1. Enhancing Your Instructional Skills Through Differentiation Compiled by J. Hankins October 2014

2. Objectives Revisit differentiated instruction Be able to implement a differentiation strategy

4. EFFECTIVE INSTRUCTIONAL STRATEGIES Least Effective Most Effective

5. EFFECTIVE INSTRUCTIONAL STRATEGIES Lecture 5% Reading 10% Audio/Visuals 20% Demonstration 30% Discussion 50% Practice by doing 75% Teach others/Immediate use of learning 95% Most Effective

6. Why Differentiate? All students are different. One size does not fit all. Differentiation provides all students with access to all curriculum.

8. There are neurobiological factors that make people at risk for disability. However, neural systems are malleable and the predictably concomitant disability can often be prevented by exposing the child to appropriately differentiated instructional programs. Paraphrased from Fletcher, 3-21-21, Emerson Dickman, IDA Conference 2013

9. "Fair is when everyone doesn't necessarily get the same. Fair is when everyone gets what he or she needs!” Carol Ann Tomlinson, Professor at the University of Virginia and nation-wide proponent of Differentiated Instruction

10. http://www.youtube.com/watch?v=9FrrOpOwQUg

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

12. http://differentiationcentral.com/ Differentiation Central gives reliable information and resources that will help deepen your understanding and enhance your practice of DI http://www.readingrockets.org/article/263/ What Is Differentiated Instruction? http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml Differentiating Instruction: Meeting Students Where They Are http://www.ascd.org/publications/educational- leadership/oct03/vol61/num02/Deciding-to-Teach-Them-All.aspxhttp://www.ascd.org/publications/educational- leadership/oct03/vol61/num02/Deciding-to-Teach-Them-All.aspx EDUCATIONAL LEADERSHIP: Deciding to Teach Them All http://teachingss.pbworks.com/f/BustingMythsaboutDI.pdf BUSTING MYTHS ABOUT DIFFERENTIATED INSTRUCTION http://www.pinterest.com/tabkatz/differentiated-instruction/ Pintrest READ ABOUT IT

13. In a differentiated classroom:  A teacher must know his/her students through both formal and informal assessment prior to presenting a new concept or unit of study.  Lessons and units are merely guides for teachers.  Teachers need to appropriately modify activities to meet their students' needs through ongoing assessment.  Teachers also need to modify rubrics and grading scales according to their students.

14. Differentiation of Instruction... is a teacher’s response to learners’ needs guided by general principles of differentiation, such as respectful tasks flexible grouping ongoing assessment & adjustment Teachers can differentiate processproduct content interestslearning profile readiness clarity of learning goals teachers & students collaborating in learning according to student’s Concept Map

15. Differentiation of instruction is a teacher’s response to learner needs guided by general principles of differentiation such as: Respectful tasks Flexible grouping Ongoing assessment/adjustment

16. Teachers can differentiate: Content Process Product

17. Classroom Instruction Arrangements Whole Class Activities Individualized Activities Small Group Activities (pairs, triads, quads) Student-Teacher Conferences Pre-assessment (Readiness/Interest) Introduction of Concepts Planning Sharing Wrap-up of Explorations Teaching Skills Directed reading Planning Sense-MakingInvestigation Sense-making Practice & Apply Skills Homework Compacting Products Interest Centers Independent Study Testing Tailoring & Planning Guidance Evaluation Assessment Range of Activities in a Differentiated Classroom

20. DIFFERENTIATION STRATEGIES Miss Taylor Brooke Stancil’s Differentiated Instruction Strategies http://cnweb.cn.edu/tedu/New%20Website%20Docs/DifferentiatedInstructi onStrategiesKit.pdf

21. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Diner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

22. THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

23. BeginningIntermediateAdvanced Outcome/ Objective Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Instruction/ Activity Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom

24. I will read:I will look at and listen to:I will write: I will draw:I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________

25. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___

26. What strategies are you already using to differentiate instruction in your classroom?

27. Year One: select a few low-prep strategies you’re comfortable with + select one high-prep strategy per unit or semester to add to your repertoire Year Two: hone the strategies from year one + add one or two more low and high prep strategies Year Three & after: “In [the above] cumulative way, you can work your way to a highly differentiated classroom in four or five years, without feeling absolutely frenzied along the way.” Source: Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, ASCD, 2 nd Ed., 2001, pp. 33-34. Page 34 cites “Low-Prep Differentiation” & “High –Prep Differentiation” TIP: Start Slowly.

28. LEARNING STYLES

29. Learning Styles Inventories http://www.internet4classrooms.com/di.htm Learning Styles Inventory Test - a quick questionnaire designed to determine your personal learning stylehttp://www.internet4classrooms.com/di.htm Learning Styles Inventory Test Learning Styles Test - more detailed questionnaire with explanations and help to address the weakness and strengths, results shown on a continuumLearning Styles Test Multiple Intelligence - Take this survey online to see your learning styleMultiple Intelligence Multiple Intelligences Inventory - a snapshot in time of an individual's perceived MI preferencesMultiple Intelligences Inventory Multiple Intellegent Snowflake - Interactive activity designed to show that everyone has all of the Intelligents in various degrees.Multiple Intellegent Snowflake Hard Copies: http://www.lkdsb.net/program/elementary/intermediate/di/files/stu2.pdf WHAT’S YOU STYLE LEARNING INVENTORY http://www.odessa.edu/dept/govt/dille/brian/courses/1100orientation/learningstyleinventory_survey.pdf LEARING STYLES INVENTORY

30. RESOURCES

31. TEMPLATE Subject / Name of Activity or idea: (Grade levels): Rationale: (Include competency and objective, if applicable) DI Strategy: (i.e., Cubing, contracts, tiered lesson) Differentiate What? (Content, Process, and/or Product) Differentiate How? (i.e., Readiness, interest and/or learning profile) Resources Needed: Teacher Preparation: Explanation: (Include approximate time to complete project, grading rubric and any forms or worksheets, if applicable.)

32. http://eduscapes.com/sessions/needs/elementary2.html#1 Ten Tips for Differentiation http://www.thirteen.org/edonline/concept2class/webquests/index_sub5.html Workshop WebQuest http://www.mrdonn.org/index.html Free Lesson Plans & Activities for K-12 teachers & students http://www.pppst.com/index.html PETE'S POWER POINT STATION Check This One! http://games.pppst.com/languagearts.html Greta’s Game Station http://resources.pppst.com/homeworkhelp.html Hannah’s Homework Help Station http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/di_websites_chart.pdf Websites and Apps That Support Differentiated Instruction http://rubistar.4teachers.org/ Rubrics

33. Classroom Management http://www.nea.org/tools/ClassroomManagement.html http://www.edutopia.org/classroom-management- relationships-strategies-tips http://www.educationworld.com/a_curr/archives/classroo m_management.shtml

34. Teachers in differentiated classrooms are students of their students.

35. http://www.teachertube.com/viewVideo.php ?video_id=6171