Differentiated Instruction

1. Differentiated Instruction Meeting the Needs of All Learners

2. Yoga

4. Fairness • Fairness is not about everybody doing the same thing; fairness is about everybody getting what they need.

5. How do you engage the disengaged? • Do you think a kid wakes up thinking. ”How can I be a failure today?” • Everyone wants to be successful-never give up-you don’t know when a breakthrough will come- Helen Keller • Teach them where they are • If they don’t learn the way you teach…teach the way they learn • Differentiate

6. What is Differentiation? Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities and student products to address the needs of individual students and/or small groups of students in order to maximize the learning opportunity for each student in the classroom. -Carol Ann Tomlinson

7. From the teacher’s perspective: Beth is a very advanced learner. In several subjects she is at least three or four years ahead of grade expectations in knowledge and skill. Her teacher is generous with praise and lets Beth and her parents know how proud she is of the quality of Beth’s work. Her teacher wants to be sure to affirm Beth’s ability and to give her a sense of the power she has as a learner.

8. From the student’s perspective: Beth has a sense that she is not important in the classroom. If she were, the teacher would know she is only repeating things she has long since learned rather than challenging herself. The work in the classroom does not seem purposeful to her and does not absorb her. And she somehow feels dishonest because the teacher tells her she is doing excellent work when she knows she makes high grades with no effort. Beth routinely leaves school with needs for affirmation, purpose, and challenge unmet.

9. Student Interest Survey Name: ________________________________________________________________ Directions: Please help me know you better so I can teach you better. Give as much information as you can. 1. What are your favorite things to do outside of school? (Please tell why you like them.) 2. When have you felt really proud of yourself? Please explain why you felt that way. 3. What are you good at in school? How do you know? 4. What’s hard for you in school? What makes it hard? 5. What are some ways of learning that work for you? 6. What are some ways of learning that don’t work well for you? Why? 7. What’s your favorite? • Book _____________________________________________________________ • TV show __________________________________________________________ • Movie _____________________________________________________________ • Kind of music _______________________________________________________ • Sport ______________________________________________________________ 8. What are some things you’d really like to learn about? 9. What are some things you really care about getting better in? Why? 10. What else should I know about you as a person and a student that could help me teach you better? 11. Describe how you see yourself as an adult. What will you be doing? Enjoying? Working toward?

10. Naturalist Verbal-Linguistic Intrapersonal Visual/Spatial Mathematical Musical Bodily - Kinesthetic Interpersonal “The MI Pizza” Armstrong, Thomas

19. Assessment is at the end of the learning to see “who got it” A single definition of excellence exists Whole-class instruction dominates A single text prevails A single form of assessment is used Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need Excellence is defined in large measure by individual growth from a starting point Many instructional arrangements are used Multiple materials are provided Students are assessed in multiple ways Comparing Classrooms TRADITIONAL DIFFERENTIATED

31. What do the comics show? What do they imply about education?

32. Differentiation Differs in • Content- What the student needs to learn or how the student will access the information • Process Activities in which the student engages in order to make sense of the assignment • Product Projects or products that ask the student to rehearse, apply and extend what has been learned

33. Main Course: You must do everything in this section Select a chemical problem in the environment; define/describe the difficulties it presents- why, where, and to whom/what Complete a map showing where the problem exists, who/what is affected by it, and to what degree Develop a written proposal for solutions and recommendations Side Dishes – Choose two of the following Determine costs of the problem (economic, health, clean-up, etc.) in one affected region Develop a timeline of the evolution of the problem Create a poster or cartoon that makes a commentary/ increases awareness of the issue Develop a fictional account, based on scientific fact, of a person who lives in a badly affected area MenusDirections:You will have class time and homework time over the next three days to complete your menu tasks. You may work on these tasks when you have completed your other class work.

34. Novel Think Tac Toe Character Setting Theme

35. Tiered Approach Tiering assumes that within a particular lesson or product, a wide range of students should work toward the same knowledge, understanding and skills. However it acknowledges the varied readiness levels of students in approaching the task and thus presents the work at different levels of difficulty. Example: Struggling: Write a report on either Lincoln or Jefferson Average: Write a report on both Lincoln and Jefferson Advanced: Compare and contrast Lincoln and Jefferson (Can use task cards)

37. Pick a way to explain Create One

38. Task Cards

39. RAFT EXAMPLE 2 This RAFT is designed for students as they are learning about endangered and extinct animals in science and about natural resources in social studies. Students should know • The basic needs of plants and animals. • The role of natural resources in the lives of people and animals. Students should understand • Our actions affect the balance of life on Earth. • Animals become endangered or extinct when the natural resources they need are damaged or limited. • Natural resources are not unlimited and must be used wisely. Student should be able to • Identify causes of problems because of misuse of natural resources. • Propose a useful solution to the problems.

41. Raft Activities

43. Covering content only widens the gap- when faced with teaching curriculum or teaching kids….always teach kids. 1

44. The willingness to base instructional decision on actual student needs— starting where the student is rather than simply “covering content.” 2

45. The willingness to teach (or work with kids) in present time (according to a student’s current needs rather than the anticipated demands of future teachers or grade levels). 3

46. The willingness to differentiate instruction, adjusting placement, quantity of work required and other curricular expectations to accommodate student readiness, experience and acquisition of prerequisite skills. 4

47. The willingness to present information more than once, explain something in a variety of ways or offer additional practice when necessary. 5

48. The willingness to encourage progress and raise the bar as achievement warrants. Alternative to unrealistic expectations, misunderstandings, instruction or environments poorly matched to student’s needs, and “set ups” for failure or passivity. 6

49. Yes, but…………….

50. While I work with a small group of students, what do I do with the rest of the class? Develop Independent Learners