1. Differentiating Instruction The What, Why, and How

2. What is Differentiated Instruction?
“Providing students with different avenues to acquire content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.” - Wikipedia
Ask them all- what is this? Note that after you have asked- form of baseline for a teacher in where on Bloom’s.
Different avenues based on background knowledge, learning styles, time for processing, and where they are ready in terms of Bloom’s Taxonomy. (Remembering, Understanding, Applying, Analyzing, Evaluating, Creating).

3. The Philosophy Behind It….
The philosophical idea that interest based options seize on intrinsic motivation, supports the key element of differentiated instruction, student interest. According to Jerome Bruner (as cited by Allan & Tomlinson, 2000), when interest is tapped, learning is more likely to be rewarding and the student becomes a more autonomous learner.
An American psychologist, Howard Gardner, developed the theory of multiple intelligences. His theory states that people have different intelligences and learn in many different ways.
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Student interest: Emotions trigger learning- novelty, pictures, music, excitement, out of the norm, jokes, games, acting crazy!
Autonomous learner: Happens as students are motivated based on success. Setting students up to experience success. SELF-EFFICACY theory.
MULTIPLE INTELLIGENCES: Build on strengths! Found in IEP evaluations and accommodations. SPED needs to be better about accommodations- revamping the form to have strengths.
Not just for SPED, but Mult Intell for gifted, ALL kids!

4. Differentiated Instruction Looks Like…
Learning centers …yes- even in secondary school.
Whole group, small group, facilitating, workshops, acting, singing, moving, drawing, reading, writing, calculating, etc..….
Student choices in the types of assignments they do.
Keeping data on skill mastery and re-teaching those who need it, while challenging those who don’t.
Different types of delivery, processing, student output, and grading,
Student’s are receiving feedback on a regular basis (systematic approaches).
Cooperative learning.
What does this look like? BEFORE fading in, a way to differentiate is to- I would toss the ball to the students that raise their hand. Encourages them to speak out. I’ll have them differentiate another way to process in a moment.

5. Differentiated Instruction does not look like….
Teaching the same way everyday.
Using the same tools everyday.
Moving forward and never reteaching.
Only data kept is a grade book.
Only feedback students get is the grade on the paper.
All students are doing the same assignment.
SAME PROCESS
2) Doing this with students PREVENTS misconceptions. Look at both sides.

6. Share what you know…
On the paper that is being passed around, add one concept that differentiated instruction is and one idea of what it is not!
You must add something to the list that is not already there!!
The group that finishes with the longest list will receive a treat!

7. Questions? Comments? Essay!
Differentiated Instruction.
Begin by defining it and then give an example you have observed in one of your classes or at the elementary school. Then tell if you think it is a good idea using your source to back up your thought?
Write a three paragraph, MLA formatted essay (include sources used page). Submit it to Turnitin.com by Friday, January 18th.