1. 1 What Is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and preferences Instruction that appeals to students’ differences

2. 2 ContentProcessProduct According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

3. 3 Tips for Implementing Differentiated Instruction: Your Classroom Start slowly. Organize your classroom space.

4. 4 Teacher Station 1 Teacher Station 2 Group Assignments Schedule Inboxes Bookshelf

5. 5 Tips for Implementing Differentiated Instruction: Your Classroom (continued) Start student files. Start student portfolios. Use a clipboard. Use technology.

6. 6 Based on pre- and ongoing assessments, what and how will you differentiate??

7. 7 K.U.D. What students will Know (e.g., key knowledge and skills) What students will Understand (e.g., big ideas, specific understandings, & misconceptions) What students will be able to Do (e.g., what they should be able to do as a result of knowledge and skills)

8. 8 Differentiating Content Vary the presentation to reflex learning styles/strengths Adjust the degree of complexity of the skills and concepts and principles Use varied materials Use varied teaching methods/strategies Target instruction to readiness level

9. 9 Differentiating Content con’t Provide scaffolded support Examples Visual Strategies to Support Reading (Graphic Organizers) Curriculum Compacting Concept Mastery Routine Concept Comparison Routine

10. 10 Curriculum Compacting Curriculum compacting is an instructional technique designed to make curriculum modifications that allow for both acceleration and enrichment. (Dr. Joseph Renzulli). Allows students to finish in less time and progress at their own pace. Students are only taught concepts that they do not already know.

11. 11 Curriculum Compacting: Phase 1 Exploratory Stage Pre-assessment: - Test, conference, portfolio conference To find out what the learner: - Knows, needs to know, wants to know

12. 12 Curriculum Compacting: Phase 2 Analyze data Mastery : Skills, concepts What have they mastered? Needs to Master: What else do they need to know? How will they learn it? Whole class, independent study, homework, mentor/buddy in or out of school, online?

13. 13 Curriculum Compacting: Phase 3 Advanced Level Challenges Investigations, service learning, projects, contracts Opportunities to be analytical, practical, creative Assessment

14. 14 Differentiating Process Modifying the “sense-making” of the lesson Teachers can offer more than one way to process the ideas and concepts. Examples: Learning Centers Role-playing Hands-on activities Parallel tasks Tiered/Adjusted assignments Learning contracts Choice boards

15. 15 Differentiating Process con’t Use flexible groupings Use varied teaching methods/strategies Create learning stations Establish learning contracts Allow student self assessments and goal setting

16. 16 Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Dinner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

17. 17 THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

18. 18 BeginningIntermediateAdvanced Outcome/ Objective Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Instruction/ Activity Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom

19. 19 Learning Contracts Strategy for DI

20. 20 I will read:I will look at and listen to:I will write: I will draw:I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________

21. 21 Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___

22. 22 Learning Centers Strategy for DI

23. 23 Definition A classroom area that contains a collection of activities or materials designed to teach, reinforce or extend a particular skill or concept. Kaplan, et al. 1980

24. 24 Suggested Learning Center 1.Transitional Center – for those students who have not met the necessary knowledge and skill levels 2.Essential Center – for those students who are about to meet the levels 3.Exploration Center – for those students who are ready for independent work

25. 25 Bloom and Learning Centers Transitional Level: Knowledge and Comprehension Essential Level: Application and Analysis Exploration Level: Synthesis and Evaluation

26. 26 Differentiated Product The Product assignments must match the essential learning and include expectations for quality. Examples: Cubing (Bloom’s 6 levels…bottom to top) Exit Cards Assessments (written, visual, technological)

27. 27 EXIT CARDS Today you began to learn about decimal fractions List three things you learned Write at least one question you have about this topic

28. 28 EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue. What questions do you have about this topic?

29. 29 EXIT CARDS We have begun a study of author’s craft. List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

30. 30 EXIT CARDS On your Exit Card--- Explain the difference between prime and composite numbers. You may wish to give some examples of each as part of your explanation.

31. 31 EXIT CARDS On your exit card--- Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

32. 32 Assessment in the Differentiated Classroom Ongoing Instruction-dependent Student-dependent Informative for continued instruction