Welcome!

1. Welcome! • Choose a place to sit. • Have your handouts available for reference. • Greet others sitting near you. • Reflect on your knowledge of “differentiated instruction”. • Select ONE professional/personal goal for our session. • Be ready to start when you hear the chimes.

2. Putting the Pieces Together: Differentiating Instruction in a Brain-Compatible Classroom Sue Pearson email: susanpiti@aol.com

3. Dump the Pieces out of the Box How would you define* differentiated instruction? *Turn to a partner-30 second share for each

4. What is Differentiated Instruction? Differentiated instruction is when you are consistently and proactively creating different pathways to help all your students be successful!

5. Goals of Differentiated Instruction • Maximize each student's growth by meeting each student where he or she is and helping the student to progress.Offer relevant strategies/materials that provide rigor. • Offer several different learning experiences in response to students' varied needs (Tomlinson, 2000).

6. Why Differentiate? • Unique brain in each student’s head • Wide range of abilities in each class • Gender research • State mandates • Time crunch!

7. What you need to know: Students’ Emotional state Readiness Interests Abilities Learning style Multiple Intelligence preferences Differentiating Instruction You differentiate by: • Building relationship • Opening pathways to the brain that construct meaning • Providing rigorous topics • Demonstrating relevance of those topics • Encouraging students to interact with the content they are learning

8. STUDENT ENGAGEMENT QUESTIONING SKILLS ONGOING ASSESSMENT FLEXIBLE GROUPING Four Piece Puzzle! Our Agenda

9. Getting to the of the Matter! • You have a heart-shaped pattern of 8 pieces. • After each category group is shared, you will have time for reflection. • Select 1-2 strategies from that category; write the strategy name on a puzzle piece. • Try these when you return to school.

10. Student Engagement

11. Brain Basics: Student Engagement The brain: • Is shaped by environmental input • benefits from a novel, complex and enriched environment The type of environmental input can make a difference with respect to the health of that brain.

12. Student Engagement Learning is NOT a spectator sport! Engage your students by including: • Movement • Interaction with others • Interaction with the content

13. Interest Groups/Centers • Students take interest inventory. Go to:http://tinyurl.com/kohpbd • Students work in small groups based on their interests • These groups can also be organized by skill level.

14. Sample Inventory Questions Activities outside of school • 1. What do you like to do in your free time? • 2. What do you usually do after school? On weekends? • 3. What are your favorite games?4. What special tools or playthings do you have at home? • 5. Is there a tool, item or plaything you wish you had? If so, what and why? • 6. Do you have pets? If so, what kind? How many? • 7. Do you collect things? If so, what and why?

15. Clock Partners

16. 8:00 A_____________ 9:00 A_____________ 10:00 A_____________ 11:00 A_____________ 12:00 P_____________ 1:00 P_____________ 2:00 P_____________ 3:00 P_____________ 4:00P______________ 5:00P______________ 6:00 P_____________ 7:00 P_____________ 8:00 P_____________ 9:00 P_____________ 10:00P ____________ 11:00P ____________ Daily Appointment CalendarName_____________________

17. THAT’S ME! Finding commonalities is a brain-compatible way to make the brain feel safe. • Listen to my statement. • If that statement is true for you, stand and say “That’s me!” Variation: Teacher makes statements relating to topics of study. . .”I can name 3 causes of the Civil War

18. Timed-Pair-Paraphrase • Meet with ____appointment partner. • Decide who has the longer foot. • Big Foot shares first about ____________: 2 minute limit. • Little Foot shares-”I heard you say . . .” • Several Little Feet to share with the class. • Reverse Process. Kagan, Cooperative Learning Structures, 1994, 1998

19. K-W-L Carousel(Know, Want to Know, Learned) • Determine major topics of study. • Write each topic on a separate chart paper. • Divide students into same number of groups as topics (chart papers). • Provide a different color marker for each group and send to one of the charts. • Group appoints a recorder; visits each chart. Checkmarks same items; add new ones. • Return to original chart and reflect. Reporter gives summary. • Think of questions related to topics; add to chart. • Return at end of unit and add info in the “Learned” column. Students already know content? Provide independent work projects on topic.

20. Settling of the West(Know, Want to Know, Learned) K W L K W L K W L

21. SNOWBALL FIGHT! Reflection is a brain-compatible way to “cement” learning. • Student writes name and something learned in class on paper. • Bring paper and form circle. • Wad paper up into a ball shape. • On teacher’s signal, throw “snowball” into center of circle. • Signal to stop. • Student picks up snowball nearest to him/her and reads/writes comments. Repeat. • Group share of info. Note incorrect info and discuss. Variation: Teacher writes topics, wads up paper. Students pick, write, toss and discuss. Syracuse, NY ~ Golden Snowball Award-record-192.1 inches ’92-’93

22. MINGLE TO MUSIC Providing movement and music is a brain-compatible way to move content into long-term memory. • When the music starts, move around the room. • When the music stops, freeze in place. • Ask question with number answer-how many blind mice were there? • Students form groups of that number. Left over? Lost & found-join any group. • Give students content to discuss. Repeat.

23. Independent Study • An opportunity for students to select a topic of personal interest for the purpose of creating something new with the gathered information. • Important pre-skills: note-taking, outlining, interview skills, letter writing skills, research skills (to locate, record and organize information) are essential. • Instruct in keeping a process journal/log, creating/following a timeline, and product options.

24. Time to Choose • Clock/Appointment Partners • That’s Me • Timed-Pair-Paraphrase • K-W-L Carousel • Snowball Fight • Mingle to Music • Independent Study *Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

25. Questioning Strategies

26. Brain Basics: Questioning Strategies The brain : • Cannot remain passive; has to stay active • Becomes engaged when asked the “right” questions • Benefits from questions, cues, and advanced organizers • Puzzles over inconsistencies

27. Questioning Strategies Did you know. . .? • On average, teachers ask ____ questions an hour.* • Students (entire class) ask ____!* • _____% of the questions are at knowledge and comprehension levels** • Teachers wait an average of _______________ before calling on student, • That students automatically differentiate themselves by the questions they ask? E.g. capital punishment. 80 2 80 2 seconds *Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

28. CLOSED: Does everyone understand how to do this? When did the Civil War take place? What is the answer to #7? Who was the main character? Types of Questions OPEN: • How will you explain to a partner what to do next? • What historical actions sparked the Civil War? • Explain your thinking for problem #7. • Why did the main character in this story behave this way?

29. B L O O M’ S V E R B S

30. Evaluation: Why do you agree/disagree? Synthesis: How would you create a…? Analysis: How is this alike/ different from…? Application: How could you use…? Comprehension: Given ___ what would you predict___? Knowledge: Who, what, when, where is___? HOT Questions Benjamin Bloom’s Taxonomy

31. Step-by-Step • Allow sufficient response time. • Randomly call on students (popsicle sticks). • Explain that you will not call on anyone until at least half the hands are raised. • Occasionally call on students who do not have hands raised. Allow one “pass”. • Ask students how they came to their answer (correct or incorrect-it’s the thinking we’re after).

32. Pair off and discuss with a partner what has been learned (Think-pair-share) Play a game such as Jeopardy or Wheel of Fortune Participate in a “whip”-the process of your going around the class and getting quick responses to questions. *Be sure to give process time before starting the whip Fast Food Quickies ~ Chew On It

33. Going Around in My Brain • Enlarge to poster size. • Laminate. • Students write their questions on Post-it notes and stick to chart.

34. GIVE ME ! • Meet with _____ appointment partner. • Students touch own hands as they share information about the story they just read. • Model with book. Give graphic organizer and ask students to fill in their own answers to the questions. • Give students hand organizer to complete.

35. Give Me Five! What was this mostly about? What might happen next? What do I know now, even though I wasn’t given the info in the text? What does this remind me of? What mental picture do I see?

36. One card for each student One question on bottom. Answer to another question on top. Make sure question on one card has an answer on another card. Call on one student to start the game by saying “ Who has (reads the question) Student who has the answer responds with “I have_________. That student reads his/her question and finds answer and so on. Keep going until the original student has an answer to his question. I have . . . 48 Who has . . . .? 9 X 6 I HAVE . . .WHO HAS . . .? Variety of content areas; Can be arranged

37. Question Tic-Tac-Toe • Provides a menu of questions that help students think at different level’s of Blooms’ Taxonomy. • Allows you to differentiate assignments. • Give students a chance to create end products appropriate for their learning styles and MIs • Create a list of end products appropriate for MIs • Post on bulletin board. Students choose at least 3.

38. Question Tic-Tac-Toe Knowledge (write, list, define, label) Comprehension explain, compare, summarize Application (apply, list, diagram) Analysis (analyze, categorize, solve) Synthesis (adapt, compose, create) Evaluation (judge, recommend, forecast) Comprehension (outline) Synthesis (compose) Evaluation (debate)

39. According to Howard Gardner… • An intelligence isn’t strong or weak; it is developed or less developed. • The Intelligences are used to solve problems and produce products in one or more cultures. • They provide opportunities for us to give information out-not take it in! • One can develop a less developed intelligence.

40. Multiple Intelligences http://surfaquarium.com/Mi/inventory.htmhttp://tinyurl.com/n6xopw Howard Gardiner, Harvard, Project Zero

41. What are the standards I am addressing and assessing in this content? How can I make this content relevant to my students? Questions to Ask Yourself • How will I figure out what my students already know? • What are the concepts and skills to be mastered? • What will be meaningful ways for students to access this content? • Is there a guiding question that might shape the study of this content?

42. Time to Choose • Step-By-Step • Fast Food Quickies • Going Around in My Brain • Give Me Five • I Have…Who Has…? • Tic-Tac-Toe • Multiple Intelligence Surveys *Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

43. Flexible Grouping

44. Brain Basics: Flexible Grouping The brain : • Of each student can be stimulated • Feels safe in flexible grouping that encourages a sense of community • Can learn to make things “automatic” when at its own level or beyond • Receives information through a variety of strategies within the group

45. Flexible Grouping • Whole group • Small groups-varying degrees of readiness • Small groups of like-readiness • Interest groups • Independent *Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

46. Groups-General Info • Pairs (maximizes participation) • Triads/Quads (more ideas/diversity) • Groups of 5 (need structure) • Names Matter-skip the and ; name according to content; e.g., Punctuation Group, Equation Club *Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

47. Group Roles • Leader: facilitates; keeps group going • Timekeeper: monitors time • Materials Manager: Gets materials • Recorder: Summarizes group work in writing • Reporter: Summarizes group work orally • Scout: Seeks info from other groups • Encourager: Cheerleader for group *Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

48. Groups-Accountability • Teach collaborative strategies • Set agreements • Mingle as groups are working • Daily reflection • Individual/group evaluation *Other considerations: try all boy/girl groups-brain research (Michael Gurian)

49. Fair is not equal T-Chart: what “fair” looks like, sounds like, and feels like Journal prompts-writing about friends and “fairness’ experiences Develop a concept map of “fairness” Project Design-demonstrate fairness in creating the project by assuming different parts of the project Literature: find stories or passages that deal with fairness Take Your Choice

50. Brainstorming: How to Use • For a singular topic; develops vocabulary • Develop a list BEFORE reading; generate ideas, make connections to what they think will be in the content. • Review content: after completing a lesson/unit, invite students to work w/clock partner. Create list of words related to that topic.