2. A Practical Guide to Getting Started— Based upon the work of Carol Ann Tomlinson Presentation by Liz Yanelli-Farrell

3. Tomlinson’s message, ideas and down-to-earth manner are captivating in their simplicity! She is expressing the same sorts of things we have been lamenting for years—but she has a plan to help! I’d like to share some of the basic ideas with you~~~

4. So many needs, so little time… Why differentiate? We all know which students are having a difficult time “getting it.” This just may be a better way to reach more students. This is a common sense approach to an age-old dilemma – “How can I challenge the more able students and still reach the more challenging kids in my class?”

5. …and now for a word from one of our sponsors… http://www.youtube.com/watch?v=FJMkcL6Do0Q

6. Principles of a Differentiated Classroom From The Differentiated Classroom by Carol Ann Tomlinson Goals are clear. The teacher understands, appreciates, and builds upon student differences. Assessment and instruction are inseparable. The teacher adjusts content, process (sense-making), and product in response to student readiness, interests, and learning profile. All students participate in respectful work. Students and teachers are collaborators in learning. Goals of a differentiated classroom are maximum growth and individual success. Flexibility is the hallmark of a differentiated classroom

7. NO-NONSENSE STRATEGIES!! ~~You will be amazed at the common sense of these strategies!!

8. #1 Focus on your students’ readiness, interest and learning strengths.

9. So many factors will influence how one approaches each child: the child’s readiness, interests and learning style. 1.Will you use V & V (Visualizing and Verbalizing) to help your students make mental pictures as they are reading, in order to comprehend the printed word? 2.Will you use books on tape? 3.Will you use an online learning profile format to try to find out how your students learn best and then tap that in your teaching? www.berghuis.co.nz/abiator/lsi/lsiframe.html www.berghuis.co.nz/abiator/lsi/lsiframe.html 4. Will you use movement, music, art, drama, or presentations? 5. Will you use technology to help you reach your kids at their own levels? (Lexia, Study Island, webquests, etc.) 6. What else can you try to reach your kids? Will you do whatever it takes?

10. #2 Begin at a pace that is comfortable for you. -When I read this, I was floored! Did Ms. Tomlinson mean I didn’t have to do this all in one day or even one year?? -“YES!!” was the answer! She states that for the first year, one should choose one ‘low-prep’ strategy and perhaps later, when you are feeling more comfortable with the whole idea, choose a slightly more involved ‘high-prep’ strategy. (See end notes for specific low– and high-prep strategies.) -During the 2 nd year, she invites teachers to add 1 or 2 more strategies, as the comfort level dictates. -She further states that it may take up to 5 years to be completely comfortable with the whole process!! How very sensible!! -“In that cumulative way, you can work your way to a highly differentiated classroom in 4 or 5 years, w/o feeling absolutely frenzied along the way.” (Tomlinson, 2001, p. 33)

11. #3 Time activities to support student success. Be sure to time tasks so that the tasks are shorter than the attention span of the child. Allow children with longer attention spans to do more involved projects.

12. #4—Use an anchor activity to free up the teacher’s attention. After students have completed their work and tasks, be sure they have an independent activity. This will allow the teacher to take time with those children who will need individual attention on the class work.

13. #5 Give clear directions. Write out directions for independent tasks or use “task” cards.

14. #6 Be sure students know where they are going ahead of time-- Use a chart or some other means so the children know where they are going for each activity.

15. #7—Home base-- Before and after the lesson and activities, the students should start and end at their own seat or ‘home base.’

16. #8 How can students get help if they need it? Experts of the day Peer tutors Learning logs

17. #9 ~~Minimize noise~~ Before getting started, work with kids to be sure they understand how to work quietly (‘1 foot voice’). Use a signal for quiet. Talk about need for concentrating. “……………SHH”

18. How flexible do I have to be?? http://www.youtube.com/watch?v=Z9KKiNcXqKI

19. #10 --What will quick finishers do? What’s next for the speedy kids? Is there something else they can do to show their competence or to be challenged a bit more?

20. # 11 ~~Give students responsibility – both for their own learning and for the level of respect and team building in the classroom~~

21. What is your role in the classroom? Here are some great metaphors…

22. Are you a Band Leader? A Band Leader knows the music, interprets it, and allows the musicians to work together in harmony toward a common goal. Is this you? Do you allow time for individual practice, if needed, then give time for the whole ensemble to work together? The director does not make music but helps everyone else to do their jobs well.

23. Are you a Coach? What are your goals for “your team?” What are your goals for each of your “players?” The best coaches uses their skills to motivate their players, understand their psyches, work on weaknesses and improve upon strengths. A good coach works individually, in small groups, and with the whole team to reach those goals.

24. Are you a Jazz Musician? Can you improvise? Can you switch things up mid-lesson? How flexible are you? Sometimes, the beauty of the music depends on your ability to improvise at a moments notice.

26. BE NOT AFRAID!!!

27. Four core values of DI … Be sure to have clear curriculum goals. Check often to see where kids are relative to your goal. Do something to help them move ahead from their “points of entry” toward that goal. Create an environment where all are accepted with clear expectations that kids must live up to. (from the 12/7/09 Tomlinson colloquium )

28. Try some of these Low-prep strategies: 1. Choices of books 2. Homework options 3. Reading buddies 4. Work alone or together 5. Computer programs 6. “Let’s Make a Deal” projects 7. Jigsaw 8. Think-Pair-Share 9. Multiple levels of Questioning (Bloom’s taxonomy, etc.)

29. Here are some “High-prep” options: Tiered activities Independent study Learning contracts Multiple Intelligence options Interest groups Learning Centers (see Bette Jane, Anne and Marisa’s plan for learning center organization) Think-Tac-Toe (handout) Teams, Games and Tournaments Choice Boards (Tomlinson, 2001, p.34)

30. Try these websites… Works cited: http://www.differentiationcentral.com (Tomlinson’s Differentiation Central website) www.berghuis.co.nz/abiator/lsi/lsiframe.html (multiple intelligences learning online profile) www.narragansett.k12.ri.us/Nes/DInew/tttgeoshape.p df (think-tac-toe) www.narragansett.k12.ri.us/Nes/DInew/tttgeoshape.p df

31. Works cited Tomlinson, C. (2001). How To Differentiate Instruction in Mixed Ability Classrooms, 2 nd edition, Upper Saddle, NJ: Pearson Education. Tomlinson, C. (1999). The Differentiated Classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development Carol Ann Tomlinson Colloquium, Dec. 7, 2009, http://video.google.com/a/une.edu/#/Play/contentID=35c 219bf31d2f837 http://video.google.com/a/une.edu/#/Play/contentID=35c 219bf31d2f837

32. Thank you for your kind attention! I sincerely hope you’ve enjoyed this production! Liz Yanelli-Farrell, 2010