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Differentiation
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
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
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
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
5
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
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


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
 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
 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
 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
 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
 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
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
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
KNOW YOUR STUDENTS
 BUILD CLASSROOM COMMUNITY


LEARNING ENVIRONMENT
17
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
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
teaching.mrbelshaw.co.uk

21
22
Let’s take a field
trip
http://www.youtube.com/watch?v=0AMSXjq90OE

23
Process Video: So how DO YOU
already meet the needs of your
diverse learners?
24
 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
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
 (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
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
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?
Activator
Numbered Heads
Team Builder
Small groups
Modeling
Think Pair Share
Collaboration
Summarizer
Feedback

Strategies we used today…
30
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
Please evaluate today’s training.
It has been a pleasure working with
you today.

farhana@shah.org

Evaluation

32

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Differentiation

  • 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 5
  • 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
  • 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 32