1. 1 Differentiating Process According to students’ Readiness, Interests, & Learning Profiles

2. The Differentiating Process Process  Complete the Introductory Activities on Bb including the Blog Discussion with your Grade-Level peers.  Review the next 2 slides to recall where we are. Framework for Differentiation & Map of Differentiation  Read the 5 articles posted on Bb for this Learning Cycle/  Thoroughly explore the websites providing resources for differentiating according to student needs, interests, & learning profile.  Everyone complete the Multiple Intelligences survey found on the Birmingham Grid for Learning website.  Design a lesson for your students, differentiated according to Multiple Intelligences (DUE Feb. 28 th )  Complete your private journal reflecting on what you are learning about differentiation.

3. 3 Framework for Differentiated Instruction 1)Learning Theory Behaviorism Brain development Information Processing Constructivism Piaget Vygotsky 2. Student Motivation Expectancy-Value Model Protecting students self-worth Mastery (not performance) orientation Student Interests Belonging 3) Student Diversity Special needs Diverse cultures & languages Advanced learners Students living in poverty Characteristics of students (readiness, interests & learning profiles Context Multidimensional classroom Student Sense of Belonging: connections to student identity, values, & culture) Safe-to-take-risks environment Support of social networks Classroom Culture Content & Pedagogy Students’ Funds of Knowledge Curricular Design Models Understanding by Design Universal Design Learning Cycles Dimensions of Differentiation 1) Content Broad based issues, problems and concepts Powerful ideas - Important, meaningful, valuable Efficiently organized, accelerated, sophisticated, depth Authentic methods (structure of the discipline) 2) Process Carefully crafted Questions / Tasks / Words Multidimensional Discovery / Inquiry / Problem Based Learning Project Based Learning Choice Higher level thinking (Bloom or Marzano) Open-Ended Curriculum Compacting Depth of processing Flexible pacing / second chances 3) Product Resulting from Real Problems Addressed to Real Audiences Generalizable Support originality Variety of formats/self-selected format Displays broad range of abilities Opportunity for reflection (metacognition) Reflective/authentic/formative/summative/self assessment NOW WE ARE HERE.

4. 4 Why Mapping Differentiated Instruction (A Closer Look) Learning ProfileInterestsReadiness Product ProcessContent Draw on students’ to Differentiate using: Parallel Assignments Menus Choice Boards Tiered Lessons Higher Level Thinking Contracts (& Compacting) Open Assignments Inquiry Based Instruction Constructivism Problem Based Learning WE ARE HERE

5. 5 5 A Differentiated perspective on “process.” Pronunciation: 'prä-"ses, 'prO-, -s&s Function: noun Etymology: Middle English proces, from Anglo-French procés, from Latin processus, from procedere 1 a: PROGRESS, ADVANCE PROGRESSADVANCE b: something going on 2 a natural phenomenon marked by gradual changes that lead toward a particular result Sense making Students moving learning experiences through their own filters of meaning. Webster Tomlinson But always considering what cognitive processes students are experiencing. Not just the dictionary definition.

6. 6 6 Basic principles of differentiating process Instead of basing our teaching on our wonderful creativity, or what sounds fun - differentiation must be based on students’: NEEDS See Anderman&Leake article READINESS Pre-assess See the Dare to Differentiate website pages on Pre-assessment; Getting to Know your students, etc. INTERESTS See Wilhelm & Smith article Google Interest surveys you can use with your students LEARNING PROFILES Read articles & review web-pages on student learning profiles & specifically teaching according to multiple intelligences (also see next 3 slides for ideas). Don’t forget the Tomlinson textbook chapters.

7. 7 Using Multiple Intelligences to Differentiate The goal is NOT to allow students to ONLY work with intelligence styles that they like or are comfortable with, but RATHER – for them to experience ALL intelligences – while being allowed consistent opportunities to work in the style they are most comfortable with. Resources like The Birmingham Grid for Learning offer a free and enjoyable resources that your students can use to learn about their differing patterns of intelligence. Two of the most practical ways to employ Multiple Intelligence: 1) Design CENTERS that represent different intelligences & allow students to either select or rotate through all centers. 2) Design/evaluate UNIT PLANS to insure all intelligence styles are represented. Even the very words used for assignments influences which intelligences are drawn on (see following slides).

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11. 11 ANOTHER IDEA: Differentiating Process Using Learning Styles 11 A Visual Learner Puzzle building Reading and writing Understanding charts and graphs Creating visual metaphors Manipulating images Interpreting visual images A Kinesthetic Learner Take frequent study breaks Move around to learn new things (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept). Work at a standing position An Auditory Learner Lecture Class discussions and debates Make speeches and presentations Read text aloud Create musical jingles to aid memorization Discuss your ideas verbally