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Differentiated Instruction Powerpoint For Pd Workshop


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This was a development workshop presentation given to teachers and administrators on the topic of differentiated instruction

Published in: Education

Differentiated Instruction Powerpoint For Pd Workshop

  1. 1. Kulanu Torah Academy Professional Development Conference Differentiated Instruction January 29, 2010 Developed By: Sholom Fried MS Ed, SBL, SDL
  2. 2. <ul><li>“ Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, or want to have, or the kids that exist in our dreams. ” </li></ul>~K. P. Gerlach
  3. 3. <ul><li>Teachers are the lifeblood of our nation. They educate our children, they prepare our workforce, and shape tomorrows citizens </li></ul>
  4. 4. FACT: Our nation’s schools today are educating the largest, most diverse student population ever, to higher standards than ever before. <ul><li>This is the reason why the need for Differentiated Instruction is so necessary </li></ul>
  5. 5. Differentiated Instruction Defined <ul><li>“ Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. </li></ul><ul><li> Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. </li></ul><ul><li>Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” </li></ul><ul><li>Carol Ann Tomlinson </li></ul>
  6. 6. What is differentiation? <ul><li>Differentiation is </li></ul><ul><li>classroom practice </li></ul><ul><li>that looks eyeball </li></ul><ul><li>to eyeball with </li></ul><ul><li>the reality that </li></ul><ul><li>kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. </li></ul><ul><li>-Tomlinson (2001) </li></ul>
  7. 7. Differentiation is responsive teaching rather than one-size-fits-all teaching.
  8. 8. “ It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible .”
  9. 9. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.
  10. 10. “ Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student knows and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.”
  11. 11. At its most basic level, differentiating instruction means “ shaking up ” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.
  12. 12. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasks Flexible grouping Continual assessment Teachers can differentiate through Content Process Product Affect/Environment According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: RAFTS …Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences..Orbitals..Complex Instruction…ETC. Quality Curriculum Building Community
  13. 13. Key Principles of a Differentiated Classroom <ul><li>The teacher is clear about what matters in subject matter . </li></ul><ul><li>The teacher understands, appreciates, and builds upon student differences . </li></ul><ul><li>Assessment and instruction are inseparable . </li></ul><ul><li>The teacher adjusts content, process, and product in response to student readiness, interests , and learning profile . </li></ul><ul><li>All students participate in respectful work . </li></ul><ul><li>Students and teachers are collaborators in learning. </li></ul><ul><li>Goals of a differentiated classroom are maximum growth and individual success . </li></ul><ul><li>Flexibility is the hallmark of a differentiated classroom. </li></ul>
  14. 14. Assumptions We Need To Have… <ul><li>Students differ as learners and need appropriate challenge, success, and learning experiences </li></ul><ul><li>It’s unlikely that we will achieve challenge, success, and instructional fit for each learner by ignoring student differences </li></ul>
  15. 15. Assumptions We Need To Have… <ul><li>Attending to student differences requires a flexible approach to teaching </li></ul><ul><li>Successful attention to student differences must be rooted in solid curriculum and instruction </li></ul>
  16. 16. Assumptions We Need To Have… <ul><li>There are many routes to achieving high quality curriculum taught in ways that attend to student differences and build community </li></ul><ul><li>Developing differentiated classrooms calls on us not so much to develop a bag of tricks as to rethink teaching and the power of learning </li></ul>
  17. 17. Differentiation is a Response to Beliefs About Teaching and Learning <ul><li>We probably underestimate the capacity of every child as a learner </li></ul><ul><li>Students should be a the center of the learning process. </li></ul><ul><li>All learners require meaningful, powerful, and engaging schoolwork to develop their individual capacities so that they can become fulfilled and productive members of society </li></ul><ul><li>A major emphasis in learner development is competition against oneself and not against someone else for progression </li></ul>
  18. 18. Discussion Question What are you already doing to differentiate instruction in your classroom?
  19. 19. WE MUST REMEMBER THAT… <ul><li>Excellent differentiated classrooms are… excellent FIRST and differentiated SECOND! </li></ul>
  20. 20. Assessment in a Differentiated Classroom <ul><li>Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.) </li></ul><ul><li>Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. </li></ul><ul><li>Teachers assess student readiness, interest and learning profile. </li></ul>
  21. 21. Assessment in a Differentiated Classroom <ul><li>Assessment is part of “teaching for success.” </li></ul><ul><li>Assessment information helps students chart and contribute to their own growth. </li></ul><ul><li>Assessment is more focused on personal growth than on peer competition. </li></ul><ul><li>Assessment information is more useful to the teacher than grades. </li></ul>
  22. 22. CONTENT PROCESS PRODUCT ASSESSMENT Pre - Post - Ongoing for Interest – Readiness – Learning Profile by Self – Peers - Teachers
  23. 23. WHAT CAN BE ASSESSED? Skills Concepts READINESS INTEREST LEARNING PROFILE Content Knowledge <ul><li>Interest Surveys </li></ul><ul><li>Interest Centers </li></ul><ul><li>Self-Selection </li></ul><ul><li>Areas of Strength </li></ul><ul><li>and Weakness </li></ul><ul><li>Work Preferences </li></ul><ul><li>Self Awareness </li></ul>
  24. 24. When Do You Assess? Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.
  25. 25. On-going Assessment: A Diagnostic Continuum Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)
  26. 26. On-going Assessment: A Diagnostic Continuum Feedback and Goal Setting Pre-test KWL Checklist Observation/Evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk around Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)
  27. 27. Pre-assessment Is... <ul><li>Any method, strategy or process used to determine a </li></ul><ul><li>student’s current level of readiness or interest in order to </li></ul><ul><li>plan for appropriate instruction. </li></ul><ul><li>provides data to determine options for students </li></ul><ul><li>helps determine differences before planning </li></ul><ul><li>helps teacher design activities that are meaningful and challenging </li></ul><ul><li>allows teachers to meet students where they are </li></ul><ul><li>identifies starting point for instruction </li></ul><ul><li>identifies learning gaps </li></ul><ul><li>makes efficient use of instructional time </li></ul>
  28. 28. Examples of Pre-Assessments: What Do You Want to Learn About Rome? <ul><li>Name: _______________________ </li></ul><ul><li>These are some of the topics we will be studying in our unit on Ancient Rome. </li></ul><ul><li>We want to know what you want to learn about. Number your choices from 1 </li></ul><ul><li>to 8. Make sure that 1 is your favorite and 8 is your least favorite. </li></ul><ul><li>____ geography </li></ul><ul><li>____ government (laws) </li></ul><ul><li>____ agriculture (foods they grew) </li></ul><ul><li>____ architecture (buildings) </li></ul><ul><li>____ music and art </li></ul><ul><li>____ religion and sports </li></ul><ul><li>____ roles of men, women, and children </li></ul><ul><li>What Can You Tell Us About Rome? </li></ul><ul><li>1. What country is Rome in? ________________________________________________ </li></ul><ul><li>2. What does the word civilization mean?_______________________________________ </li></ul><ul><li>_________________________________________________________________. </li></ul><ul><li>3. Can you give us some examples of different civilizations? ________________________ </li></ul><ul><li>__________________________________________________________________. </li></ul><ul><li>4. Can you name any famous Roman people? ___________________________________ </li></ul><ul><li>__________________________________________________________________. </li></ul><ul><li>5. Many things in our country and culture came from the Romans. Can you think of any? </li></ul><ul><li>___________________________________________________________________ </li></ul><ul><li>___________________________________________________________________ </li></ul><ul><li>___________________________________________________________________. </li></ul>
  29. 29. Examples of Pre-Assessments: How Do You Like to Learn? <ul><li>1. I study best when it is quiet. Yes No </li></ul><ul><li>2. I am able to ignore the noise of </li></ul><ul><li> other people talking while I am working. Yes No </li></ul><ul><li>3. I like to work at a table or desk. Yes No </li></ul><ul><li>4. I like to work on the floor. Yes No </li></ul><ul><li>5. I work hard by myself. Yes No </li></ul><ul><li>6. I work hard for my parents or teacher. Yes No </li></ul><ul><li>7. I will work on an assignment until it is completed, no </li></ul><ul><li>matter what. Yes No </li></ul><ul><li>8. Sometimes I get frustrated with my work </li></ul><ul><li>and do not finish it. Yes No </li></ul><ul><li>9. When my teacher gives an assignment, I like to </li></ul><ul><li>have exact steps on how to complete it. Yes No </li></ul><ul><li>10. When my teacher gives an assignment, I like to </li></ul><ul><li>create my own steps on how to complete it. Yes No </li></ul><ul><li>11. I like to work by myself. Yes No </li></ul><ul><li>12. I like to work in pairs or in groups. Yes No </li></ul><ul><li>13. I like to have unlimited amount of time to work on </li></ul><ul><li>an assignment. Yes No </li></ul><ul><li>14. I like to have a certain amount of time to work on </li></ul><ul><li>an assignment. Yes No </li></ul><ul><li> 15. I like to learn by moving and doing. Yes No </li></ul><ul><li>16. I like to learn while sitting at my desk. Yes No </li></ul>
  30. 30. Formative Assessment Is... <ul><li>A process of accumulating information about a student’s </li></ul><ul><li>progress to help make instructional decisions that will </li></ul><ul><li>improve his/her understandings and achievement levels. </li></ul><ul><li>Depicts student’s life as a learner </li></ul><ul><li>used to make instructional adjustments </li></ul><ul><li>alerts the teacher about student misconceptions </li></ul><ul><li>“ early warning signal” </li></ul><ul><li>allows students to build on previous experiences </li></ul><ul><li>provides regular feedback </li></ul><ul><li>provides evidence of progress </li></ul><ul><li>a aligns with instructional/curricular outcomes </li></ul>
  31. 31. Summative Assessment Is... <ul><li>A means to determine a student’s mastery and </li></ul><ul><li>understanding of information, skills, concepts, or </li></ul><ul><li>processes. </li></ul><ul><li>Should reflect formative assessments that precede it </li></ul><ul><li>should match material taught </li></ul><ul><li>may determine student’s exit achievement </li></ul><ul><li>may be tied to a final decision, grade or report </li></ul><ul><li>should align with instructional/curricular outcomes </li></ul><ul><li>may be a form of alternative assessment </li></ul>
  32. 32. . “Teaching facts in isolation is like trying to pump water uphill.” ( Carol Tomlinson)
  33. 33. Differentiation Strategies
  34. 34. Flexible Grouping Students are part of many different groups (and also work alone) based on the match of the task to student readiness, interest, or learning style. Teachers may create skills based or interest based groups that are heterogeneous or homogeneous in readiness level. Sometimes students select work groups, and sometimes teachers select them. Sometimes student group assignments are purposeful and sometimes random.
  35. 35. RAFT <ul><li>RAFT is an acronym that stands for </li></ul><ul><li>R ole of the student. What is the student’s role: reporter, observer, eyewitness, object? </li></ul><ul><li>A udience . Who will be addressed by this raft: the teacher, other students, a parent, people in the community, an editor, another object? </li></ul><ul><li>F ormat . What is the best way to present this information: in a letter, an article, a report, a poem, a monologue, a picture, a song? </li></ul><ul><li>T opic . Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event? </li></ul>
  36. 36. RAFT Activities Language Arts & Literature Science History Math Role Audience Format Topic Semicolon Middle Schoolers Diary entry I Wish You Really Knew Where I Belong Huck Finn Tom Sawyer Note hidden in a tree knot A Few Things You Should Know Rain Drop Future Droplets Advice Column The Beauty of Cycles Lung Cigarettes Public Service Announcement What you do to me! Reporter Public Obituary Hitler is Dead Water The Sun A love letter I think you are hot Thomas Jefferson Current Residents of Virginia Full page Newspaper Ad If I Could Talk to You Now Fractions Whole Numbers Petition To Be Considered A Part of the Family A word problem Students in your class Set of Directions How to Get to Know Me
  37. 37. <ul><li>Entrée (Select One) </li></ul><ul><li>Draw a picture that shows what happens during photosynthesis. </li></ul><ul><li>Write two paragraphs about what happens during photosynthesis. </li></ul><ul><li>Create a rap that explains what happens during photosynthesis. </li></ul>Diner Menu – Photosynthesis <ul><li>Appetizer (Everyone Shares) </li></ul><ul><li>Write the chemical equation for photosynthesis. </li></ul><ul><li>Side Dishes (Select at Least Two) </li></ul><ul><li>Define respiration, in writing. </li></ul><ul><li>Compare photosynthesis to respiration using a Venn Diagram. </li></ul><ul><li>Write a journal entry from the point of view of a green plant. </li></ul><ul><li>With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. </li></ul><ul><li>Dessert (Optional) </li></ul><ul><li>Create a test to assess the teacher’s knowledge of photosynthesis . </li></ul>
  38. 38. TIC-TAC-TOE Choice Board For a 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.
  39. 39. I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________
  40. 40. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__
  41. 41. Squaring Off <ul><li>Whole Group Assessment </li></ul><ul><li>1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge. </li></ul><ul><li>Rarely ever Sometimes Often I have it! </li></ul><ul><li>Dirt road Paved road Highway Yellow brick road </li></ul><ul><li>Tell the students to go to the corner of the room that matches their place in the learning journey. </li></ul><ul><li>Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there. </li></ul>Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
  42. 42. Yes/No Cards <ul><li>Using a 4x6 index card the student writes YES on one side and NO on the other. </li></ul><ul><li>When a question is asked the students hold up YES or NO . </li></ul><ul><li>Ask the students if they know the following vocabulary words and what they mean. </li></ul><ul><li>Call out a word. If a student is holding a YES they may be called on to give the correct answer. </li></ul><ul><li>Remind them that if they don’t know the words it is OK because they will be learning them. </li></ul><ul><li>You can do the same thing with conceptual ideas, etc. </li></ul>YES NO Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
  43. 43. Thumb It! <ul><li>Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. </li></ul><ul><li>Where I am now in my understanding of ______? </li></ul><ul><li>Up Sideways Down </li></ul><ul><li>I know a lot I know some I know very little </li></ul>Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
  44. 44. Fist of Five <ul><li>Show the number of fingers on a scale, with 1 being lowest and 5 the highest. </li></ul><ul><li>Ask, How well do you feel you know this information? </li></ul><ul><li>I know it so well I could explain it to anyone. </li></ul><ul><li>I can do it alone. </li></ul><ul><li>I need some help. </li></ul><ul><li>I could use more practice. </li></ul><ul><li>1. I am only beginning. </li></ul>Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All . Thousand Oaks CA: Corwin Press.
  45. 45. Let's Take Look at Some Examples Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understanding Drawing related to topic or content Standardized test information Anticipation journals
  46. 46. What Zone Am I In? <ul><li>Too Easy </li></ul><ul><li>I get it right away… </li></ul><ul><li>I already know how… </li></ul><ul><li>This is a cinch… </li></ul><ul><li>I’m sure to make an A… </li></ul><ul><li>I’m coasting… </li></ul><ul><li>I feel relaxed… </li></ul><ul><li>I’m bored… </li></ul><ul><li>No big effort necessary… </li></ul><ul><li>On Target </li></ul><ul><li>I know some things… </li></ul><ul><li>I have to think… </li></ul><ul><li>I have to work… </li></ul><ul><li>I have to persist… </li></ul><ul><li>I hit some walls… </li></ul><ul><li>I’m on my toes… </li></ul><ul><li>I have to re-group… </li></ul><ul><li>I feel challenged… </li></ul><ul><li>Effort leads to success… </li></ul><ul><li>Too Hard </li></ul><ul><li>I don’t know where to start… </li></ul><ul><li>I can’t figure it out… </li></ul><ul><li>I’m spinning my wheels… </li></ul><ul><li>I’m missing key skills… </li></ul><ul><li>I feel frustrated… </li></ul><ul><li>I feel angry </li></ul><ul><li>This makes no sense… </li></ul><ul><li>Effort doesn’t pay off… </li></ul>THIS is the place to be… THIS is the achievement zone…
  47. 47. Cubing <ul><li>Describe It Look at the subject closely (perhaps with your senses in mind). </li></ul><ul><li>Compare It What is it similar to? What is it different from? </li></ul><ul><li>Associate It What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. </li></ul><ul><li>Analyze It Tell how it is made. If you can’t really know, use your imagination. </li></ul><ul><li>Apply It Tell what you can do with it. How can it be used? </li></ul><ul><li>Argue for It or Against It Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between. </li></ul>Connect It Illustrate It Change It Solve It Rearrange It Question It Cartoon It Satirize It Evaluate It
  48. 48. Ideas for Kinesthetic Cube <ul><li>Arrange _________into a 3-D collage to show_________ </li></ul><ul><li>Make a body sculpture to show__________________ </li></ul><ul><li>Create a dance to show_______________________ </li></ul><ul><li>Do a mime to help us understand_________________ </li></ul><ul><li>Present an interior monologue with dramatic movement that________________________ </li></ul><ul><li>Build/construct a representation of________________ </li></ul><ul><li>Make a living mobile that shows and balances the elements of __________________ </li></ul><ul><li>Create authentic sound effects to accompany a reading of ________________ </li></ul><ul><li>Show the principle of _____________with a rhythm pattern you create. Explain to us how that works. </li></ul>
  49. 49. Ideas for Cubing in Math… <ul><li>Describe: how you would solve_____________ </li></ul><ul><li>Analyze: how this problem helps us use </li></ul><ul><li> mathematical thinking and problem solving. </li></ul><ul><li>Compare or Contrast: this problem to one on p._____ </li></ul><ul><li>Demonstrate: how a professional (or just a regular </li></ul><ul><li>person) could apply this kind of problem to their work or life. </li></ul><ul><li>Change : one or more numbers (elements, signs) in </li></ul><ul><li> the problem. Give a rule for what that change does. </li></ul><ul><li>Create : an interesting and challenging word </li></ul><ul><li> problem from the number problem. (Show us how to </li></ul><ul><li> solve it too) </li></ul><ul><li>Diagram or Illustrate: the solution to the problem. Interpret the visual so we understand. </li></ul>
  50. 50. Differentiated Instruction as… <ul><li>THE GREAT EQUALIZER!!! </li></ul>
  51. 51. T h i n k A b o u t … <ul><li>H O W ? </li></ul>
  52. 52. Information, Ideas, Materials, Applications Representations, Ideas, Applications, Materials Resources, Research, Issues, Problems, Skills, Goals Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections Application, Insight, Transfer Solutions, Decisions, Approaches Planning, Designing, Monitoring Pace of Study, Pace of Thought The Equalizer <ul><li>Foundational Transformational </li></ul><ul><li>Concrete Abstract </li></ul><ul><li>3. Simple Complex </li></ul><ul><li>4. Single Facet Multiple Facets </li></ul><ul><li>5. Small Leap Great Leap </li></ul><ul><li>6. More Structured More Open </li></ul><ul><li>7. Less Independence Greater Independence </li></ul><ul><li>8. Slow Quick </li></ul>
  53. 53. <ul><li>Map </li></ul><ul><li>Diagram </li></ul><ul><li>Sculpture </li></ul><ul><li>Discussion </li></ul><ul><li>Demonstration </li></ul><ul><li>Poem </li></ul><ul><li>Profile </li></ul><ul><li>Chart </li></ul><ul><li>Play </li></ul><ul><li>Dance </li></ul><ul><li>Campaign </li></ul><ul><li>Cassette </li></ul><ul><li>Quiz Show </li></ul><ul><li>Banner </li></ul><ul><li>Brochure </li></ul><ul><li>Debate </li></ul><ul><li>Flow Chart </li></ul><ul><li>Puppet Show </li></ul><ul><li>Tour </li></ul><ul><li>Lecture </li></ul><ul><li>Editorial </li></ul><ul><li>Painting </li></ul><ul><li>Costume </li></ul><ul><li>Placement </li></ul><ul><li>Blueprint </li></ul><ul><li>Catalogue </li></ul><ul><li>Dialogue </li></ul><ul><li>Newspaper </li></ul><ul><li>Scrapbook </li></ul><ul><li>Lecture </li></ul><ul><li>Questionnaire </li></ul><ul><li>Flag </li></ul><ul><li>Scrapbook </li></ul><ul><li>Graph </li></ul><ul><li>Debate </li></ul><ul><li>Museum </li></ul><ul><li>Learning Center </li></ul><ul><li>Advertisement </li></ul>Possible Products Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention
  54. 54. Begin Slowly – Just Begin! Low-Prep Differentiation Choices of books Homework options Use of reading buddies Varied journal Prompts Orbitals Varied pacing with anchor options Student-teaching goal setting Work alone / together Whole-to-part and part-to-whole explorations Flexible seating Varied computer programs Design-A-Day Varied Supplementary materials Options for varied modes of expression Varying scaffolding on same organizer Let’s Make a Deal projects Computer mentors Think-Pair-Share by readiness, interest, learning profile Use of collaboration, independence, and cooperation Open-ended activities Mini-workshops to reteach or extend skills Jigsaw Negotiated Criteria Explorations by interests Games to practice mastery of information Multiple levels of questions High-Prep Differentiation Tiered activities and labs Tiered products Independent studies Multiple texts Alternative assessments Learning contracts 4-MAT Multiple-intelligence options Compacting Spelling by readiness Entry Points Varying organizers Lectures coupled with graphic organizers Community mentorships Interest groups Tiered centers Interest centers Personal agendas Literature Circles Stations Complex Instruction Group Investigation Tape-recorded materials Teams, Games, and Tournaments Choice Boards Think-Tac-Toe Simulations Problem-Based Learning Graduated Rubrics Flexible reading formats Student-centered writing formats
  55. 55. Reform must come from within, not from without. James Gibbons WE, are the Agents of Change… nothing can change unless we change ourselves and our ways of teaching
  56. 56. We Need To Ask Ourselves… Do all students have access to the tools, knowledge and guidance that they need to succeed? If not, what can we do to give them those tools?
  57. 57. Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom <ul><li>Start slowly </li></ul><ul><li>Organize classroom space </li></ul><ul><li>Find out student interests </li></ul>
  58. 58. Where do I Go From Here? Some Tips for Implementing Differentiation in your Classroom <ul><li>Use technology </li></ul><ul><li>Start class with familiar tasks (Do Now) </li></ul><ul><li>Start student port(data)folios </li></ul>
  59. 59. Investing Students <ul><li>Students must “buy-in” to what you’re doing </li></ul><ul><li>Provide choice to students </li></ul><ul><li>Adjust physical environment </li></ul><ul><li>sit visually impaired at front of room </li></ul><ul><li>arrangement of desks </li></ul><ul><li>quiet/safe area </li></ul><ul><li>Increase student accountability </li></ul>
  60. 60. THINK ABOUT ON-GOING ASSESSMENT <ul><li>STUDENT DATA </li></ul><ul><li>Open response test </li></ul><ul><li>Oral response </li></ul><ul><li>Portfolio entry </li></ul><ul><li>Exhibition </li></ul><ul><li>Culminating product </li></ul><ul><li>Question writing </li></ul><ul><li>Problem solving </li></ul><ul><li>Journal Entry </li></ul><ul><li>Short Answer Test </li></ul><ul><li>TEACHER DATA </li></ul><ul><li>Anecdotal records </li></ul><ul><li>Observation by checklist </li></ul><ul><li>Skills checklist </li></ul><ul><li>Class discussion </li></ul><ul><li>Small group interaction </li></ul><ul><li>Teacher – student conference </li></ul><ul><li>Assessment stations </li></ul><ul><li>Exit cards </li></ul><ul><li>Performance tasks and rubrics </li></ul>