The document discusses differentiating instruction for students based on their readiness, interests, and learning profiles. It describes differentiating the content, process, product, and learning environment. Teachers can pre-assess students to determine their entry point, interests, and learning preferences. Then instruction can be differentiated in terms of what students need to learn, how they will learn, and how they will demonstrate mastery through culminating projects.

1. Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

2. Content Process Product According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

3. Pre-Assessment Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999). What should I pre-assess? Readiness Interest Learning Profile “ A student’s entry point to a particular understanding or skill.” “ Refers to a child’s affinity, curiosity, or passion for a particular topic or skill.” “ It is shaped by intelligence preferences, gender, culture, or learning style.”

4. Online Pre-Assessment Where should I pre-assess? Learning Styles: http://tinyurl.com/nhpv3 http://tinyurl.com/2uxem http://tinyurl.com/yfzf8e5 http://tinyurl.com/4fshx9 Multiple Intelligences: http://tinyurl.com/32nx7v http://tinyurl.com/whhsmi Shortened URLs random & custom by TinyURL.com

5. Teachers can differentiate based on student readiness, interest, or learning profile: Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.

6. Content Pre-testing identifies students who do not require direct instruction “ Compacting the curriculum,” students pretesting out of direct instruction can skip the instruction step and proceed to apply the concepts to solving a problem Another way to differentiate content is to let student adjust their rate of progress essential understandings and skills

7. How can I find Reading Level? Can I measure a book or piece of text on my own? Within MS Office: You can also check the readability level of a passage using the Flesch Reading Ease and the Flesch-Kincaid Grade Level built into the newest versions of Microsoft® Word. In Word 2007 , to display readability statistics... * Click the Microsoft Office button, click Word options, and click proofing. * Put a check in the box for check grammar with spelling. * Under when correcting grammar in Word, select the show readability statistics check box. * When Microsoft® Word finishes checking spelling and grammar, it displays information about the reading level of the document.

9. How can I find Reading Level?

10. Process How the material is learned can be changed on a per student basis considering their learning styles Allows students to learn based either on what method is easiest for them to acquire knowledge, or what may challenge them most Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials appropriate methods for students to explore concepts

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14. Collaborate . .

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16. Product What the student produces in the end to demonstrates mastery of the content Teachers may assign students OR allow students to select a product Product dictates which components of differentiation may be selected; can impact both the ‘content’ and ‘process’ Allowing students various ways of demonstrating what they have learned from the lesson or unit varying the complexity of the product

17. TeacherPages - Podcasting

18. TeacherPages - Podcasting

19. Questia - Assign or Choice

20. Environment differentiated based on learning styles allows students to learn based either on the method: easiest for them to acquire knowledge OR what may challenge them most varying teaching strategies makes sure that students will occasionally learn in a manner compatible with their own learning preference but also expands their exposure to alternative learning strategies alternative ways to manipulate ideas within a concept manipulating the environment or accommodate individual learning styles

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