5.  An IEP (individualized education program) for each student  Unstructured  Another word for tracking  Giving additional busywork for accelerated students  Having different goals for kids  Having different standards for kids  Watering down the curriculum  A program, model, or recipe

6.  Mostly a mind set  A way of thinking about what we are after, who are my kids, and how am I going to get them where I want  Pro-actively plan to maximize their learning  A professional and responsive mind set  When there is rigor, relevance, and respectful relationships  A journey – One size fits all approach to a differentated learning

7.  How they learn best  What interests them  Readiness for the content – avoid using the term “ability”

8.  Learner Profile: Any Factor that might Influence Learning  Family dynamics (if influential) SES 504 LD  Physical health Speech and Language Issues Nationality (if influential) Religious affiliation (if influential) Multiple Intelligences Personal background/experiences Ethics Personal interests: sports, music,  television, movies, books,  hobbies, other Myers-Briggs Personality Inventory Bernice McCarthy’s 4MAT Tourette’s Syndrome Down’s Syndrome Visually Impaired  Transiency rate IEP ELL Gifted/Advanced Emotional health Behavior/Discipline concerns Diet (if influential)  Technology access/comfort Arts – comfort/profiency Leadership qualities Collaboration  Weekly schedule Politics (if influential) Anthony Gregorc Scale Home responsibilities ADHD Asperger’s Syndrome Hearing Impaired Auditory Processing issues

9.  “Get to know you” Activities  Best way for me to learn (subject) cards  Parent assignment “in a 1,000,000 words or less tell me about your child”  Students write a letter as if they were their parents writing a letter to their teacher about their child.  Share common experiences

10.  Curriculum and learning goals  Planning- Don´t ask yourselves about what you want your kids to do during the class, but instead what do you want them to understand more  Focus off the activities and focus more on the learning  Plan by your results (goals set) and then plan your teaching  Assess – not the same as test! = ✪ Gathering Information Extra strategies you might want to use: http://www.youtube.com/watch?v=RN3i0Ws06vA&sns=t w

11.  If you teach a lesson and… 1. The majority understands, but only a few are lost you should… 2. If the majority of the class didn´t understand you should… 3. If half of the class did understand but the other half didn´t you should…

12. 1. What is the purpose of this lesson? 2. Why is this important to learn? 3. In what ways am I challenged to think in this lesson? 4. How will I apply, assess, or communicate what I´ve learned? 5. How will I know how good my work is and how I can improve it? 6. Do I feel respected by other students in this class? 7. Do I feel respected by the teacher in this class?

13.  So, in conclusion you can´t do differentiation in each and every one of your classes:  You teach your topic. Example: Comparatives and Superlatives  Next Class or within that same class you assess  Based on the information thrown by the assessment you plan.  Make sure that your lessons are focused in the learning, not in the activities.  That they are also coherent with the goals set from the beginning.

14.  DIFFERENTIATION MIGHT SEEM COMPLICATED AT FIRST, BUT ITS NOT, AT THE END YOU WILL END UP WITH A CLASSROOM FULL OF ENGAGED ENTHUSIASTIC LEARNERS!!!

15.  http://www.ted.com/talks/dan_meyer_math_cur riculum_makeover.html http://www.ted.com/talks/dan_meyer_math_cur riculum_makeover.html  http://www.youtube.com/watch?v=QaCgcf3ozZ o&feature=c4-overview&list=UU5mN2B- 2JYc9XiK1qFQjeSg http://www.youtube.com/watch?v=QaCgcf3ozZ o&feature=c4-overview&list=UU5mN2B- 2JYc9XiK1qFQjeSg  http://www.youtube.com/watch?v=FSIkjNaICsg http://www.youtube.com/watch?v=FSIkjNaICsg  http://www.youtube.com/watch?v=eaIvk1cSyG8 http://www.youtube.com/watch?v=eaIvk1cSyG8  http://www.youtube.com/watch?v=TXMR2THtH cg&list=TLmDG-MqdxOZU http://www.youtube.com/watch?v=TXMR2THtH cg&list=TLmDG-MqdxOZU  http://www.sde.com/di2013/ http://www.sde.com/di2013/  http://www.sde.com/video/Hollas_Intro2DI.asp http://www.sde.com/video/Hollas_Intro2DI.asp

16.  http://www.sde.com/video/Dick_WhatDILoo ksLike.asp http://www.sde.com/video/Dick_WhatDILoo ksLike.asp  http://www.sde.com/video/Dick_DIMathLess on.asp http://www.sde.com/video/Dick_DIMathLess on.asp

17.  http://toolsfordifferentiation.pbworks.com/w /page/22360094/FrontPage http://toolsfordifferentiation.pbworks.com/w /page/22360094/FrontPage  www.learningstyles.net www.learningstyles.net  www.kathleenkryza.com www.kathleenkryza.com