1. Turning the Kaleidoscope:
“No 2 Are Alike”
Bell Ringer: Look through your kaleidoscope & write down in single words what you see.

2. Turning the Kaleidoscope: “No 2 Are Alike”
Workshop Agenda
Bell Ringer
Looking through your Kaleidoscope
4 Basic Processing Channels

3. Workshop Agenda, Cont.
Understanding Right Brain – Left Brain Dominance
Activity: Experiencing 1st Hand What It Feels Like to have a Processing Deficit
Differentiation of Instruction

4. Essential Objectives
What are the 4 processing channels, and how do they affect differentiation?
What are the 4 Basic Areas of Differentiation?

6. What is Processing? Input: Getting information to the brain (senses)
Working Memory/Integration: Making sense of the information (understanding)
Memory (Short-term and Long-term): Information stored and later retrieved
Output (Written, Oral and Performing: Brain sends messages back to nerves and muscles

7. Mirror Activity

10. STANDARDS = What We Teach DIFFERENTIATION = How We Teach (Strickland, 2009)

11. Effect of Processing Information on Differentiation
Multiple Options for “Taking In” Information
“Making Sense” of information
“Expressing” what they learn
(Tomlinson, 2001)

12. Why? Different Students Need Different Teaching
Different Teachers are at Different Levels in Differentiation
All Students Need to Meet or Exceed Standards, Regardless of the Different Ways They Get There
(Cindy Strickland, Professional Development for Differentiated Instruction, 2009)

13. “Classic LD”

14. Some students get in trouble for their Actions & Behaviors, when it may be related to processing.

16. Guided Practice Activity (Numbers)

18. Areas That Can Be Differentiated
What Students Must Learn (Content):
Curriculum
Standards
Benchmarks
How Students Learn (Process):
Input Channel (Auditory, Visual, Motor)
Activities
When Students Show What They Learned (Product):
Output Channel (Verbal, Written or Kinesthetic)
Where Students Learn:
Classroom Environment

19. Left Brain Dominance
Prefers classical music
Your left brain controls the right side of your body
Prefer things like instructions to be done verbally
Good at math
Likes to read

20. Left Brain Dominance, con’t.
Very logical
Dog lovers
Don’t enjoy clowning around
Can’t be hypnotized
Usually remembers things only specifically studied
Need total quiet to read or study
Like to read realistic stories
Like to write non-fiction
Prefer individual counseling
Enjoy copying or tracing pictures and filling in the details

21. Left Brain Dominance, con’t.
Likes to read action stories
Usually rational
Usually do things in a planned orderly way
If you have to answer a question, you won’t let personal feelings get in the way
Good at algebra
Can remember verbal material
Almost never absent minded
Likes to tell stories but not act them out
Can think better sitting down

22. Left Brain Dominance, con’t.
Likes to be a music critic
Attentive during long verbal explanations
Prefer well structured assignments over open ended ones
Read for specific details and facts
Skilled at sequencing ideas
Likes to be organized

23. Left Brain Dominance, con’t.
Here are some occupations that are USUALLY fulfilled by a left brained person. (There are always exceptions.)
Lab scientist
Banker
Judge
Lawyer
Mathematician
Bacteriologist
Librarian
Skating judge, skiing judge, etc.

24. Right Brain Dominance
Prefers rock music
Right brain controls left side of the body
Prefer visual instructions with examples
Good at sports
Good at art
Follow Eastern thought*
Cat lovers
Enjoys clowning around
Can be hypnotized
Like to read fantasy and mystery stories

25. Right Brain Dominance, con’t.
Can listen to music or TV while studying
Like to write fiction
Prefer group therapy
Fun to dream about things that will probably never happen
Enjoy making up own drawings and images
Good at geometry
Like organizing things to show relation
Can memorize music
Occasionally absent minded

26. Right Brain Dominance, con’t.
Like to act out stories
Enjoy interacting affectively with others
Think better when lying down
Become restless during long verbal explanations
Enjoy creative storytelling
Prefer to learn through free exploration
Good at recalling spatial imagery
Read for main details
Skilled in showing relationships between ideas
Preference for summarizing over outlining

27. Right Brain Dominance, con’t.
Solve problems intuitively
Very spontaneous and unpredictable
Dreamer
Philosophical

28. Right Brain Dominance, con’t.
Below is a list of occupations USUALLY held by a right brained person. (There are always exceptions.)
Forest Ranger
Wildlife Manager
Beautician
Politician
Athlete
Artist
Craftsman
Actor/Actress

29. Brain Left – Right Integrative

30. Teacherese: A Sampling of Figurative Language used during Instruction
I haven’t the foggiest idea what you’re talking about.
It’s a word that starts like “truck”.
I’m going to hit the roof.
Try again and see if you can do worse next time.
Is that conversation about math? (Addressed to a student chatting with his neighbor during the math lesson)

31. Teacherese, con’t.
Do you know the capital of the United States? (As opposed to tell me the capital of the United States)
Are we on the same wavelength?
Do you follow me?
See if the word comes back to you.
We’ve been touching on letter writing.
Now that’s going to be hot. (Meaning: “Don’t touch”)
I think it would be advisable. (Meaning: “Do it”)

32. It is NOT Good to Differentiate By:
Using Advanced Students Primarily as Tutors
Quantity Rather Than Quality
Automatically Assigning SWD a Different Level Task
Giving Some Students a Choice & Others No Choice
Utilizing Sharp Contrast Activities Where One Appears to be “Fun” and the other “Boring”
(Strickland, 2009)

33. Scenario 1
Teacher A likes to give students options when completing a culminating project in social studies. She typically tells them they can write a report, prepare a PowerPoint presentation, or give a speech that reveals their knowledge, understanding, and skill with a unit of study. However, one of her students is a really poor writer, so she asks him to do a report to give him additional practice with that skill.

34. Scenario 2
Teacher B is assigning math homework. Some of her students are still struggling to master converting fractions to decimals, some understand the process but need more practice, and some are fairly proficient. Because she knows that it will take longer for some students to complete the problems, she decides to assign 10 problems to struggling students, 20 problems to on-grade-level students, and 30 problems to advanced students.

35. Scenario 3
Teacher C is assigning a project for which students will compare and contrast the musical styles of two composers of their choice. Two students in the class are classified as special education students, so she figures they will have trouble completing the fairly complex compare and contrast matrix she has designed. She assigns these students to study one composer, instead.

36. Scenario 4
When teacher D assigns practice activities, she figures she will ask each experienced student to work in a small group with students who are new to the topic so that they can help those who are not as advanced in their knowledge of the topic. She figures that will help the advanced students, too, because students learn so much by teaching others.

37. Scenario 5
Teacher E does not want to bore the experienced students with introductory lessons and worksheets, so he lets them work with building materials in the back of the room to construct a Rube Goldberg device that incorporates each type of simple machine at least once. The rest of the students will complete a packet of worksheets.

38. Leadership for Differentiating Schools & Classroom

39. Differentiation Review
Vocabulary:
- Learning Styles
- Varied Teaching Styles
- Multiple Intelligence
- Options
What It Does NOT Look Like:
- Lecture
- One Size Fits ALL
- Teaching to the Middle
What It Looks Like :
- Student Chose
- Vary Instructional Activities Specific to Student
- Common Learning Goals
Definition:
- Meeting Needs of “ALL” Students
- Individualized Instruction
- Master Same Standards
(Strickland, 2009)

40. David Copperfield

41. I HEAR and I FORGET I SEE and I REMEMBER I DO and I UNDERSTAND
(Proverb)

42. Works Cited
Bender, W. (2008). Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators. Thousand Oaks, CA: Corwin Press. Strickland, C.A. (2009). Professional Development for Differentiating Instruction. Alexandria, VA: ASCD. Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD. Lavoie, Richard (1989). Fat City Workshop: How Difficult Can This Be? PBS.