Differentiated Instruction: Adapting the Product Workshop 3 Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Introduce myself. Do LIKE ME Activity: Stand up if: Have you been in education for 10 or more years? 20 or more years? LIKE ME! 30 or more years? Do you have at least 1 student with special needs in your classroom? Do you prefer to learn by doing, hearing, or seeing? How many don’t know HOW you prefer learning? Do you know HOW all of your students’ prefer to learn? Reflection Activity: Participants should do the Reflect handout – Beliefs only.

Workshop Outcomes Increased understanding of the importance of time & movement to learning Increased understanding of how to differentiate the “process” & the “product” Share and reflect on lesson planning

Review Building Blocks for Learning Movement Minds in Motion http://doe.sd.gov/oess/schoolhealth/mindsinmotion/ Boost Up http://www.actg.org/programs/boost-up/boostup_main.htm Time Management

The Body, Movement, and the Brain Essential Question – How can movement help the brain reach its potential? The Brain-Compatible Classroom Chapter 3 (pg 41) What can you take from this resource back to your own classroom?

Time, Time, and More Time Essential Question – What role does TIME play in the classroom? The Brain-Compatible Classroom Chapter 5 (pg 75) What can you take from this resource back to your own classroom?

Differentiating Textbooks Answer By The Number Use small Post-It or highlighting tape Review end of chapter questions Locate paragraph(s) with answers Write question number on Post-It & place it in margin next to paragraph Cross-reference by placing page number by question

Share & Reflect on Lessons Peer Review of Lessons Indicators of teaching for understanding Rubric

Time For Lunch Return at 1:00

Key #3 – Adapt Product Students have choices of product Students use key skills to create product Bloom’s Taxonomy Multiple Intelligence Theories Common focus Vary student activities Vary complexity

R.A.F.T.S. Writing strategy (used in 6 + 1) Puts students into authentic roles to prove content understanding Helps them focus Adaptable to all grade levels & content areas

R.A.F.T.S R – role of the writer A – audience for the piece of writing F – format of the piece of writing T – topic of the piece of writing S – strong verbs to direct purpose

Designing R.A.F.T.S. Role Audience Format helps writer decide point of view and voice (6 + 1) Audience reminds writer to communicate ideas to someone else Helps writer determine content and style Format helps writer organize ideas Determines conventions of format (letter, story, lab report, etc.)

Designing R.A.F.T.S. - more Topic Strong Verbs Helps writer focus on main idea Helps writer organize or select appropriate supporting details Strong Verbs Directs the writer’s purpose (persuade, compare, defend, etc.)

Watch the ASCD Video Watch video and discuss using Handout 18

Homework for April Email final version of first lesson to Sara to post on ESA web page Create 1 R.A.F.T.S. activity for your classroom to share with the group