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

2. ECS - Differentiated Instruction Our Agenda  Review and Reflect – Differentiated Content  Differentiating Process  Next Steps

3. ECS - Differentiated Instruction Warm Up Review  Is this differentiated content?

4. ECS - Differentiated Instruction Warm Up Reflect  What did you learn about differentiating content in your practice?  What did you bring back about differentiating content to ILT or career teachers?  What questions and concerns are still coming up?  Was there anything that became clearer to you or others as you worked through this?

5. ECS - Differentiated Instruction Our Objectives  Participants will Learn what it means to differentiate process Learn strategies for differentiating process Plan ways to bring this back to sites

6. 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

7. ECS - Differentiated Instruction Differentiating Process How Kids Will Learn

8. ECS - Differentiated Instruction What do you do to learn? With your group Think about what it means “to learn”. What are the processes students could go through to learn something? On your own How could you show your understanding of the learning process? Think about your preferred learning style.

9. ECS - Differentiated Instruction Processing “To Learn”  Find someone who has a similar learning preference. Work together to create a “product” that will show your understanding of what it means “to learn”.  Be prepared to share the product.

10. ECS - Differentiated Instruction Stepping Out

11. ECS - Differentiated Instruction “We must take kids on whatever path that is necessary to help them learn.” -Carol Ann Tomlinson Adapted from Carol Ann Tomlinson

12. ECS - Differentiated Instruction Differentiated Process  Provide a range of learning experiences at varied degrees of sophistication in varying time spans  Provide varied amounts of teacher or peer support Adapted from Carol Ann Tomlinson

13. ECS - Differentiated Instruction Differentiating Process By…  …Readiness means matching the complexity of the task to a student’s current level of understanding and skill  …Interest involves giving students choices about facets of a topic in which to specialize or helping them link a personal interest to an activity  …Learning profile means encouraging students to make sense of an idea in a preferred way of learning Adapted from Carol Ann Tomlinson

14. ECS - Differentiated Instruction Putting it in Practice: Differentiation Strategies  Readiness Spectrum How will I scaffold? How will I enrich?

15. ECS - Differentiated Instruction Four Circles - Readiness  Need Scaffolding  At Benchmark  Need Acceleration and Beyond  Need Beyond

16. ECS - Differentiated Instruction Putting it in Practice: Differentiation Strategies  Readiness Spectrum How will I scaffold? How will I enrich?  Student Interests What interests might students have that you could use to “entice” students to work with content?

17. ECS - Differentiated Instruction Group Activity  Choose a topic of interest, Fractions, Water Cycle, Summarizing, or Civil Rights.  Use the graphic organizer to think through student readiness. Create a chart to show your thinking.  Then add how you will address student interest.

18. ECS - Differentiated Instruction Stepping Out

19. ECS - Differentiated Instruction CLASSROOM CONNECTION  Watch a clip of a teacher differentiating for a classroom assignment.  How did the teacher differentiate?  What preparation did she have to do?  Was it a respectful task for all students? Why or why not?

20. ECS - Differentiated Instruction Selecting “Processes” for Learning

21. ECS - Differentiated Instruction Differentiate Process Lesson ObjectiveWhole Class InstructionDifferentiated Options 1 Introduce Vocabulary Words Introduce key words for all students Provide custom lists for scaffolding Pre-teach vocabulary Explore etymology of chapters vocabulary words with peer group 2 Variables/Translating Words into Math Expressions & Equations Variable review Translating words into algebraic expressions and vice-versa using direct instruction. Provide a chart with key words/phrases and their math symbol equivalents for students needing extra support. Create their own math dictionary with symbols and translation.

22. ECS - Differentiated Instruction

23. Planning to Differentiate Process Lesson Development

24. ECS - Differentiated Instruction Differentiated Process  How will you take this back to your school?

25. ECS - Differentiated Instruction Differentiated Process  Provide feedback Go back to the Handbook and see if what we’ve talked about today clarifies, confuses or confirms what you’ve learned today. Use the chart to record your group’s thoughts.

26. ECS - Differentiated Instruction Reflection Unless we go through the complexities of struggle and invention, our knowledge is empty. If this is true, I cannot transfer my knowledge and experience to children whom I teach. Instead I have to find ways to help children take responsibility for inventing their own understanding of the world and how to live in it. To do this, I have to struggle against both my training and my instincts which strongly urge me to be directive: to tell children what I know, to tell them what to do. Bob Strachota (1996)

27. ECS - Differentiated Instruction What is differentiation? Go back to your definition of differentiation and modify as needed.

28. ECS - Differentiated Instruction Next Sessions…  Differentiating Product  Managing Differentiation/Flexible Groups