1. Differentiated Instruction: Adapting the Product
Workshop 3
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
Introduce myself.
Do LIKE ME Activity:
Stand up if:
Have you been in education for 10 or more years?
20 or more years? LIKE ME!
30 or more years?
Do you have at least 1 student with special needs in your classroom?
Do you prefer to learn by doing, hearing, or seeing? How many don’t know HOW you prefer learning?
Do you know HOW all of your students’ prefer to learn?
Reflection Activity:
Participants should do the Reflect handout – Beliefs only.

2. Workshop Outcomes
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

3. Review Building Blocks for Learning
Movement
Minds in Motion
Boost Up
Time Management

4. 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?

5. 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?

6. Differentiating Textbooks
Answer By The Number
Use small Post-It or highlighting tape
Review end of chapter questions
Locate paragraph(s) with answers
Write question number on Post-It & place it in margin next to paragraph
Cross-reference by placing page number by question

7. Share & Reflect on Lessons
Peer Review of Lessons
Indicators of teaching for understanding
Rubric

8. Time For Lunch
Return at 1:00

9. 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

10. 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

11. 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

12. Designing R.A.F.T.S. Role Audience Format
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.)

13. Designing R.A.F.T.S. - more Topic Strong Verbs
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.)

14. Watch the ASCD Video
Watch video and discuss using Handout 18

15. 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