1. Differentiated Instruction: Adapting the Process & Planning Lessons Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Workshop 2

2. Workshop Outcomes Increased understanding of how to differentiate the “process” Increased understanding of how to differentiate the “process” Increased understanding of content standards and of standards-based lesson planning Increased understanding of content standards and of standards-based lesson planning Begin creation of a differentiated lesson/unit to be used in your own classroom Begin creation of a differentiated lesson/unit to be used in your own classroom

3. Let’s Share! What Differentiated Instruction strategy did you try in your own classroom? What Differentiated Instruction strategy did you try in your own classroom? How did it work? How did it work? Is there anything you want to do differently in the future? Is there anything you want to do differently in the future? Is there a strategy you want to use in the future? Is there a strategy you want to use in the future?

4. Key #1 – Adapt Process Students use key skills Students use key skills –Bloom’s Taxonomy –Multiple Intelligence Theories Common focus Common focus –Vary student activities –Vary complexity Teacher uses a variety of methods Teacher uses a variety of methods

5. More Than One Way to Get There

6. Examples of Process DI Jig Saw Assignments Jig Saw Assignments Modify the environment (fidgets) Modify the environment (fidgets) Use good reading strategies Use good reading strategies Graphic Organizers Graphic Organizers Adding “movement” Adding “movement” Learning Centers Learning Centers Learning Logs Learning Logs Choices of tasks Choices of tasks Adjusting “time” Adjusting “time”

7. Using Reading Strategies in All Content Areas Vary strategies to aid a variety of learning styles/intelligences Vary strategies to aid a variety of learning styles/intelligences Good reading strategies work in any content area Good reading strategies work in any content area STRATEGIES: Before, During, & After Reading

8. Graphic Organizers Help learners visualize information Critical for visual learners!! Good resources – –http://www.writedesignonline.com/organizers/http://www.writedesignonline.com/organizers/ – –http://www.ncrel.org/sdrs/areas/issues/students/learni ng/lr1grorg.htmhttp://www.ncrel.org/sdrs/areas/issues/students/learni ng/lr1grorg.htm

9. Add Movement Manipulation & Movement Manipulation & Movement Critical to kinesthetic/tactile learners!! Critical to kinesthetic/tactile learners!! Good Resources Good Resources –Learning on Their Feet –Minds in Motion

10. A Few Sample Lessons Math Activities Math Activities –Jump rope geometry –Paper shapes –Battleship plotting Language Arts Language Arts –Cut up sentences –Jig Saw Book –Flip Book Science & Problem Solving Science & Problem Solving –Iron fortified cereal –Air Junk

11. Where Do Butterflies Come From? Ever wonder where a butterfly comes from? It comes from a chrysalis (KRIS-uh-liss) which is also called a pupa. A chrysalis looks like a tiny leathery pouch. You can find one underneath some leaves in the summer. Some animals don't change much as they grow up. Think about it: someone your age looks a lot like a grown-up. Grown-ups have more wrinkles and gray hair. But they still have two arms, two legs and one head—just like you. We're going to meet an animal that's very different—the butterfly. Butterflies go through four life stages, and they look very different at each stage.

12. High Quality Resources Marco Polo – curriculum resources Marco Polo – curriculum resources – –http://www.marcopolo-education.comhttp://www.marcopolo-education.com »ReadWriteThink »Illuminations »ArtsEdge »EconEdLink »National Geographic Expeditions »ScienceNetLinks »EdSitement

13. Time For Lunch Come back at 1:00

14. The 4 Hats of a Teacher Diagnostician Diagnostician –Who am I teaching? Program Design Engineer Program Design Engineer –What are students expected to learn? Project Manager Project Manager –How are students demonstrating their knowledge? Assessor Assessor –Does the student product reflect/demonstrate understandings but also challenge them to stretch?

15. Program Design Engineer Hat What are my students expected to What are my students expected to –Know –Understand –Be able to do Unpack your Content Standard(s) Unpack your Content Standard(s) What does this Content Standard mean in terms of student work? What does this Content Standard mean in terms of student work? The Content Standard is the BARE MINIMUM! The Content Standard is the BARE MINIMUM!

16. Teaching the Standard is Not the Same as Teaching to the Test

17. Adapting the Process: Pre-assessment in a Differentiated Classroom Provides a baseline of prior knowledge Helps set a high ceiling Capitalizes on interests, abilities, strengths, learning styles Handout: Pre-assessment ladder

18. Approaches to Pre-Assessment Formal Formal –Pre-tests/quizzes –Performance on prior end-of-unit assessments Informal Informal –Journal entries –Surveys –Webbing activities –Systematic Observation

19. Project Manager Hat How are my students demonstrating their knowledge? How are my students demonstrating their knowledge? What evidence will I collect? What evidence will I collect? Do I record a grade for it? Do I record a grade for it? Do I have a balance between summative and formative assessments? Do I have a balance between summative and formative assessments?

20. Let’s Build a Lesson Standards based Standards based What pre-assessment could you use? What pre-assessment could you use? Understanding By Design Understanding By Design “Four Stages” of lesson design “Four Stages” of lesson design 1.Identify desired outcomes 2.Determine acceptable evidence 3.Plan learning experiences and instructional activities 4.Plan differentiation

21. Homework for March Bring your first lesson/unit in March Bring your first lesson/unit in March –Rough draft is OK –Present it to the group Read & Explore Read & Explore –The Brain Compatible Classroom »The Body, Movement, & the Brain »Time, Time, and More Time

22. The Body, Movement, and the Brain Essential Question – How can movement help the brain reach its potential? Essential Question – How can movement help the brain reach its potential? The Brain-Compatible Classroom The Brain-Compatible Classroom –Chapter 3 (pg 41) What can you take from this resource back to your own classroom? What can you take from this resource back to your own classroom?

23. Time, Time, and More Time Essential Question – What role does TIME play in the classroom? Essential Question – What role does TIME play in the classroom? The Brain-Compatible Classroom The Brain-Compatible Classroom –Chapter 5 (pg 75) What can you take from this resource back to your own classroom? What can you take from this resource back to your own classroom?

24. Brain Resources Brain Breaks Brain Breaks – –http://www.alite.co.uk/information/brain_breaks.htmhttp://www.alite.co.uk/information/brain_breaks.htm Grow a Brain (Susan Jones) Grow a Brain (Susan Jones) – –http://www.susanjjones.com/grobraintro.htmlhttp://www.susanjjones.com/grobraintro.html The Brain Connection The Brain Connection – –http://www.brainconnection.com/http://www.brainconnection.com/

25. Fun Math Resources Chaos in the Classroom Chaos in the Classroom – –http://math.bu.edu/DYSYS/chaos-game/chaos-game.htmlhttp://math.bu.edu/DYSYS/chaos-game/chaos-game.html Fractals Fractals – –http://math.rice.edu/~lanius/frac/http://math.rice.edu/~lanius/frac/

26. Pre-assessment Resources http://assist.educ.msu.edu/ASSIST/classroom/asse ssment/section1/sec1strat1preassess.htm http://assist.educ.msu.edu/ASSIST/classroom/asse ssment/section1/sec1strat1preassess.htm http://curry.edschool.virginia.edu/gifted/projects/ NRC/projects/ascd/ascd2002.ppt http://curry.edschool.virginia.edu/gifted/projects/ NRC/projects/ascd/ascd2002.ppt