Differentiated Instruction Tillicum Elementary

1. Differentiated InstructionTillicum Elementary Kirk Robbins Puget Sound ESD krobbins@psesd.org

2. Essential Questions What is Differentiated Instruction? How do we do Differentiate Instruction?

3. KUD Goals Participants will… Know the definition of differentiated instruction Know common misconceptions regarding DI Understand common “entry points” for differentiation Be able to implement some DI strategies Be able to use specific lesson planning tools to impact student learning through DI

4. This Afternoon • Our initial thinking about Differentiated Instruction • Misconceptions about Differentiated Instruction • Directed Learning on Differentiated Instruction • Self-Directed learning on Differentiated Instruction • Use a learning contract to plan our own PD • Evaluation/Feedback

5. Our Initial Ideas about Differentiation Use sticky dots to respond to the following prompts: • My understanding of Differentiated Instruction • The level of Differentiation in my instructional materials • The level of Differentiation in my classroom instruction

6. Frayer Model • Take 4 minutes to complete your individual Frayer Model • Create a group model with your table team Differentiated Instruction

7. A definition of Differentiated Instruction

8. Thoughts about DI A philosophy and a way of teaching Guiding a classroom where, some of the time, more than one thing is taking place Respects the learning needs of students Learning activities differentiated based on readiness, interest, or learning preference Content Process Product PROACTIVE

9. Misconceptions Differentiation is only for certain students Differentiation is incompatible with standards Differentiated instruction is an “add on” Never any whole group activities High level kids vs. low level kids

10. 4 A’s Protocol Take 4 minutes to silently read p. 1-2 As you read identify: • An Assumption the author makes • An idea you Agree with • An idea you would Argue with • Something you Aspire to

11. 4 teachers talking • Take 3 minutes to respond to the probe

12. Revisit our Frayer Models • What do we think now? • Make any additions/changes to your initial ideas

13. DI Vocab

15. Investigating Differentiated Instruction DIRECTIONS GROUPING You may work: Independently Partners Small group • Pick a center based on Stages of Concern and your own understanding of DI • Use directions at center to guide your thinking • Try to visit 2-3 centers if possible • ALL Materials will be available electronically

16. Revisit Frayer Model • What do we think now?

17. Planning Time • Use a Learning Contract to guide some initial implementation • Use a lesson plan template to draft an upcoming lesson

18. Take Home Message • A classroom where some of the time, more than one thing is taking place • You can differentiate based on: • Content • Process • Product • Readiness • Interest • groupings

19. How to Start DIAdvice from Carol Tomlinson Just start Meet with small groups occasionally Take a month and just observe your students Give some pre-assessments