1. ECS - Differentiated Instruction Differentiation Educating Every Student for Success

2. ECS - Differentiated Instruction Our Agenda  Review – Differentiating Process  Differentiating Product

3. ECS - Differentiated Instruction Our Objectives  Participants will Plan for differentiation of process Learn strategies for differentiating product Plan ways to bring this back to sites

4. ECS - Differentiated Instruction According to Students’ Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) ContentProcessProduct ReadinessInterest Learning Profile

5. ECS - Differentiated Instruction Planning for Differentiation How Kids Will Learn

6. ECS - Differentiated Instruction CLASSROOM CONNECTION  Watch a clip of a teacher differentiating for a classroom assignment.  What preparation did she have to do?  Were they respectful tasks for all students? Why or why not?  What were different ways the students processed the content?

7. ECS - Differentiated Instruction Applying Differentiation Strategies  Readiness Spectrum

8. ECS - Differentiated Instruction Differentiating with Data  Use the data provided to determine which students will: Need Beyond Need Scaffolding At Benchmark Need Acceleration

9. ECS - Differentiated Instruction Differentiating with Data  Use the benchmark data and questions as well as what you know about the students to determine what the first assignment will be.  How will you assure each student will be successful?

10. ECS - Differentiated Instruction Differentiating Process  With your Table Group, discuss your process for determining which students belong in which group.

11. Unit Map  Go back to your Unit Map – Step 1.  What assessment tools do you have to determine student readiness?  Jot down some ideas. ECS - Differentiated Instruction

12. Training Notes  Record how you could use this strategy with career teachers. ECS - Differentiated Instruction

13. Planning to Differentiate Product What Students Will Do To Show Their Understanding

14. ECS - Differentiated Instruction What is a Product?  Product assignments help students rethink, use, and extend what they have learned over a period of time.  They are the element of the curriculum that students can most directly “own”.  Assess student knowledge, understanding, and skill.

15. ECS - Differentiated Instruction Sample 1: K Neighborhoods and Communities  Whole class working as a group to create and share a model of their town  All students interview a community member  Some will make signs for buildings, others will measure and draw building, others will cut out models and others will assemble them.

16. ECS - Differentiated Instruction Sample 2: Secondary Spanish Class  Students will: Create travel guides Make videos Film documentaries Present dramas Do cross-cultural comparisons Study elements of language

17. ECS - Differentiated Instruction Differentiating Product According to Learning Styles: Kinesthetic ModelDemonstrateBuild Act OutUse tools to… Dance ProduceSimulateCraft TransformShow in LabMake

18. ECS - Differentiated Instruction Differentiating Product According to Learning Styles: Oral ReciteBroadcastSpeech DiscussQuestionInterview DebateCook/tasteSing ArgueConversePerform

19. ECS - Differentiated Instruction Differentiating Product According to Learning Styles: Visual DiagramOverlayMap ChartTimelineWeb IllustrateCartoonModel GraphVideoPop-Up

20. ECS - Differentiated Instruction Differentiating Product According to Learning Styles: Auditory RadiocastSoundscapeMusic PreachCommercialChant PersuadeAd/jingleRhythm ComposeSpeechPhone

21. ECS - Differentiated Instruction Steps to Developing High Quality Products  Identify the essentials of the unit/study  Determine essential components that need to be included in the product  Identify one or more formats or “packing options” for the product

22. ECS - Differentiated Instruction Steps to Developing High Quality Products  Develop a product assignment that clearly says to the student: You should show you understand and can do these things Proceeding through these steps/stages In this format At this level of quality

23. Differentiating Product  Get together with the group you worked with last session on Fractions, Water Cycle, Civil War or Summarizing.  Create possible product assignments that address the 4 types of learning styles.  Be prepared to share your ideas. ECS - Differentiated Instruction

24. Differentiating Product  Based on the products you’ve assigned, how will you ensure that students will demonstrate mastery of the essential knowledge and skills you expect?  RUBRIC ECS - Differentiated Instruction

25. Differentiated Products  Rubrics Rubistar - http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php

26. Training Notes  How will you introduce teachers to differentiated products? ECS - Differentiated Instruction

27. Differentiated Products  Work on your Own Create rubrics for products Plan to bring this back to your school Work with teammates to problem solve common concerns around differentiation Other?

28. ECS - Differentiated Instruction Shape Wrap-Up  Circle: An idea or question that is still rolling around in my head.  Square: Something that squared with your thinking or an “aha” from the session.  Triangle: Three points you want to remember or three strategies you want to try.

29. ECS - Differentiated Instruction Next Session  Managing Differentiation in a Mixed-Ability Classroom

30. ECS - Differentiated Instruction Differentiating Product - Examples The Good Life – Making Choices About Tobacco Use Visual Story boards for TV “ad” using few/no words to make the point. Comic book parody with smoking super heroes/heroines. Oral Radio-spot (public information with music, timed lead-in) Brian Williams interview with teen who smokes, tobacco farmer, CEO, person with emphysema. Written Brochure for pediatrician’s office with patients 9-16 as target audience – with graphics. Research and write editorial comparing relative costs and benefits of tobacco to Southern states – submit for publication. Kinesthetic Pantomime a struggle of “will” regarding smoking, include a decision and rationale. Act out printed skit on pressures to smoke and reasons not to smoke.

31. ECS - Differentiated Instruction Differentiating Product - Examples Reading Response Visual Using your notes, create a PowerPoint (4-5 slides), timeline, or concept map that helps us understand the main ideas, crucial decisions, and important people in the chapter. Auditory Using your notes, create a 1-3 minute news item that summarizes the essential ideas, crucial decisions, and people. You may tape or videotape this, using your voice and others. Oral Using your notes, create a set of 5-8 open-ended questions that are designed to be asked of the important people in this chapter. The questions’ responses should reveal the big ideas, crucial moments, and other important people. You will be responder as someone else reads at least two of the interview questions. Kinesthetic Using your notes, create a set of overhead transparencies, 1-3 minute simulation, cardboard puppet theater, or short drama that helps us link the big ideas, crucial moments, and important people in the chapter.

32. ECS - Differentiated Instruction Differentiating Product - Examples Graphing with a Point and Slope Visual Given a point and slope, graph lines on graph paper. Plot the given point in one color, use a second color to show the rise, and a third color to show the run from the point. Plot the resulting point in a fourth color. Repeat the same process to find the third point on the line. Use a fifth color to sketch the line containing all three points. Kinesthetic On a large grid on the floor, one student stands at the original point. A second student walks the rise and run from the original point to the next point on the grid., counting aloud while doing so. Another student begins where the second student is standing and repeats the process to find a third point. Students repeat process until all represent the points on the line. Then they create the line by holding string between them. They can then apply to a process similar to the visual group. Auditory Graph several lines given initial points and slopes. Create a news bulletin that explains the process and implications of this type of graphing..

33. ECS - Differentiated Instruction Differentiating Product - Examples Sewing Project Choices – Consumer Ed Class Visual Create a fabric illustration, collage, or pillow that sets a strong, visible mood. Be prepared to justify your choices. Oral Create a quilt square or small wall hanging that tells a story or responds to a question. For example, When I am joyful, I… Be prepared to justify your choices. Auditory Create a fabric collage or pillow using a particular piece of music as inspiration for fabric and color selections. Be prepared to justify your choices. Kinesthetic Create a cloth book or baby blanket made of varying textures of fabric that would allow a child to feel rough, smooth, thick, thin, soft, hard, etc. Be prepared to justify your choices.

34. ECS - Differentiated Instruction Differentiating Product - Examples Multiplication Facts: 4’s and 8’s Visual Make two posters – one will diagram all of the 4 multiplication facts and the other diagrams the 8 multiplication facts. Kinesthetic Play multiplication rummy or memory. Use counters to model the 4 and 8 multiplication facts. List all of the resulting equations and answers. Auditory Put together a skit or newscast about multiplying by 4 and 8. Have a lot of examples!