1. What kinds of things do you do to maximize student learning?

2. Do you... practice ongoing assessment? use assessment data to form flexible groups? use assessment data to develop respectful activities for all students? provide options for student learning? provide feedback that helps students set learning goals? use assessment data to determine student readiness, interests, and learning profile? reflect on your own teaching practices?

3. Why Differentiate? One size fits all instruction does not address the needs of many students. Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

4. Providing A “Rack of Learning Options” We need to do more than “tailor the same suit of clothes.” Differentiation requires thoughtful planning and proactive approaches.

5. “In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” Teachers in differentiated classrooms are students of their students. Carol Tomlinson

6. Differentiation of Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation such as: respectful tasksflexible groupingongoing assessment and adjustment teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies such as:

7. Strategies for Differentiation Maxi-StrategiesMini-Strategies Assessment & Diagnosis Flexible Grouping Tiered Activities Anchor Activities Differentiated Learning Centers Curriculum Compacting Learning Contracts Adjusting Questions Independent Study Reading & Study Buddies Student or Adult Mentors Exit Cards Task Cards Student Expert Desks Three Before Me The Dr. Is In Mini-Lessons Multiple Texts Interest Surveys

8. “Creating a differentiated classroom is not a yes/no proposition but rather a continuum along which teachers move as they develop skills of responsive teaching.” Carol Ann Tomlinson

9. Assessment & Diagnosis Flexible Grouping Tiered Activities Anchor Activities Differentiated Centers Curriculum Compacting Learning Contracts Adjusting Questions Independent Study Not Differentiated Fully Differentiated Reactive Fixed Closed Proactive Fluid Open “One size fits all.”

10. Key Principles of a Differentiated Classroom The teacher is clear about what matters in the content area. The teacher understands, appreciates, and builds upon student differences. Assessment & instruction are inseparable. All students participate in respectful work. Students and teachers are collaborators in learning.

11. Key Principles of a Differentiated Classroom The teacher adjusts content, process, & product in response to student readiness, interests, and learning profile. Goals are maximum growth and continued success. Flexibility is the hallmark of a differentiated classroom.