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Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
Differentiation Diner
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  • Differentiation Diner Materials: Slide S1-35-36, Handout S1-21-26, Project materials for “Product”: construction paper, scissors, hangers, yarn or string, magazines, 8.5 x 11 posters with the following headings: “Project Materials” and “Resources”, Tent labels : “Learning Environment,” “Grading,” “Instructional Practices,” “Differentiated Classroom Management,” “Use of Readiness, Interests, and Learning Profiles to Plan Lessons,” and Differentiation with Content, Process, and Product”, materials from “Resources for Differentiation Diner”-pgs. S1-50-51. Share with whole group.
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    • 1. Foundations and Applications of Differentiating Instruction: Competencies Four and Five Differentiation Diner Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 2. Quote
      • “ I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” —Abraham Maslow
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 3. Choice Boards & Menus
      • Also called Tic Tac Toe Boards or Learning Menus.
      • A type of learning that provides a “menu” of activities-some that all students must do, and some that allow students choices.
      • Ensures that each learner focuses on knowledge, understanding and skills designated as essential.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 4. “ May I see a menu, please?” Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 5. When you…
      • Dine out you are offered a menu.
      • When you shop you choose the item that best suits your need.
      • When listening to the news you choose the station you prefer.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 6. The Key to a Differentiated Classroom
      • Students are regularly offered CHOICES
      • Students are matched with tasks
      • Compatible with their individual learner profiles
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 7. Menus / Choice Boards
      • Teacher friendly
        • Easy to construct
      • Encourage
        • Responsibility
        • Independence
        • Accountable
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 8. Menus / Choice Boards
      • Contain a variety of requirements / activities
        • Students choose one or more activities to complete in order to learn a skill or develop a product.
        • Can be organized so that students are required to choose options that focus on several different skills
        • Provide clear instruction in their use
        • Guide students towards challenging (not frustrating) activities
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 9. Choice Board Activity   Language/Level: English 7  Unit/Theme: Poetry: Literary Elements Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Locate at least one example of each of the following: elements: alliteration and hyperbole, from the poem Sarah Silvia Cynthia Stout . Locate at least one example of each of the following: idiom and personification from the poem… Locate at least one example of each of the following: simile and metaphor from the poem… Explain the literal meaning of a hyperbole from the poem Sarah Silvia Cynthia Stout . Explain the literal meaning of an idiom or personification from the poem… Explain the literal meaning of a simile or metaphor from the poem… Create your own example of alliteration and hyperbole. Create your own example of an idiom and personification. Create your own example of a simile and metaphor.
    • 10. Another Form of Menus
      • Tic-Tac-Toe
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 11. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.
    • 12. Tic-Tac-Toe Activities Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Students complete the three activities of their choice in a straight row, creating a winning tic-tac-toe (project). Mathematical/Logical 1. Determine how many people could sleep in Haywood Hall. Limit your answer to the bedrooms and possible beds in the Hall. 2.Find out how many members were in the original State Council -- list members. Linguistic/Verbal 1.Create a journal. 2.Write a story about Dr. E. Burke. Include historical events. 3.Create a dinner party food list using food original to the Haywood Hall time period. 4. Create a brochure about the Hall. Bodily/Kinesthetic 1. Act out a scene -- pretend to be a child or adult at the Hall. 2. Learn a dance popular in the 18th or 19th century. 3. Create a model of the mantel in the living room. 4. Research a jostling board. How was it used? Who used it? Visual/Spatial 1. Create your family tree using the Haywood family tree as an example. 2. Draw a Haywood family crest. Do some research on the family seals and crests. 3. Create an illustrated dictionary of terms related to Haywood Hall. Free Choice Intrapersonal 1. Create a journal. Choose a Haywood to become. 2. Consider how life was in the 1800s. Write a narrative. You can choose to write as a servant, a Haywood family member, a child at the Haywood boarding school, etc. Interpersonal 1. Create a dialog for characters in a Haywood play. 2. Plan a group activity for Haywood Hall. 3. Plan a group tour of Haywood Hall and gardens. Naturalist 1. Catalog the garden's major flowers. 2. Plan an herb garden. 3. Catalog the types of painting/art in Haywood Hall. Musical 1. Research the piano, the flute. 2. Write a musical piece, circa 1800s. 3. Design a dance for the 19th century.
    • 13. Did You Know? 
      • Research shows that:
      • Students enter the classroom with a variety of abilities and interests, requiring that teachers employ a variety of learning options. Keefe & Jenkins, 2005; Yatvin, 2004
      • Excellent teachers rely on a variety of instructional strategies rather than relying exclusively on one method.
      • Langer, 2004
      • The most effective teachers function more as facilitators and coaches rather than as lecturers and direction givers, particularly in the upper grades.
      • Bolliger, 2004; McCain, 2005
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 14. Differentiation Diner
      • Main Course
      • Side Dishes
      • Dessert
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 15. Quote
      • “ A teacher in a differentiated classroom does not classify herself as someone who ‘already differentiates instruction.’ Rather that teacher is fully aware that every hour of teaching, every day in the classroom can reveal one more way to make the classroom a better match for its learners.”
      • ~ Carol Ann Tomlinson, 2001
      • How to Differentiate Instruction
      • in Mixed-ability Classrooms, p. 5
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 16. Instructional Practices for Differentiation
      • Choose an instructional practice for differentiation (cubing, tiered assignments, or learning menu).
      • Use the directions and model provided for your choice to create a differentiation activity using your own content.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 17. Attributes of Differentiation
      • Students differ as learners.
      • To learn well, each student needs appropriate challenge, success, and learning experiences.
      • It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences.
      • Effective attention to academic diversity needs to take place in an environment of mutual respect and safety with emphasis on growth and shared responsibility for learning.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 18. Attributes of Differentiation
      • Attending to student differences requires a flexible approach to teaching.
      • Successful attention to student differences must be rooted in solid curriculum and instruction.
      • There are many routes to achieving high-quality curriculum taught in ways that attend to student differences and build community.
      • Developing differentiating classroom calls on us not so much to develop a bag of tricks as to rethink teaching and learning.
      Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 - Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -

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