1. Free Response Writing Prompt
You may answer in any way you wish: Draw a picture, write a poem, create a symbol, write a paragraph, create a rap, etc…
How was your day today?
Andrea
10 minutes What you just did was a differentiated activity--choice of activity. Also a pre-assessment—activity preference

2. Foundation to Differentiation K-12
Facilitators:
Summer Bowers and Andrea Perkins, TV/TIP Coaches
Dawn Goulart and Joan Spott, TV/TIP Coaches
Andrea
2 Minutes What you just did was a differentiated activity--choice of activity. Also a pre-assessment—activity preference

3. What we call differentiation is not a recipe for teaching
What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.
~ Carol Ann Tomlinson
Andrea
Choose a participant to read quote
2 minutes

4. KWL Chart
What do you know and wonder about in regards to differentiation?
Summer

5. KWL Chart
What do you know and wonder about in regards to differentiation?
Take 5 minutes to fill out your KWL chart for the know and wonder section of your paper.
Handout page 2
Summer
6 minutes

6. KWL Group Work:
Create three groups (Elementary, Middle School, High School)
Share the Know and Wonder columns from your individual charts and transfer your group’s collective ideas to large chart paper
Please pick 2 Knows and 2 Wonders to share
Thank you for sharing. We are hoping to address some of your wonders today and we will also use them to guide our next meeting’s agenda.
10 minutes

7. Today’s Outcomes:
Established Goal: You will have the opportunity to learn how to teach a diverse group of students within one classroom
Understandings: You will understand that pre-assessments are the foundation to creating a differentiated classroom.
Essential Questions: Why should you differentiate? What materials are needed to differentiate?
You will learn strategies to differentiate your curriculum to meet the needs of your students.
Summer
The Big Question is WHY should you differentiate? We all know why we should but how do we do it in the time we have and with the amount of students we have.
1 minute

8. What is Differentiated Instruction?
Differentiation is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. In a differentiated classroom, variance occurs in the way in which students gain access to the content being taught (Hall, Strangman, & Meyer, 2003).
Andrea
Participants fill in red word. Differentiated strategies ~ Visual Learning (color coding), Choral Reading
2 minutes

9. Things That Need To Be In Place Before You Can Begin To Differentiate Instruction
Classroom Community
Positive Classroom Environment
Classroom Management
Routines & Procedures
Knowledge of Content Standards
Teacher – Student Connections
Knowledge of students likes & dislikes
Knowledge of what students know & don’t know
Handout Page 3
Summer

10. Differentiation occurs due to students’…
Teacher – Student Connections
Readiness
Interests
And/Or Learning Profile
Summer
Pass out T-Chart Graphic Organizer ~ Explain how you can differentiate your note-taking organizers based on your students ability. Tell participants to fill in 3rd (blank) T-Chart while listening/reading the next few slides. Point out color coding as another strategy to assist students.

11. Readiness: Students skill level and background knowledge
Diagnostic Assessments
Pre-Assessments
Free Response Journal Entry
KWL Chart
Essential Components Handout
Inventories (See Packet)
Handout Page 4
Summer
Check with participants to see what they would fill in on theirT-Chart Graphic Organizer
Free Response Strategy is a more personal way to find out background knowledge of student. KWL is more of a content pre-assessment.

12. Interest Student Interest Inventory Your Turn! Their Turn!
What a student may want to explore
What motivates that student
Your Turn!
Classroom Practices Inventory (Packet Page 5)
Take a moment to complete the classroom practices inventory.
What is an “ah-ha” that you had while completing the inventory? Turn and share with your elbow partner.
Their Turn!
Student Inventory (Packet Page 7)
Compare & Contrast
Summer
You need to know what the students like to do. But first we want you to explore your classroom practices. How do you generally teach? Take a few minutes and do the classroom practice inventory. Star an “ah-ha” or something that confirms what you are already doing.
When participants finish discuss having them take the inventories back to their classroom and have their students do the informal inventory. Then at home take a look at them and compare, how are you teaching, what do your students need, how do they like to learn?

13. Learning Profile Learning Styles:
Visual, Auditory, Tactile, Kinesthetic
Grouping Preferences
Individual, Partner Work, Group Work
Grouping Students (Packet Page 13)
Environmental Preferences
Quiet vs. Noise
Needs Personal Space
Summer
Just basically read slide and mention how I can read with noise but Andrea needs quiet time

14. Where can you differentiate?
Differentiate Your Instruction by Adapting:
Environment
Process/Instruction
Content
Product
Essential Components Handout Packet page 4
Summer
Take a moment to look it over. Where would the T-Chart graphic organizers fit? (which column

15. Bloom’s Taxonomy Review:
Affective Domain (growth in feelings or emotional areas)
Psychomotor Domain (manual or physical skills)
Cognitive Domain (mental skills)
Knowledge To create a more
Comprehension “holistic” lesson!
Application
Analysis
Synthesis
Evaluation
Andrea—Ask participants (show of hands) who has heard of Bloom’s Taxonomy. Give breift review (most focus on Cognitive Domain) See evidence of this in our examples.

16. Examples! It’s About Time!
Literature Circles
Novel Studies
Book Club
Andrea ~ Talk briefly about Bloom’s Taxonomy & how connects to literature circles
Do literature circle activity

17. Literature Circles Discussion Leader (1) Illustrator (2)
Vocabulary Highlighter (3)
Passage Illuminator (4)
Connection Maker (5)
Andrea
Take a look at your 5x7 card you used earlier today. There is a colored sticker and number on the upper right hand corner of the lined side. Please take a minute to form a group based on your colored sticker. Take your packet with you. You will notice that there should be 5 people in your group each with a different number.
Turn to page 15.
Read Article, Describe Jobs, & Get to Work (15 minutes)
At end of activity, directions are in packet, pages 16 – 18. Also, in a supplemental packet there elementary book club material.

18. Examples! It’s About Time!
Literature Circles
Novel Studies
Book Club
Web Quests
Summer ~ Talk about how each group member can work on something that is of particular interest to them. Click on link. Go briefly through site

19. Exploring the Uncharted Waters!
By Brandon, Alex, Nishant, C.J., and Evin
Summer
5th graders group project on Explorers

20. Rats!
There were many rats that carried diseases. Many of us lacked vitamin C, giving us scurvy. We stayed alive only because of Alex’s great medical skills.
Another major problem was the sea monster. Many of our crew members were picked up by the kraken, or giant squid. Fortunately, all the major officers survived.
Summer ~ 5th Grade project

21. Cube It Article Discussion
Rationale: Learners learn best when they are given time to practice, discuss and try out new learning. This activity is a scaffolded processing activity designed to give participants an opportunity to practice applying their new learning.
Andrea

22. Cube It Article Discussion
Read and “annolight” the article individually.
Form groups based on grade level / content area.
Cube It! With the article in mind and differentiation as the topic, discuss the article using the one or two options your group rolls on the cube.
Andrea

23. Cube-It Activity
DESCRIBE IT: What does it look, sound, smell, feel, or taste like?
COMPARE IT: What is it similar to? What is it different from?
ASSOCIATE IT: What does it make you think of? How does it relate to your content area / grade level?
ANALYZE IT: How is it made? How does it work? What are its essential features or components?
APPLY IT: How does it fit into your experience? How can you use it?
ARGUE FOR OR AGAINST IT: Is it a positive or a negative? Is it helpful or harmful? What are its pros and cons?
Andrea

24. Divide & Conquer More Examples!!!! Summer ~ Elementary (K – 5)
Andrea ~ Secondary ( 6 – 12)
Join your group and let’s share!!!!
Andrea – Divide into 2 groups to look at more examples

25. Evaluation Ticket Out: Homework:
Please fill out the Professional Development Reflection Log and turn in.
Homework:
Try a differentiation strategy with your class.
Come prepared to next session with a subject or lesson that you would like to differentiate.
February 12, 2009, CV Adult School Room 15, 4 – 6 PM
Please bring today’s packet with you next time as well.
Summer – Review Day’s Agenda (Andrea check mark off)
Fill out evaluation form, remind about homework & bringing packets back.
Thank you!