2. Objective: This activity promotes flexibility,
communication, cooperation, and the ability to look
beyond oneself, and tap into the team's resources to
solve problems.
Directions:
 Numbered Heads: complete the puzzle in
the envelope.
 On the count of 3, you will open the envelope
and put the puzzle together.
 Winning team is the one that solves it first. 
TEAM BUILDER: Puzzling Team
2

3. How did you feel when you discovered
that you didn’t have all the pieces that
you needed to complete your puzzle?
2. Who gave up the piece they didn’t need
before finding the one they did need?
Why did you do that?
3. Are there times when we need to look
beyond ourselves or our department for
help?
1.
Process Team Builder
3

4. Workshop Expectations
Take the pledge…
I will be the participant that
I want my own students to be.
What does this mean to you?
What does this sound like and
look like?
4

5. Session Objectives

Understand basic principles
of differentiating content,
process, and product in an
academically diverse
classroom.
Session Agenda
 Team
Builder
 Framing
our Learning
 Differentiated
Instruction

Be able to implement one or
more instructional strategies
that support differentiation.
 Summarizer
 Evaluation
Framing the Learning
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6. 1.
2.
3.
4.
Differentiation is a set of instructional
strategies.
It should be enough for a school leader to
tell or show teachers how to differentiate
effectively.
Differentiation is just about instruction.
Differentiation is something a teacher does
or doesn’t do.
Pop Quiz:
True or False?
6

7. Misunderstanding
1.
Differentiation is a set of
instructional strategies.
Reality
1.
2.
2.
3.
4.
It should be enough for a
school leader to tell or
show teachers how to
differentiate effectively.
Differentiation is just
about instruction.
Differentiation is
something a teacher does
or doesn’t do.
3.
4.
Philosophy, way of thinking. Set
of principles and fact.
Requires teachers to rethink
their practices. About trial,
reflections, and adjustments.
While approach is about
instruction, cannot be separated
from positive learning climate,
curriculum, etc.
While some attention is paid to
student variation, many
teachers do not proactively plan
to address student differences in
readiness, interest, etc.
7

8. 8

9. 
DIGNITY AND RESPECT

THERE IS POSITIVE IN DIVERSITY

CLASSROOM COMMUNITY ALIGN WITH REAL
WORLD

MOST STUDENTS CAN LEARN

EQUITY

BUILD CAPACITY OF LEARNER
TEACHER BELIEFS
9

10.  How
do I show respect and value to my students?
 How
do I learn the strengths, and needs of my students?
 How
do I support students to see others’ values and
contributions in class?
 How
can I be the most effective teacher for each
learner?
 How
do I establish a sense of community in the
classroom characterized by respect?
Belief: Dignity and Respect
10

11.  How
do I understand my own culture and how it
shapes my teaching?
 How
can I help students to learn and seek
multiple perspectives on issues and topics in the
classroom?
 How
do I ensure there is equity of access to
quality learning opportunities in my classroom?
Belief: Positive in Diversity
11

12.  How
can we create an all-inclusive
environment in order to learn together?
 How
do we encourage, support, and celebrate
growth?
 How
can I understand the diverse backgrounds
so I can use it to connect to real world to
help understand the concept of topic taught?
Belief: Alignment with Real World
12

13.  How
do I learn the mindset of my students in
order to ensure success for them?
 How
do I arrange the classroom to build on
their cultural preferences?
 How
do I ensure that growth is the key and is
seen in data?
Belief: Students can Learn
13

14.  Am
I teaching up or watering down for groups
of students?
 Is
the curriculum designed to ensure
understanding for all?
 Are
all assignments respectful of students?:
requires them to think critically? Can students
work in authentic ways? Is it appealing to
them?
Belief: Equity Access for All
14

15. What
are the next steps?
How
do we chart growth and quality
over time?
How
do we celebrate achievement?
Belief: Build Capacity of Learner
15

16. Respectful
Student Work
Ongoing assessments
Group work
Choice in tasks/assignments
Rigor/problem solving
Meeting and recognizing needs of
diverse learners
Principles of a Differentiated
Classroom
16

17. KNOW YOUR STUDENTS
 BUILD CLASSROOM COMMUNITY

LEARNING ENVIRONMENT
17

18. Content
• What is taught
Process
• How will the student
understand or make sense of it
Product
• Demonstration of what they
have learned and apply it
Ways to differentiate
18

19. 19

20. Differentiation Instruction (DI):
“NOT”

Individualized
Instruction
◦ Different Reading
Assignments
◦ Taught Skill Practice

One-Size-Fits-All
Instruction
“IS”





Student Centered
Combination of Whole-Class,
small group and individual
instruction
Flexible and Responsive
Learners of Multiple Abilities
Educated Together
Proactive planning and learning
20

21. teaching.mrbelshaw.co.uk
21

22. 22

23. Let’s take a field
trip
http://www.youtube.com/watch?v=0AMSXjq90OE
23

24. Process Video: So how DO YOU
already meet the needs of your
diverse learners?
24

25.  Read
and discuss assigned
strategy.
 On chart paper, describe the
strategy as if presenting to peers.
 Explain how you will use it this
year.
Differentiated Strategies
25

26. Can be practiced in many ways
 Start small
 Know your students
 Proactive planning
 Set expectations for your students
 Commit to practicing one strategy/quarter

Lessons to take away…
26

27.  (Planning)What
do I want students to
know and be able to do?
 (Pre-assessment): Which of my students
already know the content/information or
can do it?
 (Differentiation): what can I do for my
students for continued progress?
Questions to ask when planning…
27

28. Differentiated Instruction: Steps to beginning the
process…
Identify the Outcomes
What should students know, understand, or be able to do?
Students and grouping them
Pre-assess readiness, interest, or learning profile
Plan Task/Activity
(start small)
Implementation of Lesson
Create a common experience for the whole class
Reflection

29. Summarizer
Differentiation I use or have
practiced regularly in the
past.
Differentiation I would like
to try in the first marking
period.
What additional resource or
training do I need to
increase differentiation in
my classroom?

30. Activator
Numbered Heads
Team Builder
Small groups
Modeling
Think Pair Share
Collaboration
Summarizer
Feedback
Strategies we used today…
30

31. Understanding Differentiation in Order to Lead by
Carol Ann Tomlinson and Marcia B. Imbeau
12 Simple Do-it-Yourself Team Building Games and
Icebreakers by David Greenberg
Differentiation tips for teachers: Practical strategies
for the classroom by Kirchner and Inman
Web Resources: REFERENCES
31

32. Please evaluate today’s training.
It has been a pleasure working with
you today.
farhana@shah.org
Evaluation
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