“ Winter Break is over kids! Now, all you round pegs get back into your square holes”

1. “Winter Break is over kids! Now, all you round pegs get back into your square holes”

2. DifferentiatingInstruction Melissa Currin, Andrea Krumpelman & Tammy Harris Melissa.currin@kenton.kyschools.us Andrea.krumpelman@kenton.kyschools.us Tammy.harris@kenton.kyschools.us

3. Learning Targets Participants will • Gain an overview of differentiated instruction • Become familiar with several differentiation strategies • Identify points to consider when implementing differentiation in the classroom

4. Why differentiate? • No two children are alike • No two children learn in the identical way • To provide access to the curriculum to all students • One size does not fit all

5. What is differentiation? • A teacher’s response to learner needs: • Abilities • Interests • learning styles • The recognition of students’ varying background knowledge • Instruction that appeals to students’ differences

6. Ways Teachers Can Differentiate Knowledge and skills Varying learning activities or strategies Varying complexity/choice (tiered assignments)

7. Time to get to work! Sorting cards by: • Content • Process • Product

8. Discussion Question What are you already doing in your classroom that differentiates instruction?

9. Preparing for Differentiation • Identify learning goals and outcomes • Diagnose the difference in readiness, interests and learning styles of each student through various tools: • Entrance tasks • Exit Slips • Observation • Assessments ongoing Student dependent Instruction dependent Assessment Informative for continued instruction

10. Differentiation Strategies • Curriculum compacting • Independent study • Interest centers • Flexible grouping • Learning contracts • Choice boards • Reading Counts • Tiered activities • Graphic organizers 1 2 • Think-Tac-Toe • Teacher centers • Mini lessons • Technology enhanced lessons • Cubes

11. Management Suggestions • Explain the activity and the procedures with the whole class • Make expectations clear – develop ground rules for: • Behavior • Performance • Use tasks that require time and thinking – this is not an extension of the “seat-work” concept • Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)

12. Teachers who differentiate find… • Greater understanding of the concepts • All students experience challenge • Ability to apply concepts/skills to new situations and daily life • Students are excited • Students have ownership • Students are more independent learners • Students have greater mastery of content • Students have problem solving skills • Students are able to initiate their own projects.

13. Time to get to work! • Look at your core content bullet • Identify your learning goal • Develop two strategies • Be ready to share with the group

14. Where do I go from here? Resources/References • www.enhancelearning.ca • http://www.k8accesscenter.org/index.php • http://www.internet4classrooms.com/di.htm • http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html • http://www.manhattan.k12.ca.us/staff/pware/diff/index.htm • http://www.readinglady.com/mosaic/tools/tools.htm • http://www.kidsource.com/kidsource/content/diff_instruction.html • http://www.caroltomlinson.com/ • Rebecca Mann, Purdue University • Books your building coaches have: Standards Based Activities & Assessments for the Differentiated Classroom 90 Instructional Strategies for the Classroom

15. Exit Slip • List one idea that you feel you can implement in your classroom. • List any questions you may have about differentiated instruction. I will email answers/information to you. Thanks for your valuable time!!!