KEY CONCEPTS

 Teachers find it increasingly difficult to ignore the diversity of learners who populate their classrooms.

 Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety.

 Few teachers find their work effective or satisfying when they simply “serve up” a curriculum – even an elegant one – to their students with no regard for their varied learning needs.

 Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals (Tomlinson & McTighe, 2006).

– Jay McTighe  We can create and implement standards based, powerful assessments and curricula that produce high quality learning for all students.”

– Carol Ann Tomlinson  “What we share in common makes us human. How we differ makes us individuals.”

MULTIPLEOPTIONS

Who? Where?What? How?  UbD  Understanding by Design is predominantly a curriculum design model  DI  Differentiated Instruction is predominantly an instructional design model

Connecting Content to Learners

I. Students Readiness/skills Interests Learning Styles Culture Connecting Content to Learners

II. Learning Environment Create a community of learners Create a place where each member feels valued Connecting Content to Learners

III. Content Have “rich” curricula with stated central ideas Use standards as a beginning point Be clear about curricula essential ideas Focus on Knowledge, Understandings, Skills Connecting Content to Learners

IV. Instruction Assessment and Instruction are interwoven Accept responsibility for the learning of all Skillful instruction brings content to life Flexible instruction makes content work for all Connecting Content to Learners

 Proactive  More qualitative than quantitative  Rooted in assessment  Provision of multiple approaches to content, process, product, and assessment  Student centered  Teaching that blends whole-class, group, and individual instruction

 Learner Needs Readiness (Students’ skills and understanding) Interest (Curiosity or passion) Learning Profile (Ways students learn best)  Curriculum Components Content (what teachers teach and want learners to learn) Process (activities that lead to a more complex level of understanding) Product (long- term or culminating assignments requiring students to apply knowledge)

 Grades for Achievement of goals  Progress toward goals  Work habits (completing work on time, asking questions for clarification, persisting when faced with challenging material, listening to feedback)

W What will be learned? Why is it worthwhile? How will it be evidenced? H Hook and engage the learner E Equip students to master and succeed R Rethink, Revision, Refinement E Evaluation (self) and Reflection T Tailor Methods, Materials, Assessments O Organization of Learning Experiences