1. enlighten me, por favor Differentiated Instruction “When you starts measuring somebody, measure him right, child, measure him right. Make sure you done take into account what hills and velleys he come through before he got to wherever he is.” ‘ Lorraine Hansberry, A Raisin in the Sun

2. turn to a colleague and ask………. “What’s something you’re feeling really good about this year?” OR “What’s been your greatest accomplishment as a teacher?” OR “Tell me about a student you felt you made a difference with.”

3. “Changing Educational Paradigms”

4. what is your definition of differentiated instruction?? Differentiated instruction is a way to reach students with different learning styles, different abilities to absorb information, and different ways of expressing what they have learned.

5. key elements of DIFFERENTIATION is a teacher’s PROACTIVE response to learner needs shaped by MINDSET and guided by general principles of differentiation an environment that encourages & supports learning quality curriculum assessment that informs teaching & learning instruction that responds to student variance leading students & managing routines

6. teachers can differentiate through CONTENT: information & ideas students grapple with to reach the learning goals PROCESS: how students take in and make sense of the content PRODUCT: how students show what they know, understand, and can do AFFECT/ ENVIRONMENT: the climate or tone of the classroom according to the student’s READINESS: a student’s proximity to specified learning goals INTERESTS: passions, affinities, kinships that motivate learning LEARNING PROFILE: preferred approaches to learning

7. through a variety of instructional strategies, such as Learning/Interest Centers Graphic Organizers Scaffolded Reading/Writing Intelligence Preferences Tiered Assignments Learning Contracts Menus Tic-Tac-Toe Complex Instruction Independent Projects Expression Options Small Group Instruction SEE HANDOUT

8. LEARNING ENVIRONMENT Will I be affirmed here? Will I be accepted? Will I be safe? Will people here believe in me & in my capacity to succeed? Can I make a contribution in this place? Do I bring unique & important abilities to the work that goes on here? Will I grow in power here? Is what I learn going to be useful to me now as well as later? Do I see purpose in what we do here? Will I be stretched and challenged in this place?

9. how do you like to learn? 1.Take the “Appreciating Learning Style Differences & Preferences” inventory & total your responses 2.Form groups of 4 and read “Learning Styles: Personal Qualities” Who had the same results as you? How would knowing this information about your students help in the classroom? Be ready to share out

10. how do I lay the foundation for DI? Get to know your students Identify where they are - use MAPS and NeSA data Give learning style inventory Ask what topics & activities they’re interested in outside of school

11. how does DI work? ●Students learn best when they make connections between curriculum & their interests/experiences ●Greatest learning occurs when they are pushed slightly beyond point where they can work w/out assistance (differs for students who are working below grade level & those who are gifted)

12. how does DI work? Note that differentiation relates more to addressing students’ different phases of learning from novice to capable to proficient rather than merely providing different activities to different (groups of) students. --John Hattie, Visible Learning for Teachers

13. what DI means for teachers Teachers DOTeachers DON'T provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills. develop a separate lesson plan for each student in a classroom. provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle. "water down" the curriculum for some students. DO NOT TEACH TO THE MIDDLE

14. WINDSHIELD CHECK CLEARBUGGY MUD COVERED I see the learning target today and I am digging it - I actually understand I can see target but I lack clarity on some elements or parts of the content I don’t understand the topic or skill; I can’t see it clearly at all yet...

15. how do I lay the foundation for DI? Identify area of curriculum that “could” be adapted Identify the “major” concepts/skills students MUST KNOW Now choose 1 or 2 BROAD concepts that lend themselves to DI Brainstorm activities, tasks, & assessments that address those broad concepts with learning styles in mind

16. examine your role as DI teacher ●Brainstorm ways to vary instruction delivery methods; target auditory, visual, kinesthetic learners

17. how can I adapt my instruction? Ways to Adapt Lessons for Visual Learners: Diagrams, mind maps, word webs, visuals, forms graphic organizers. Teach students to use highlighters when going through their notes and to create flashcards when studying for tests and learning information. Try not to give only oral instructions before requiring students to complete an assignment. Further, stay away from lecture without accompanying notes and/or visuals. Ways to Adapt Lessons for Auditory Learners: Provide students with oral along with written instructions for assignments. Include whole group discussion in your class. Provide students with videos to complement the written text. Allow time for students to read out loud or talk through problems they might be having. Provide breaks from silent reading periods. Also, realize that those who are strong in auditory learning typically take longer to read a passage. Ways to Adapt Lessons for Kinesthetic Learners: Vary instructionVary instruction not only from day-to-day but also within a single class period. Provide students with hands-on work. Allow students to role-play to gain further understanding of key concepts. Provide students with the opportunity to work in small discussion groups as they study materials. If possible, plan a field trip that can help reinforce key concepts. Allow students to stretch partially through the class if they seem to become restless.field trip

19. examine your role as DI teacher ●Develop plan for facilitating time, space, materials in classroom. You need a plan, Stan. ●Identify alternative methods of assessing student performance and check for understanding.

20. so much to cover, so little time FORMATIVE ASSESSMENT/CHECK 4 UNDERSTANDING/FEEDBACK...to IMPROVE LEARNING Educative assessment is deliberately designed to teach & not just to measure - Wiggins It enables both teachers & students to self-assess accurately & self-correct their own performances over time

21. don’t grade….give feedback THAT’S CLEAR BUILDS TRUST USER-FRIENDLY SPECIFIC FOCUSED DIFFERENTIATED TIMELY INVITES FOLLOW-UP **activity

22. let’s summarize…………. Well, that’s nice but I only build one floor plan & it’s not the one you have in mind. I understand what you’re saying about how you feel, but today I’m prepared to treat only one set of symptoms, & it’s not the set you brought with you into the office I’m prepared to teach only one kind of kid, and it isn’t you. Sorry.

23. let’s summarize…………. THERE’S ROOM FOR YOU TO LEARN HERE AS YOU ARE!

24. let’s summarize…………. an environment that encourages & supports learning quality curriculum assessment that informs teaching & learning instruction that responds to student variance leading students & managing routines

25. let’s summarize…………. when teachers are equipped with detailed knowledge about their students & have a clear idea about what the students need to learn, differentiation can happen all the time

26. el extremo fin das Ende