 Choose from one of these learning styles: 1. I learn best alone where I can read and work quietly. 2. I learn best in a group where I can share and discuss. 3. I learn best when I can relate to the subject visually. Using the assignment sheet you picked up when you entered, complete the activity.

Differentiated Instruction In-service August 6, 2010

DDI is tracking DDI is unfair DDI is the same as individualization DDI should be done everyday in every class.

 Purpose 1. Achieve a deeper understanding of DI 2. Experience DI-type activities 3. View actual teaching 4. Commit!

The RTI-DI Connection

FROM (old) Students Viewed as Winners & Losers Intelligence fixed Curriculum expectations vary Fixed groupings/tracking Self-contained option Academic focus only Learners as Empty Vessels Teachers lecture Isolated facts Focus on rote learning Teacher as Expert Focus solely on teaching Minimal collaboration Teacher “directs ” Teacher-centered TO (New) All Students Can Succeed Accommodations implemented Rigorous curriculum for all Flexible grouping Fully inclusive Focus on the “whole” child Active Learners Students engaged Connected, relevant learning Emphasis on comprehension Teacher as Facilitator Teaching & Learning both valued Co-teaching model Teacher “coaches” Student-centered

FROM (old) Uniform Lessons “One size fits all” Singular teaching style Rigid timelines Whole class activities Summative Assessment Rely on testing only Data stored Grading by teacher Criteria vague Unilateral Decision Making Parent/teacher conferences Pull-out support services Top-down structure WAIT TO FAIL TO (New) Lessons which Accommodate Instruction differentiated Multi-modal instruction Varied pacing Learning centers Formative Assessment Multiple ongoing measures Data utilized Student self-evaluates Use of rubrics Collaborative Partnerships Parents as full partners Push-in support services Bottom-up model RESPONSE TO INTERVENTION

Classroom Practices Inventory

DI-What is it?

WHAT IT ISWHAT IT IS NOT  Proactive  Qualitative  Rooted in assessment  Student centered  Blend of whole, group and individual  A way of THINKING  NOT individualization  NOT chaotic  NOT tracking  NOT teaching to the lowest  NOT adding extra work for advanced  NOT a strategy

Components of DI

 While Reading, code the text:   (Confirms what you thought)   (Contradicts what you thought)   (New to you)   (Confusing)  TURN and TALK by sharing your observations

 Preparation  Assessment  Learning Profile  Interest Profile  Student Readiness  Classroom management

 Content  Vary text and resource materials  Interest  Readiness  Learning profile  Process (how students process the information)  Match complexity of activity to student readiness  Give students choices based on their interest  Encourage students to make sense of an idea in a preferred way of learning (verbally, creatively, etc)  Product (help students rethink, use, and extend what they have learned over a long period of time)

COMPONENTSHOW TO  Preparation  Assessment  Learning Profile  Interest Profile  Student Readiness  Managing the Classroom  Differentiate Content  Differentiate Process  Differentiate Product

Use the NON-NEGOTIABLES Graphic Organizer

 Please complete the EXIT CARD before leaving today