DRAFT REFERENCES Utilizing DIFFERENTIATED INSTRUCTION To Enhance Academic Performance • Formal & Informal Assessment √ Formal assessment includes all types of stan- dardized testing as well as unit and teacher- made tests. √ Informal assessment incorporates observa- tion, conferencing, and various kinds of per- formance assessments such as reports, dem- onstrations and performances. • Portfolios √ Students should be encouraged to use self- assessment and reflection about their work. √ Teachers should make informed diagnostic instructional and curricular decisions about students. √ Authentic evidence of student work should be gathered. • Projects √ Medial and summative projects enable stu- dents to demonstrate what they know and are able to do. √ Projects can be in a variety of forms, depend- ing on the content area. √ Other examples of projects that can demon- strate student understanding of content in- clude: Puzzles Short story Poem Illustration/Cartoon Collage Diagram Scrapbook Demonstrations Presentations Research Reports ASSESSMENT Garden City Public Schools Research/Best Practices Armstrong, Thomas. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Gregory, Gayle H. and Chapman, Carolyn. (2002). Differentiated Instructional Strategies. Thousand Oaks, CA: Corwin Press Tomlinson, Carol Ann. (2001). How to Differentiate in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, Carol Ann. (2001). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, Carol Ann. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development. DIFFERENTIATED INSTRUCTION IN ACTION; Middle School Video Series 2. Association for Supervision and Curriculum Development, 2008. ISBN 978-1-4166-0675-8. Inspiring Minds  Empowering Achievement  Building Community  DRAFT DI: Differentiated Instruction ELEMENTS OF DIFFERENTIATION Students vary in: Readiness Levels: • A readiness level is a student’s entry point relative to a particular understanding or skill • To differentiate in response to student readi- ness, a teacher constructs tasks or provides learning choices at different levels of difficulty Interest Levels: • An interest level is a child’s affinity, curiosity, or passion for a particular topic • To differentiate in response to student inter- est, a teacher aligns key skills and materials for understanding from the curriculum with topics or pursuits that intrigue students Learning Profile: • A learning profile is how we learn. It may be ...

1. DRAFT
REFERENCES
Utilizing
DIFFERENTIATED
INSTRUCTION
To Enhance
Academic
Performance
• Formal & Informal Assessment
√ Formal assessment includes all types of stan-
dardized testing as well as unit and teacher-
made tests.
√ Informal assessment incorporates observa-
tion, conferencing, and various kinds of per-
formance assessments such as reports, dem-
onstrations and performances.
• Portfolios
√ Students should be encouraged to use self-
assessment and reflection about their work.

2. √ Teachers should make informed diagnostic
instructional and curricular decisions about
students.
√ Authentic evidence of student work should be
gathered.
• Projects
√ Medial and summative projects enable stu-
dents to demonstrate what they know and are
able to do.
√ Projects can be in a variety of forms, depend-
ing on the content area.
√ Other examples of projects that can demon-
strate student understanding of content in-
clude:
Puzzles Short story
Poem Illustration/Cartoon
Collage Diagram
Scrapbook Demonstrations
Presentations Research Reports
ASSESSMENT
Garden City Public Schools

3. Research/Best Practices
Armstrong, Thomas. (2000). Multiple
Intelligences in the Classroom.
Alexandria, VA: Association for
Supervision and Curriculum
Development.
Gregory, Gayle H. and Chapman,
Carolyn. (2002). Differentiated
Instructional Strategies. Thousand
Oaks, CA: Corwin Press
Tomlinson, Carol Ann. (2001). How to
Differentiate in Mixed-Ability
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (2001). Leadership for
Differentiating Schools and
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (1999). The
Differentiated Classroom: Responding
to the Needs of All Learners.
Alexandria, VA:

4. Association for Supervision and
Curriculum Development.
DIFFERENTIATED INSTRUCTION IN ACTION;
Middle School Video Series 2. Association for
Supervision and Curriculum Development, 2008.
ISBN 978-1-4166-0675-8.
Inspiring Minds
Empowering Achievement
Building Community
DRAFT
DI: Differentiated
Instruction
ELEMENTS OF DIFFERENTIATION
Students vary in:
Readiness Levels:
• A readiness level is a student’s entry point
relative to a particular understanding or skill
• To differentiate in response to student readi-
ness, a teacher constructs tasks or provides

5. learning choices at different levels of difficulty
Interest Levels:
• An interest level is a child’s affinity, curiosity,
or passion for a particular topic
• To differentiate in response to student inter-
est, a teacher aligns key skills and materials
for understanding from the curriculum with
topics or pursuits that intrigue students
Learning Profile:
• A learning profile is how we learn. It may be
shaped by intelligence preferences, gender,
culture, or learning style (visual, auditory, kin-
esthetic, tactile)
• To differentiate in response to students’
learning profiles, a teacher addresses learn-
ing styles, student talent, or multiple intelli-
gence profiles
Teachers can modify:
Process: the activities designed to en-
sure that students use key skills to make
sense out of essential ideas and infor-
mation
Products: vehicles through which stu-
dents demonstrate and extend what they
have learned
Differentiating Content:

6. Content: what students need to learn
and the materials or mechanisms
through which that is accomplished
• Multiple texts/supplementary print
resources
• Varied computer programs, audio-
visuals, support mechanisms, time
allotments, data bases
• Interest Centers
• Individualized Learning Contracts
Compacting: compact content by elimi-
nating teaching or student practice if
content or a skill is previously mastered
• Mini-lessons
Differentiating Process:
• Tiered assignments, homework,
flexible group class instruction
• Multiple Intelligence assignments
• Varied study skills, tools and
graphic organizers
• Interest groups
• Independent study

7. Differentiating Product:
• Tiered product assignments
• Learning logs
• Independent study
Differentiated Instruction is based
upon the principle that all children
learn best when the instruction is
responsive to the uniqueness of
each student. The intent is to maxi-
mize each child’s opportunities for
growth and individual success, by
addressing their academic abilities,
learning styles and interests. In or-
der to challenge students at their
readiness levels, teachers vary ap-
proaches on what students need to
learn (content), how they learn it
(process), and how they demon-
strate their understanding (product).
Why Differentiate?
• Standards-based classrooms
• High Expectations
• New Cognitive Research
• Rapid Societal and Technologi-
cal Change
• To Accommodate a Student’s

8. Diverse Needs
Non-Negotiable Elements of DI
1. Supportive Learning Environ-
ment
2. Continuous Assessment
3. High Quality Curriculum
4. Respectful Task
5. Flexible Grouping
Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation
such as:
respectful tasks flexible grouping ongoing
assessment
and adjustment
_________teachers can differentiate____
Content Process Product
_______according to students’_______

9. Readiness Interests Learning Profile
through a range of instructional and management
strategies
Due Date: April 17, 2015 @ 3:00pm est
DUE: 4/17/2015 @ 3:00pm est. for $25…..PLZ CHARGE THE
ENTIRE $25.00 W/HAND SHAKE. THXS.
APA research paper
Title: Personality and Adjustment
Write a five-page paper showing your understanding. Find an
peer-reviewed article base on Personality and Adjustment.
1. Read your selected article carefully. Get ready to write. Be
sure to paraphrase.
2. By way of your “introductory” paragraph, please explain
what your paper is going
to be about.
3. Summarize the article.
4. Write carefully and professionally, i.e., spelling, grammar,
punctuation, sentence structure, etc.
5. Then thoroughly explain HOW this information (your article)
RELATES to textbook information. (You must have more
than just the page number of the text; you must “talk about”
the information (Similarities and Differences: COMPARE
AND CONTRAST)

10. 6. You MUST cite your chosen article.
7. Your next step is to conclude/wrap-up. You may do this by
way of simple summary, and/or by explaining how, and/or why
this information is important, unimportant, useful, needed, etc.
RELATES to textbook
You will be required to relate learned information about
Personality and Adjustment (((coping, managing stress,
relationship theory, personal growth, positive psychology,
issues of eldership, loneliness, and/or work and recreation))))))
and provide theories and concepts, as well.
5 topics
*You will be graded on your written understanding and
explanation of your article/paper; how well you relate
information and terminology from your text within and
throughout your professional paper.
If you have any questions or concerns about this assignment
please feel free to contact me. Thanks!