1. BY: LYLE AND HANNAH Effective Differentiation “ Differentiation is responsive teaching rather than one- size fits- all teaching” - Tom Linson

2. Activity # 1

3. Introduction Research is revealing so much about how the brains learns  - Need to find strategies for students to succeed Differentiation is not a new idea in education  Teachers need to incorporate different levels of instruction *** TEACHING DIFFERENTLY AND SMARTER NOT HARDER *** Shared responsibility between teachers and students

4. Objectives By the end on this lesson you should have a clear understanding on what differentiation is and is not Be able to understand how differentiation works within a classroom and can be implemented in a lesson Be able to share effective differentiation strategies Have a general understanding of how the brain works, in relation to differentiation

5. Differentiation SOME CHILDREN MAY NOT LEARN THE WAY WE TEACH THEM, SO WE MUST TEACH THEM IN A DIFFERENT WAY

6. Teaching with a Focus on Learners Students will engage more when the teachers proactively plan lessons based on their differences and similarities Maximize student learning  Builds between critical content and student interest If a student can not learn  teacher will look for other modes of learning

7. 4 Parts to Effective teaching 1. The environment must invite learning  supportive 2. Teacher should know what is essential knowledge 3. Teacher should assesses student proximity  know where their optimal learning is happening. 4. Address the students needs

9. 5 Key principals 1. Work in differentiated classroom is respectful for students  See every students work as engaging 2.Curriculum and learning objectives are clearly stated as well as the goals and steps taken. 3. Flexible grouping  based on readiness, interest, and learning profiles. Some occasions teachers pick groups other times its random 4. Teachers use ongoing assessment to inform their instruction  Reassessment of student readiness, interest, and learning profile  Throughout use formative assessment to test who is falling behind 5. Positive learning environment  attends to affective needs  Begins with a teacher who values the worth of each learner

10. Highlights 4 Classroom Elements Can modify in response to three categories of need 1. Content  what students will learn 2. Process  how they will “come to own” 3. Product  how they demonstrate knowledge 4. Affect  how students feel and their emotional needs.

11. Activity Two

13. Brain Research and Differentiation The brain is uniquely organized (i.e. identical twins) The brain makes patterns and searches for important information The brain’s frontal lobe is referred to as the “executive center” This includes: Higher order thinking and solving problems. Emotions are processed in the brain’s limbic system and plays an important role in pattern making. Learning is a social and cognitive process. Learning for retention requires focus and extended attention.

14. Differentiation is not… Doing the same as before. Substituting lessons but not enhancing the lesson. Grouping children based on age. Something you do every once and awhile. Individualized instruction for each student. Doing a lesson/activity only “one way”

15. Differentiation is… Quality work. Giving options that produce optimal learning results. Mixture of whole group, small group, and individualized instruction. Student-centered work. Responding to individual needs in the classroom; focusing less on the class’s understanding as a whole. Exposing students to new resources, technology, and materials. A sense of freedom when learning.

16. Activity Three

17. VIDEO https://www.youtube.com/watch?v=t7kcFkRgiV4