This document provides information and guidance about differentiated instruction. It discusses identifying students' learning styles and intelligences, and using that information to differentiate instruction through various teaching methods, activities, and assessments. Specific examples are given of differentiating content, process, and product based on factors like learning style, interest, ability level, and intelligence. Teachers are encouraged to develop lessons and choice boards that address different learners and provide multiple options.

1. WELCOME TOCYCLE 1
CLUSTER
WEEK 4, YEAR 2
EFFECTIVE LESSON PACING

2. BELL RINGER
 On your post it, write the two best reasons for getting
to know your students.
 Discuss the question, “If the real world does not care
what a person is interested in, or how or why a
person learns, why should we care?”

3. TEACHER FEATURE: LINDA AND KENT
EDMODO WITH THEIR STUDENTS
Student
Interest
s
n ce
a
elev
R

4. SCHOOL-WIDE GOAL 2012-13
• By May 2013, student achievement will increase on
the English 10 ECA as follows:
• Pass from 73% - 76%
• Pass + from 3.3% to 6%
• Progress will be monitored by periodic STI formative
assessments.

5. YEARLY CLUSTER GOAL
• By May, 2013, all students will
improve performance on the
English 10 ECA state test by at
least 5% on reading
comprehension.

6. CLUSTER CYCLE GOAL
• By the end of Cluster Cycle 1, teachers will improve
on specific indicators which were identified as "less
than proficient" on the TAP Rubric during the 2011-
12 school year and will make connections among
the domains measured by observation, IGP's, and
the teacher's instructional plan.

8. IDENTIFY
Knowing your students may be the most
important part of differentiated instruction...if you
don't know the important aspects of their learning
needs and abilities, then determining effective
instructional strategies is nearly impossible.
Teachers should take into account characteristics
of their students when determining strategies to
use, such a various learning styles; ways in which
students process information; and use of multiple
intelligence theory
Howard Gardner

9. IDENTIFY
• Gardner’s research has shown that human
cognitive ability is pluralistic rather than unitary
and that learners of any subject will make greater
progress if they have the opportunity to use their
areas of strength to master the necessary
material.
• There are a multitude of ways to determine your
students “learning style” or “type of intelligence”
• Here are some examples….

10. LEARN/OBTAIN I DO
There are many ways to address differentiation.
Let’s focus on two:
1. Within the lesson itself, addressing:
• Learning Styles: Visual, Auditory, and
Kinesthetic
• Multiple Intelligences, MI
2. Through the things that I ask the students
to do:
ANCHOR ACTIVITIES

11. I Do
Non-
Differentiated Teach, Model We all do
Lesson the same
We
Do
thing!
Guided
Practice
You Do
Product
Evaluation

12. I Do
Differentiated Differentiated
Evaluation Evaluation based on
Teach, Model preferred learning
style
Ex. Student A takes
We
a written test.
Do Student B completes
Guided an Oral Test
Practice Student C completes
a project
You Do
Product
Evaluation Evaluation Evaluation

13. I Do
Differentiated Differentiated
Product by Interest
Teach, Model
We
Do
Guided
Practice
Sports Music Art Role Play
Product Product Product Product
Evaluation

14. Differentiated I Do Differentiated
Process and by Learning
Product Teach, Model Difficulties
We We We
Do Do Do
Differentiated Differentiated Differentiated
Group Group Group
Practice Practice Practice
You Do You Do You Do
Evaluation Evaluation Evaluation

15. Differentiated Differentiated
I Do by Learning
Process and
Product Style
Teach
We We We
Do Do Do
Visual Auditory Kinesthetic
You Do You Do You Do
poster, written teaching partner, game, skit, simulation,
instructions, puzzle, oral presentation, lab, manipulatives,
concept map group discussion geoboards
Evaluation

16. Differentiated Content, Process, Product
I Do I Do I Do
Teach, Model Teach, Model
Teach, Model
We We We
Do Do Do
Guided Guided Guided
Practice Practice Practice
You Do You Do You Do
Product Product Product

17. Identify 5 Objective
BMIT. C.A. 3.2.2. Apply Word
Bell-Ringer: What kinds of things might you Processing Formatting Skills
expect to find in a typical announcement? BMIT. C.A. 3.2.1. Apply Word-
Review terms: Processing Skills by creating a variety
Font, bold, italic, clipart of business and technical documents
I Do 30
Model entering text, changing fonts, bold, italic, underling, center, capitalize
Model inserting and formatting clipart, using undo and redo.
Model using spell as you go spell checker and saving to the proper location
We Do *** You Do 10
Complete each I Do on your own practice Begin In the Lab #1 on their own.
announcement after I model each one
(You can work with a neighbor if you Some will finish it today, they will begin
need more help I will also help after ITL#2
Model is finished) Some will not get to ITL#2 today. Provide
assistance tomorrow to those students.
Evaluate 5
Choose from any of the options on the Choice Board so I am choosing
to differentiate for my students through evaluation like we described on
slide 12.

18. LEARN/OBTAIN I DO
Second Focus:
1.Through the things that I ask the students to do (anchor
activities)
• My Sample Choice Board for Computer Apps.

19. WE DO
• Develop a lesson plan that addresses auditory,
kinesthetic, and visual learners; use any of the
formats described.
OR
• Create a lesson or unit choice board with
activities tailored to the various intelligences and
learning styles.

20. YOU DO
Implement the lesson or choice board when
appropriate in you class.

21. EVALUATE
• Submit a copy of the lesson or choice board.
Share your material with others who might find it
useful.