Differentiated Instruction: Adapting the Product Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency Workshop 3

Workshop Outcomes Add to our personal professional library of resources on differentiation 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

Building Blocks for Learning Movement –Minds in Motion _in_motion/index.htm –Boost Up 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?

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

Role Activity – What Hat Are You Wearing? Work in small groups Follow instructions on your card 10 minutes to complete task Report out

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 –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 –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

Homework for April 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