Welcome! ¡ Bienvenido !

1. Welcome! ¡Bienvenido! • Please fold an index card in half to form a “tent” and write your name on both sides. • Leave this card with your instructor at the end of each class.

2. Course Start Up • Registering for credit. • Contributing to Learning Environment – Food! • Course requirements

3. Today’s Goals / Objectives Content Objectives • Understand student variance • Try out activities that you can use to create a differentiated mindset among students • Knowwhich components of teaching can be differentiated and which should not. Language Objective: • Listen and read about differentiation; write and speak to show understanding.

4. Out-of-Class Reading Assignment “Preface” by Carol Ann Tomlinson From her new book, Leading and Managing a Differentiated Classroom

5. Maslow’s Hierarchy of Needs Academic learning requires students to work at the highest level of need satisfaction within their grasp. From Tomlinson, pg. 39

6. A Framework for Differentiation Part I • Who are you as learners? (Are you all alike or are there important differences?) • Given the differences we see, how should I teach you? • If our classroom is going to work for all of us, what will it be like? (How will it need to function? What roles will each of us play?) • How can I learn more about your starting points, interests, and best ways of learning?

7. Pre-Assessment…Getting to Know You Building Assignment Write Your Full Name Email Texting Phone Number Role Hobbies? Interests? ! ? . University Affiliation? Visual, Auditory, or Kinesthetic? Groupie or Soloist? # of Years Teaching Part to Whole or Whole to Part?

8. Stand Up, Hand Up, Pair Up Rotate 3 times. Speak with people you don’t know. What would you change on the index card to make this activity work with your students?

10. The Line Up Organization • Last Names: A-K Algebra Speaking Spanish Hosting a Party Budgeting Knitting Scrapbook-ing Spelling Keeping desk clean Writing

11. The Line Up • Last Names: L-Z Skiing Driving Chess Sudoku Swimming Drawing Volleyball Cooking Writing IEPs Yoga

12. “The teacher’s overriding moral purpose is to meet the needs of students, even when it conflicts with personal preferences.”-Lorna Earle, Assessment as Learning

13. “We will not successfully restructure schools to be effective until we stop seeing diversity as a problem.”-Wiggins, 1992

14. Strengths and Weaknesses Bar Graph Bar 1 – Reading Bar 2 – Writing Bar 3 – Math Bar 4 – Science Bar 5 – History Bar 6 – Acting Bar 7 – Sports Bar 8 – Singing

15. Strengths and Weaknesses Bar Graph Bar 1 – Reading Bar 2 – Writing Bar 3 – Math Bar 4 – Science Bar 5 – History Bar 6 – Acting Bar 7 – Sports Bar 8 – Singing

16. A Framework for DifferentiationPart II • If we have a differentiated classroom, can it be fair? (What will ‘fair’ mean in this room?) • What will success in this class mean? (How will I know if you’re succeeding? How will you know?)

17. Big Topic Main Point Examples, Facts, Details (Visuals) Note Taking: Your First Strategy Lesson Main Point Examples, Facts, Details (Visuals) Main Point Examples, Facts, Details (Visuals)

18. How Not to Get Sued A Legal Primer.

19. Classroom Teachers and the Curriculum – Legal Precedent • As a general rule, courts consider classroom methodologies and techniques as the professional prerogative of teachers. Owasso ISD v Falvo (2002) • However, the education of school children is not left to the whim of individual teachers to teach what they please, whenever they please, and in any way they please. Peloza v Capistrano (1994)

20. Classroom Teachers and the Curriculum – Legal Precedent • Classroom teachers do not have a “constitutional right to require students to forgo a portion of their education they would be entitled to.” Palmer v Board of Education(1980) • Children who do not speak English are entitled to equal access to school curriculum. Lau v Nichols, (1974)

21. Teaching Components

22. Curriculum An organized plan of what students should know, understand, and be able to do as a result of instruction in your class.

23. Learning Environment The physical and emotional context in which learning occurs.

24. Learning Environment “As teachers,our mood and energy levels set in motion ‘weather fronts’ that permeate through the day and affect our students. Our weariness settles on students like fog; our joy becomes their excitement.” -Carol Ann Tomlinson

25. Learning Environment Mantra for Good Teacher/Parent Relationships If parents believe you dislike their child, NOTHING you do will ever be good enough. If parents believe you adore their child, minor errors on your part will be easily forgiven. This is all you really need to know.

26. Instruction The process of teaching, educating, and engaging students with content.

27. Assessment • A data-gathering and analysis process that determines the degree to which students have achieved curricular goals. • Assessment informs decisions about and planning for instruction.

28. Final Thoughts • When was the last time you experienced something adjusted to your personal needs? • How did it make you feel?