1. Differentiated Instruction Presented By Chad Antonio

2. Welcome Back

3. Today’s Objectives Differentiation Conceptually
Differentiation Philosophy
Differentiation Strategies
Differentiation Implementation

4. Today’s Goals
All participants will work hands on, understand, and be able to employ: Anchors Menus Rafts Exit Cards Stations

5. Today’s Goals
Educators will leave with at least two lesson plans/activities that align with curriculum and differentiate to the class
Educators will collaborate in a meaningful way that increases their understanding and depth of differentiation

6. Today’s Goals
This professional development will differentiate to the audience
This professional development will be mostly hands-on
The learning will be explicit and implicit

7. Today’s Goals
This professional development will do its best to not be completely boring.
Marginally boring maybe, but not completely boring

8. Differentiation in the room
Experience in Differentiation
Differentiation Strategies
Implementing Differentiation

9. What Is Differentiation?
A teacher’s response to learner needs
The recognition of students’ varying background knowledge and preferences
Instruction that appeals to students’ differences

10. Why Differentiate? All kids are different. One size does not fit all.
Differentiation provides all students with access to all curriculum.

11. Differentiation Defined
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. -Tomlinson

12. What you May be thinking
OH no, please not another buzz word…hey I had differentiation p.d. before…Like a million times...before…There is NOT enough time in my Day! Is ANYONE going to support this? It’s the kids. It’s the parents. I am a darn good teacher, and I know more than you. Is it time to go yet? Are we getting out early?

13. A Fad?
Differentiation is just the next educational fad. Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different the need for differentiation disappear.

14. Differentiation
It is not constant, whole group instruction is okay sometimes
Teacher centered is okay sometimes
Pretests, data and flexible groupings are essential

15. Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

16. Three ways to differentiate. . . . .
content – what students learn
process – how students go about making sense of the what
product – how students demonstrate the what

17. Assessment at the end of a unit of study
Dominance of whole class instruction
Adopted textbooks the main instructional resource
Teacher the main problem solver
Quantitative focus on assignments
Commercially prepared worksheets the primary method of practicing skills
Convergent questions dominate and single correct answers rewarded
Instruction time predetermined and relatively fixed for assigned tasks - inflexible
Assessment ongoing, diagnostic and influences instruction
Variety of instructional strategies and arrangements within a classroom
Multiple types of materials utilized as resources
Students actually engaged in solving problems
Qualitative focus to assignments
Students use multiple methods of skill practice
Questions asked frequently by students as well as teachers, open-ended questions spark divergent thinking
Student assessment determines how much time spent on a task or project - flexible

18. Differentiation Strategies
All strategies are aligned with instructional goals and objectives.
Specific strategy selection based on
Focus of instruction
Focus of differentiation

19. Multiple Intelligences
Linguistic. The ability to use spoken or written words.
Logical-Mathematical. Inductive and deductive thinking and reasoning abilities, logic, as well as the use of numbers and abstract pattern recognition.
Visual-Spatial. The ability to mentally visualize objects and spatial dimensions.
Body-Kinesthetic. The wisdom of the body and the ability to control physical motion
Musical-Rhythmic. The ability to master music as well as rhythms, tones and beats.
Interpersonal. The ability to communicate effectively with other people and to be able to develop relationships.
Intrapersonal. The ability to understand one’s own emotions, motivations, inner states of being, and self-reflection.

20. Examples of Differentiation Strategies
Menus
Anchor Activities
Rafts
Exit Tickets
Tiered Activities
Learning Contracts

21. Professional Ownership
Creative
Passion
Implement Successfully

22. Anchor Activities

23. Rapid Robin “The Early Finisher”

24. “I’m Not Finished” Freddie

25. One premise in a differentiated classroom:
“In this classroom, learning is never finished”

26. Anchors
Anchor activities are ongoing assignments that students can work on independently throughout a unit, a grading period or longer.

27. Anchor Examples “Brain Busters” Learning Packets Activity Box
Learning/Interest Centers
Vocabulary Work
Magazine Articles with Generic Questions or Activities
Listening Stations
Research Questions or Projects
Journals or Learning Logs
Silent Reading (Content Related?)

28. Anchors & Grouping Anchors can allow for flexible grouping
1/3 class Anchors
1/3 class assignment
1/3 direct teacher instruction

29. Anchors and Accountability
Flexibility in terms of grading and accountability

30. Menus Provide Choice Response and Questions
Individually or Collaboratively
Assess or build knowledge
Creative (Student & Teacher)

31. Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
Write the chemical equation for photosynthesis.
Entrée (Select One)
Draw a picture that shows what happens during photosynthesis.
Write two paragraphs about what happens during photosynthesis.
Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
Define respiration, in writing.
Compare photosynthesis to respiration using a Venn Diagram.
Write a journal entry from the point of view of a green plant.
With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)
Create a test to assess the teacher’s knowledge of photosynthesis.

32. Menus
Your task will be to work on the menu that is handed to you. Please follow the instructions carefully.
After you are finished there are articles under the blue tab please read and write a written critique of any one of the three articles

33. Menus
You can improve on any of the prompts or create your own in addition to answering the existing menu

34. Differentiation Cafe

35. R.A.F.T.S.
Effective writing assignments enable students to write fluently and purposefully for an audience.
R.A.F.T.S. can help teachers identify and incorporate the elements of an effective writing assignment. The assignment can be across curriculums.

36. R.A.F.T.S.
Role of the writer – helps the writer decide on point of view and voice.
Audience for the piece of writing – reminds the writer that he must communicate ideas to someone else; helps writer determine content and style.

37. R.A.F.T.S.
Format of the material – helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems.
Topic or subject of the piece of writing – helps the writer focus on main ideas.
Strong verb – directs the writer to the writing purpose, e.g., persuade, analyze, create, predict, compare, defend, evaluate.

38. Assessment Idea!
EXIT CARDS

39. EXIT CARDS
Exit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles.
The teacher hands out index cards to students at the end of an
instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject.
The teacher reviews the student responses and separates the cards
into instructional groups based on preset criteria.

40. EXIT CARD GROUPINGS Readiness Groups Group 2 Students with Group 1
some understanding
of concept or skill
Group 1
Students who are
struggling with the
concept or
skill
Group 3
Students who
understand the
concept or skill
Readiness Groups

41. Examples of Exit Cards
Let’s take a look at
some examples---

42. EXIT CARDS Today you began to learn about decimal fractions
List three things you learned
Write at least one question you have about this topic

43. EXIT CARDS On your Exit Card--- Explain the difference
between prime and
composite numbers.
You may wish to give
some examples of each
as part of your
explanation.

44. EXIT CARDS - Learning Profile
We used the following
learning strategies in this
lesson:
3 minute pause
T-P-S
Visualizing
What learning strategy or
strategies seemed to work best
for you?

45. RAFTS and Exits Complete at least one of the raft prompts assigned of the raft roles assigned. Exit tickets will passed out following the walk around. Please attempt to improve upon any of the raft assignments.

46. Additional Strategies

47. THINK-TAC-TOE Book Report Draw a picture of the main character.
Perform a play that shows the conclusion of a story.
Write a song about one of the main events.
Write a poem about two main events in the story.
Make a poster that shows the order of events in the story.
Dress up as your favorite character and perform a speech telling who you are.
Create a Venn diagram comparing and contrasting the introduction to the closing.
Write two paragraphs about the main character.
Write two paragraphs about the setting.

48. Tiered Activity – Writing a Persuasive Essay
4th–6th Grade Classroom
Beginning
Intermediate
Advanced
Outcome/ Objective
Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.
Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.
Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.
Instruction/ Activity
Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.
As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.
Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.
As a prewriting activity, students will use the graphic organizer to plan their writing.
Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.
Assessment
Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.
Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.
Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

49. Learning Contract #1 Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will write:
I will draw:
I will need:
Here’s how I will share what I know:
I will finish by this date:

50. Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__

51. Data Drives Action Student, Parent, Self Surveys Course of Action:
Build relationships
Provide increased choices
Offer multiple levels of materials
Offer flexible groupings
Use frequent, varied, authentic assessment
Provide meaningful assignments
Connect new information to existing knowledge

52. Professional Ownership
Be Creative
Purposeful teaching of differentiated classroom environment
Stations with tiered activities based on readiness
Student choice of content, process, and product
Exit cards
Research best practices

53. Classroom Steps to Success
Data Collection
Creating Classroom Environment
Relationship Building
Explicit Teaching of Skills for a Differentiated Classroom
Collegial Support
Administrative Support

54. Implementing Differentiated Instruction: Your District or School
Start with committed staff.
Look for existing resources/infrastructure.
Start with one or two strategies.
Try it and be willing to alter and extend.

55. Implementing Differentiated Instruction: Additional Considerations
Teacher support
Professional development
Adequate planning time