1. Differentiated Instruction in the Regular Tier I Classroom Learning Environment
Created & Presented by Ariel Riche
Kirksey Middle School, JPSD
6th Grade Social Studies & ELA

2. Agenda 6. Activity 2 ~ 1. Ice Breaker Learning Stations
7. Wrap-Up
8. Activity 3 ~ Planning!
9.Recap / Q&A
1. Ice Breaker
2. Introduction &
Activity 1 ~ Brainstorm!
3. What is D.I.?
4. Why Should I D.I.?
5. How Can I D.I.?
*BREAK*

3. ICE BREAKER
Find Someone Who…

4. “Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, or want to have, or the kids that exist in our dreams.”
~K. P. Gerlach

5. Activity 1 ~ What is Differentiated Instruction (D.I.)?
In small groups, brainstorm on your cards to define D.I. and what it entails in a Tier I regular classroom environment.
Assign one group member as writer, one as clarifier, one as questioner, and one as spokesperson.
Be prepared to have your spokesperson present your group’s answers.
You may present your answers in writing, orally, using a visual representation, or by leading us in a short group/activity of your choosing/design.

6. SHARE TIME Now, it’s time to share your brainstorms! What is D.I.?
What does it entail?

7. So… What IS D.I.???

11. Why should I D.I.?

13. So… How can I D.I.?

14. Here are some tips on implementing D.I.

25. Activity #2 ~ “Tools of the trade” learning stations

26. STATION 1 ~ LEARNING STYLE INVENTORY

27. Station 1 instructions Collaborative Learning
1. Review example student profile
2. Identify Learning Style
3. Think-Pair-Share

28. Who Am I?
Enjoy discussions and talking things through and listening to others
Acquire knowledge by reading aloud
Hum and/or talk to yourself
Make comments like:
“I hear you clearly.”
“I’m wanting you to listen.”
“This sounds good.”

29. Who Am I? Take detailed notes rather than get involved in discussions
Tend to sit in the front so you can see clearly
Benefit from illustrations and presentations, and especially those in colour
Make comments like:
“How do you see the situation?”
“What do you see stopping you?”
“Do you see what I am showing you?”

30. Who Am I? Need lots of breaks and will want to move around
Speak with your hands and gestures
Remember what was done, but have difficulty with what was said or seen
Learn through doing activities
Make comments like:
“How do you feel about this?”
“Let’s move forward together.”
“Are you in touch with what I am saying?”

31. STATION 2 ~ Multiple intelligences

32. Station 2 instructions Technology/Online Instruction
1. Visit
2. Click on the Resource/Links tab
3. Go to section titled “Multiple Intelligences”
4. Watch video
5. Write a short summary & prepare to share

33. Station 3 ~ Blooms taxonomy

34. Station 3 instructions 1. Review the Bloom’s Taxonomy chart
2. As teacher gives you scenarios/activities, on your paper categorize each of the 4 scenarios to the appropriate level of Bloom’s Taxonomy
3. Prepare to share one scenario with its level on Bloom’s Taxonomy and your “why”

35. Scenarios When you ask a student…
Can you group by characteristics such as...?
What factors would you change if...?
If ... happened, what might the ending have been?
How was this similar to...?
What was the underlying theme of...?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ...with that presented in...?
Is there a better solution to...?
Judge the value of...
Can you defend your position about...?
Do you think ... is a good or a bad thing?
Can you see a possible
solution to...?
If you had access to all resources how would you deal with...?
Why don't you devise your own way to deal with...?
What would happen if...?
How many ways can you...?
When you ask a student…
What happened after...?
How many...?
Can you name the...?
Describe what happened at...?
Can you write a brief outline...?
What do you think could of happened next...?
Who do you think...?
What was the main idea...?
Do you know another instance where...?
Could this have happened in...?

42. Activity #3 ~ Plan a Station or Center
Now it’s time to put those thoughts to action by
Writing out a lesson plan from Lesson Starter to Homework that includes a station or center for your subject area and grade level.
Creating a visual concept map for a lesson involving a station or center for your subject area and grade level. OR
Leading us in a short group center or station activity set-up/rotation of your choosing/design specific to your subject area and grade level.
THE GOAL IS TO LEAVE WITH AT LEAST A START TO A LESSON PLAN FOR NEXT YEAR!
Also, teamwork makes the dream work so hopefully you can take and share ideas to create multiple D.I. lessons that you can use!

43. Ready, set, collaborate!

44. It is a human birthright to be a learner.
There is little we do that is more important.

45. Recap Q & A For teacher resources and links, please visit my website!