instruction Assessment Tools

5. Pair and Share

6. Same or Different “Ice Breaker” • In your packet there is a Venn Diagram • Within your group figure out how you are same and how you are different. • Share Out: 1 same and 1 different with the group. Same Different

7. Differentiating Instruction: The Journey "In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you, however, differs. Unless we understand and respond to those differences, we fail many learners." -Carol Ann Tomlinson

8. Why Do We Need to Differentiate? 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 Willis, S (November 1993). “Teaching Young Children: Educators Seek ‘Developmental Appropriateness.” Curriculum Update, 1-8.

9. What is Differentiated Instruction? • A collection of best practices, strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. • Highly effective teaching. • Requires us to do different things for different students, based upon individual student needs.

10. Differentiated Instruction is. . . . • Whatever worksto advance the student when the regular classroom approach doesn’t meet students’ needs. • Designed totap intodifferent studentreadiness levels, interests, and learning profiles. • Teaching different students the content in different ways, based onhow students learn.

11. Differentiation is a Philosophy • All students have areas ofstrength. • All students have areas ofweakness. • Every brain is asunique as a fingerprint. • Each student bringsprior knowledgeandexperienceto a new learning situation. • Emotionsimpact learning. • Learning is alifetime journey. • All students can learn! DO YOU BELIEVE?

12. Why Differentiate?

13. 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).

14. 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).

15. Music Break

16. Music/Rhythmic Lesson Ideas

17. How to Differentiate a Reading Passage(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

18. Break Time 15 minutes

19. Mapping a Route Toward DI “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

20. THE DILEMMA! How does a teacher reach the needs of every student?

21. Students Learn in a Variety of Ways Learning is based on a person’s Preferred Learning Style Experiences Interests

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

23. 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?

24. MULTIPLE INTELLIGENCES Visual- Spatial Musical- Rhythmic Naturalist Logical- Mathematical Bodily-Kinesthetic Verbal-Linguistic Intrapersonal Interpersonal

25. Linguistic Intrapersonal Musical Logical-Mathematical Naturalist Spatial Bodily-Kinesthetic Interpersonal 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.

26. Multiple Intelligences

27. Mutiple Intelligences

28. Differentiated “Wait-Time” Wait time allows students sufficient time to process and develop a response to a question before the teacher asks a specific student to respond. Every 20 minutes provide a 60 second talk break for students to process information Give students 3-5 seconds of “wait-time” Some students need more than 5 seconds when the question is above their recall level Some boys may need up to 60 seconds to bring information up on their “screen” Students whose primary language is not English will need additional processing time Students with expressive language difficulty need more time for the retrieval of words and thoughts

29. DIFFERENTIATION STRATEGIES:Flexible Grouping

30. Instructional strategies in a classroom using DI should include a mix of . . . Group activities Individual activities Whole class activities

31. Student’s Learn in a Variety of Ways Learning is based on a person’s… Learning Style Differences Current Student Demographics Experiences Interest Achievement Goals

33. 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

34. 18 would be White 15 would live in a single parent family at some point in childhood 10 would be born to unmarried parents 7 would be born poor 6 would be Hispanic 5 would be African American 4 would be born to a teenaged mother 3 would never graduate from high school and live at less than half the poverty level 2 would have a disability 1 would be Asian American 1 would live with neither parent If the diverse characteristics of America’s children were merged into one classroom of 30 students …

35. 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).

36. We know that students learn better if… • Tasks are a close match for the skills and understanding of a topic (readiness) • Tasks ignite curiosity or passion in a student (interest) • The assignment encourages students to work in a preferred manner (learning profile).

37. Discussion Question What are you already doing to differentiate instruction in your classroom?

38. Lunch Time You will have 1 hour and 30 minutes for lunch. Please make sure you return on time! See you at 12:30 Have a great lunch! 

39. …differentiated mathematics instruction is most successful when teachers: • believe that all students have the capacity to succeed at learning mathematics; • recognize that multiple perspectives are necessary to build important ideas and that diverse thinking is an essential and valued resource in their classrooms; • know and understand mathematics and are confident in their abilities to teach mathematical ideas; • develop strong mathematical learning communities in their classrooms; • focus assessment on gathering evidence that can inform instruction and provide a variety of ways for students to demonstrate what they know; and • support each other in their efforts to create and sustain this type of instruction. Math Solutions Professional Development MATH FOR ALL: Differentiated Instruction Parker, AZ June 1, 2009

41. Math Talks More than one way to do the same thing. Open your eyes and mind to new ways.

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

44. Materials Teachers have long recognized that children operate on a variety of levels in terms of their needs for concrete models. Therefore, the types of materials available may make the difference as to whether a problem is accessible. -Linda Dacey and Rebeka Eston Salemi

45. Musical Problem Solving This activity allows students to work cooperatively with their classmates to solve math word problems. Students mix around the room while music is being played. When the music stops, they will solve a problem with their partner.

46. Musical Problem Solving 1st=Read the first problem and think about how you would solve it. DO NOT write anything yet. 2nd=I will play music and you will mingle around until you find a partner. 3rd=Discuss the first problem with your partner, describe how to solve it and each of you write the solution on your paper. You must show your work, which could include drawing, charts, or number sentences. If you finish early you can discuss the next question with your partner, but do not write anything on your paper. 4th=Discuss the previous question with your new partner before moving onto the next question.

48. Making sure students understand what the problem is asking. • Have students read the task repeatedly, as in a choral reading format. • Encourage students to dramatize story problems. • Ask students to summarize the task in there own words. • Use pictures, models, and gestures to clarify ideas whenever possible; • Have students try out there thinking in pairs or small groups, before speaking in front of the whole class.

49. A Perfect Match! The combination of mathematics and literature allows children to discover mathematical concepts in a meaningful context and makes the learning experience more personal.

50. Connecting math to literature can help bridge the gap for students who are not strong in math, but love to read. • Marilyn Burns (2005) • Using storybooks to teach math. Instructor, 27-30.