1. Jacque Melin – GVSU www.formativedifferentiated.com

2. * (b) The teacher plans how to achieve student learning goals, choosing appropriate strategies, resources and materials to differentiate instruction for individuals and groups of students; developing appropriate sequencing of learning experiences; and allowing multiple ways to demonstrate knowledge and skill.

3. * (a) The teacher carefully evaluates how to achieve student learning goals and uses appropriate strategies and resources to adapt to the needs of individuals and groups of students (e.g., prior knowledge, interests and developmental differences in how students learn).

4. * (e) The teacher provides multiple models and representations of concepts and skills with opportunities for students to demonstrate their knowledge with a variety of products and performances.

5. * (n) The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all students in complex thinking and meaningful tasks.

6. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningful tasksFlexible groupingContinual assessment Teachers can differentiate through Content Process ProductAffect/Environment According to students’ ReadinessInterestLearning Profile Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence Preferences….Orbitals…..Complex Instruction…ETC. Quality Curriculum Building Community C. Tomlinson

9. How to Differentiate Name: Date: Fogarty & Pete, 2011

10. Change the Content

11. Deconstructing Standards - Standard/Benchmark Knowledge Reasoning Skill Product Standard/Benchmark: __________________________________________________________________ _____________________________________________________________________________________ Type:  Knowledge  Reasoning  Skill  Product Learning Targets – Teacher Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets                         “I Can” / Learning Targets – Student Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge TargetsReasoning TargetsSkill TargetsProduct Targets                        

12. * Statements of intended learning. * Statements that describe how we will know that we have learned it. * Should be posted or written, not just shared verbally.

14. Christina Hank http://turnonyourbrain.wordpress.com/

16. 1. I can identify the hypotenuse of any right triangle. Who am I? 2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas. 3. I can create a physical proof of the Pythagorean theorem using cubes to show areas. c a b 4. I can find any side of a right triangle if I know the two other sides. Don’t I know you from somewhere? I’m right here! 5. I can recognize right triangles in real world applications.

17. 6. I can create a right triangle out of any two points in a coordinate system. B (2,3) A (-3,-2) 7. I can use right triangles in a coordinate system to find the distance between two points. How far is it from Albuquerque to Boston? ??? 8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle. 9. I can deconstruct real world objects into circular objects. 10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes. R H

21. Change the Content Complexity Resources Environment

22. Change the Content Complexity Concrete to Abstract Do/View/Construe Resources Text/Media Environment TAPS

23. DO – Manipulatives: Concrete Algebra Tiles (for linear and quadratic equation solving) Didax Geofix (nets) Models of shapes (surface area and volume) Soft 1 cm squares http://www.etacuisenaire.com Virtual Manipulatives http://www.neirtec.org/activities/math_portal.htm Wolfram Alpha http://www.wolframalpha.com/

24. DO – Manipulatives/Simulations: Concrete Language arts manipulatives Science manipulatives Social studies manipulatives Simulations – all subjects http://www.interact-simulations.com/

25. VIEW – Graphic Organizers - Representational www.graphicorganizers.com

30. http://guamjfk.weebly.com/uploads/1/0/3 /7/10376068/math_toolkit_gos.pdf

31. http://challengebychoice.wordpress.com/examples-of-tiered-math-assessments/

32. Green—Tasks are foundational and appropriate for the current grade level. Success depends on understanding and applying required knowledge and skills. Green level tasks meet a rigorous grade level proficiency standard. Blue—Tasks are advanced and complex. Success depends on extending one’s skills in order to recognize and address the added layers of complexity. Black—Tasks are extremely advanced and highly complex. Success depends on creatively applying and extending one’s skills, at times in very unfamiliar territory.

37. Basic. What are the 6 steps of the experimental design process?. Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs?. Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs.. What are the 6 steps of the experimental design process?. Explain the difference between an independent and dependent variable. 3. Write a hypothesis from this question: Does listening to music cause chickens to lay more eggs?. Using If…, And… Then…, write a prediction statement for the following hypothesis: Listening to music causes chickens to lay more eggs 5. Make a double T chart that would compare an experiment where music is played for one group of chickens and not for another to see if music affects the number of eggs they lay. Label each variable. 6. Make a graph using the following information. Label which axis is the independent and dependent variable. Not playing music—5 chickens lay 17 eggs. Playing music—5 chickens lay 25 eggs.

38. Abstract Basic

39. Change the Process

40. Direct Instruction Cooperative Learning Inquiry

41. Change the Process Direct Instruction Hook them Curiosity NoveltyNovelty Cooperative Learning Each one – Teach one Inquiry PBL West Virginia Buck Institute for Education

42. Change the Product

43. Entry Points Expressive Modes Accountability

44. Change the Product Entry Points How they learn Expressive Modes How they express it Accountability How we grade/score it Formative/Portfolios/Performance Based

45. Counting Principles & Probability: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic) Targets: I can write the steps of a math induction proof for a given series. I can apply Pascal’s Triangle to find the coefficients of a binomial expansion. I can apply the Binomial Theorem to expand a binomial. I can find probabilities of mutually exclusive & independent events. V. Thomasma, Kentwood

49. QR Codes

50. Analytic Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work. Practical Look around you (in your world or the broader world) for systems that could serve as analogies for the cell. Select your best analogy (“best” = most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts. Creative Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and their interrelationships. Your “ahas” should trigger ours. OR Tell a story that helps us understand a cell system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

52. * Know: * Poets’ names, personification, verse, onomatopoeia, simile, metaphor, haiku, imagist poems * Understand: * How do we make meaning out of poetry? * What makes a poet’s voice intense, meaningful, memorable? * What are significant poetic forms and structures? How do they make meaning? * Do * Read, discuss, and appreciate a variety of poems * Analyze poems, poetic forms and devices * Research the cultural and historical context of poems and poets *CCSS: CC.RL.11-12.4-Determine the meaning of words and phrases in a text, including figurative and connotative meanings, analyze the impact of specific word choices on meaning; 9: Demonstrate knowledge of 18 th, 19 th and early 20 th century foundational works of American literature

53. so much depends upon A red wheel barrow glazed with rain water beside the white chickens

54. 54 ROLEAUDIENCEFORMATTOPIC WIlliamsTennysonLetterWhy I moved away from traditional Victorian poetry Poetry criticPoetry aficionados AnalysisThe key features of Williams’ style WIlliamsHis ColleaguesExplanation Why RW “is real, not realism, but reality itself” StudentsOther StudentsInterviewHow Williams composed one of his most famous poems Older WIlliams Younger WIlliams Letter to My Younger Self How my poetry changed as I grew older The Red Wheelbarrow

57. Show-And-Tell Boards All students have the same TASK, but have a choice of SHOW AND TELL. Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL

58. Task: Construct a food web with the owl at the highest trophic level. Be sure to include producers (green plants) and decomposers in your food web. Also include the Sun. The intermediate organisms should include the prey found in the owl pellets that you dissected in class. Label the role of all organisms and use arrows to show the energy flow between each organism. Finally, explain the flow of energy in the food web.

59. Choices involving Learning Profile

60. http://www.niehs.nih.gov/kids/music.htm#index * Write * Draw * Act * Sing * Build

66. * You have just attended a stimulating workshop on differentiated instruction and you feel motivated to let the world know more about differentiated instruction. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of workshop participants who are as motivated as you are and share your excitement about differentiate instruction to spread the news about this teaching and learning philosophy! TARGET: I can explain key elements of differentiated instruction.

67. Your mission is to write and perform a song (any style of music) about the experience of observing in a classroom which is focused on developing units and using strategies that help to differentiated instruction. You can make up a new tune or write new lyrics that fit with an existing melody. * You should have at least one verse about each of the THREE elements that should be the focus of a differentiated classroom. * Include a chorus about the goal of differentiated instruction. * Make it personal and fun.

68. Your task is to write an article for USA Today telling the public how differentiated instruction helps teacher to meet the needs of diverse learners in their classrooms. You should minimally include the following information: * How students differ as learners. * How student learning differences affect how students learn. * Evidence you have that explains that students work harder when what they are asked to do connect to something they are interested in doing and/or connects to their learning profile. * Identify classroom techniques/strategies that support the achievement of students who have different readiness levels, different interests and/or different learning profiles.

69. * Your group has been commissioned to build a model of a differentiated classroom for a local museum featuring best practices in education. Your model must accurately reflect the THREE elements of differentiated instruction in a classroom where these elements are being practiced. You must be able to explain your model to museum officials.

70. Your job is to create and perform an episode of a children's or teenager’s television program. This episode should be all about differentiated instruction. * Be sure to include the following information: * What is differentiated instruction. * What it is like being in a classroom where differentiated instruction is practiced. * How you (the student) will benefit from being in a classroom where differentiated instruction is practiced.

71. * Create a poster – or series of posters – that clearly illustrates the key points of what it means to differentiate instruction. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict the three sets of THREE elements of differentiated instruction. Poster paper, markers and other materials are available; let your instructor know what else you need.

72. Do we differentiate by: Whole group? Small group? Individual?

73. Do we differentiate by: Whole group? Multimodal – tap into many ways of learning Small group? Instructional Interventions Individual? Tutorials

75. Hook Input Interaction Product Assessment Reflection

76. Hook – Role Play (content) Input – Direct Instruction (Little Book) - Novelty (content/process) Interaction – 3 Musketeers (process) Product – Little Book on DI Theory (product) Assessment – Tell and Retell Reflection – Scale of 1-10

77. As a team of educators: Discuss with your peers the differentiated instructional ideas and strategies that you recommend for implementation in your unit.

78. * Choice Boards * Tic Tac Toe * Trimind * RAFTS * Menus * Show and Tell * Profiler * Tiered Assignments

79. How do you eat an elephant?????