1. Applied Instruction Project Presentation Carolyn Vance-Hicks EDU605 Differentiated Instruction Professor Susan Shaw

2. Overview of Educational Context O I am creating a training for Sunday School and workshop teachers to learn how to connect with their students and apply differentiated learning in their classes to enhance learning. O There is approximately twenty workshops throughout the year. Although they are taught by different teachers the training would provide some conformity to the classes. O The challenges are that The teachers have various backgrounds and occupations. The teachers are identified at the yearly planning session.

3. Plan and Rationale for Differentiated Instruction O For the instructor, DI means getting to know individual students, addressing students’ different learning styles, and building on their knowledge, skill sets, and interests” (Lucey, 2015, p. 18). O Because the students have varied background I will initially use round table introductions which will allow the instructor to get to know the students as well as allow the students to get know each other. O Round table introductions consist of stating your name, occupation, where do you live, and which church do you attend

4. Plan and Rationale Cont. O For further assessment of the teachers they will complete the Who Are You questionnaire. Developed from various questions from the’SignUpGenius’ website. O the questionnaire will be used to facilitate more meaningful conversation among the students so that they can get to know each other and become comfortable with each other.

5. Pre-learning Activity O Teachers will be separated into small groups to brainstorm two main questions. Why connect with your students? And what will the students gain from the experience? O The strategy is to introduce the teachers to an activity on how to assess the learning profiles of their students which will allow the teachers to differentiate based on the content of the class that they are teaching. O Attending to learning profile provides teachers with a way to differentiate content, process, and product” (Tomlinson, 2001, p.64).

6. During-learning Activity O Each teacher will be given a copy of the power point presentation ‘Getting To Know Your Students’ and encouraged to take notes and participate in open discussion for those who are oral learners. O During the lecture open discussion section each group will have an opportunity to compare what they are learning with the results of the brainstorming exercise. O differentiation will take place as the learners are asked to take notes and ask questions.

7. During-learning Activity continue O I chose this activity because it differentiated content by allowing the students to take notes at their own pace and ask questions for the verbal learners, hear the lecture and open discussion for the auditory learners. O and in the “end, the goal is to have a flow of differentiation so that much of what we do is a fit for each student much of the time” (Tomlinson, 2001, p. 66 ).

8. Post-learning Activity O For post-learning activities students will debate why it is important to connect with the learners in your class? O Teachers will also role-play. Teachers will be asked to role play a connection strategy of their choice to connect with the other teachers. O Using role-playing and a debate to reflect on the lesson shows differentiated instruction in the class. It gives each teacher a voice and an opportunity to share with they have learned regarding connecting with their students and getting to know them in order to enrich learning in their classes.

9. Content, Process and Product O Content: To change the content during this training session for those teachers who may be struggling I would assign a peer mentor for the class. O Process: would have each teacher reflect on the class that they currently are teaching and find a connection strategy for that class. O Product: teachers will produce an assessment of how their classes were impacted once the connection strategies were applied in their classes and their classes and workshops.

10. Strategies for Differentiate Instruction O Tap into Prior Knowledge’ strategy. According to Alber (2011) “ask students to share their own experiences, hunches, and ideas about the content or concept of study and have them relate and connect it to their own lives. Sometimes you may have to offer hints and suggestions, leading them to the connections a bit, but once they get there, they will grasp it as their own”. O The Learning Center will be used to promote additional individual learning at the pace of the teacher. Teachers will evaluate the material in the learning center.

11. Future Goals O Continue growing as a Differentiated Instructor by applying the knowledge that I have gained. O Revise my current workshops to include differentiated learning activities throughout the duration of the workshop. In some cases this may also include follow up activities to ensure that the students are applying the lessons learned. O Incorporate connection strategies that allow getting to know the learning profile of the class and become efficient at adjusting the lessons to meet the needs of the learners.

12. Summary O I can help my colleagues apply differentiated learning by educating them through peer discussions and example. O I recommend that training for those who will be teaching/ facilitating workshops in the Connecticut District Council become a requirement. O “Differentiated and personalized instruction seems to be more important today than ever before because the United States has become more diverse than ever and will continue to be composed of students with different needs” (Morgan, 2014, p. 37).

13. References O Lucey, K. (2015). Something for Everyone: Differentiated instruction in information studies. College & Research Libraries News; Jan2015, Vol. 76 Issue 1 O Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, Va: Association for Supervision and Curriculum Development. O Alber, R.(2011). 6 Scaffolding Strategies to Use With Your Students. http://www.edutopia.org/blog/scaffolding- lessons-six-strategies-rebecca-alberttp://www.edutopia.org/blog/scaffolding- lessons-six-strategies-rebecca-alber O Morgan, H.(2014). Maximizing Student Success with Differentiated Learning.Routledge Taylor and Francis Group. The Clearing House, 87: 34–38, 2014