1. EDU 604 Instructional Strategies for more effective teaching: Overview Day One Susan Baum, Ph.D. Hank Nicols, M.S. International Center for Talent Development Buffalo State College, State University of New York (SUNY)

2. Susan friend, teacher, mom, & “mamie”

3. Hank

4. ? ??

6. So Now It Is Your Turn! Your name in BIG LETTERS and representations of 5 or 6 things that are the passions of your life. Hank

7. Course Overview Case study Curriculum development Reflection integrating readings from course (WE will discuss these assignments as we come to them.) Texts: MI in the Elementary Classroom Fulfilling the Promise of Differentiation

8. DI: Accessing the Standards Part One: The philosophy of Differentiation: Strength- based Education Part Two: Using varied strategies for skill development (process) Part Three: DI for understanding (content) Part Four: Best practices in DI: Compacting interest centers, & tiered instruction Part Five: Managing it all

9. The Average Child I don’t cause teachers trouble. My grades have been ok. I listen in my classes. And I’m in school everyday. My teachers think I’m average. My parents think so too. Gosh, I wish I didn’t know that cause there’s lots I’d like to do.

10. I’d like to build a rocket. I’ve got a book that tells you how or start a stamp collection, Well, there’s no use in starting now. Cause since I found out I’m average, I’m just smart enough you see to know there’s nothing special I should expect of me. I’m part of the majority that hump part of the bell who spends his life unnoticed in an average kind of hell.

11. There is no greater challenge in education than addressing academic diversity in today’s complex classroom.

12. Philosophy of Differentiation All students learn best when they are engaged in their learning. Engagement involves passion, relevance and ownership To see the best in students, education should be strength-based.

13. Preferences for Expression You are about to be given an assignment On the note card rank from highest (1) to lowest (4) your preferred expression Write Draw Act Build

14. Strength Based Groups Your actual group will consist of people who share your most preferred style Those who most want to write Those who most want to draw Those who most want to act Those who most want to build

15. The Assignment Middle Ages: Big Idea – Interdependence Essential Question: How do elements of a system interact to make the system work? Resources: See interest center

18. Learning activity Represent at least four classes of the social system in feudal times. Your product must show the relationship of the classes. Use the assigned expression style. (Write, Draw, Act, Build) Your group will present your final product to the class for a pass fail evaluation.

19. Forcing the standards: Remedial Groups In a few minutes you will form groups to complete an assignment as follows: Those who least want to write Those who least want to draw Those who least want to act Those who least want to build

20. Emotional check-in How do you feel? Are you excited about the assignment or worried about how you’ll express it? Or…do you care at all? Imagine being a child for whom reading and writing is a constant struggle…

21. Sharing Write Draw Act Build

22. Assessment How did it go? Did each group effectively address the assignment? What else did you notice?

23. Inviting all to learn: Strenght- based groups Let’s try this again. Those who prefer to write Those who prefer to draw Those who lprefer performing arts Those who prefer engineering and design (building)

24. Assessment How did it go? Did each group effectively address the assignment? What else did you notice?

25. Reflection Why did we have you do this? What did it show? What about heterogeneous groups, as often suggested? How does this connect to the idea of Strength Based learning?

26. Strength based options Resources to access information Performances of understanding Assessment opportunities

28. What is differentiation? A differentiated classroom acknowledges and celebrates the individual differences in students and how they learn. Strategies and resources are varied so all students can access the curriculum and demonstrate what they know. There are many approaches to differentiation. Their use depends on what is to be learned and who the students are.

29. What can be differentiated Content Process Product Environment Assessment Let’s scamper examples

30. Differentiation Matrix Individual Differences Environment Instruction Assessment SchedulePhysical space OrganizationGroupingResourcesStrategiesProduct Readiness (simple to complex) (concrete to abstract) Rate of learning (pacing) MI profiles Learning style preferences Interests Reading levels Organizational abilities Personality styles Whole class times Student input Extended time periods Working around special pull-outs Independent work times Exploration and enrichment times Physical space Interest centers Variety of resources Invitations to learning Class room rights, responsibilities, and rules Use of clear positives for establishing routines Clear expectations and discipline plan Whole class Flexible ability Novice Expert Interest Multi-talent Jigsaw Cluster Friendship Random Internet Soft-ware Books Phone Media and technology Videos Plants Animals Collections Authentic tools of the discipline Kits Art supplies Science supplies Building and engineering supplies Multilevel books Content Compacting Multiple entry points Simulations Demonstrations Arts integration Problem-based learning Peer tutoring Compacting Contracts Tiered assignments Open-ended products Activity/learning/inte rest centers Choice boards Independent study Mentorships Written Models Artwork Drama Dance Music Speech Comedy routine Comic books Demonstrations Pre-assessment KWL Pretest Webs Performance Traditional exams Rubic with benchmarks Student conferencing

31. Individual Differences ResourcesStrategies Product Advanced learner, loves to read, talented in music Above grade level texts, media center passes, keyboard and earphones Acceleration, Compacting Musical products Interest in rocketry, excellent spatial ability, challenged reader / writer Building materials, Estes rocketry supplies Spatial entry points, storyboarding technology Build models

32. Rules for Differentiation Create a community of learners Know your students. Know curricular goals Collect varied and engaging instructional strategies “Collect and connect” Start small

33. Purpose of School (Gardner, 1993) In my view, the purpose of school should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, I believe, are more engaged and competent and therefore more inclined to serve society in a constructive way.