1. Differentiated Instruction Rethinking Our Classrooms

2. Objectives… What DI is and is NOT Brain Research Components of DI Examining Learning Styles Preparing Your Students For Differentiation

3. Brainwashings… All children can learn. You are a gifted teacher of gifted children. Students are no better than the assignments they are given. Different is fair. Think outside the box!

4. “What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when s/he has time. It is a way of thinking about teaching and learning. It is a philosophy.” Carol Ann Tomlinson

5. Mindset – Behavior - Results Your beliefs and attitudes create your mindset. Your mindset determines your behavior. Your behavior determines the results you produce. To understand your mindset, look at the results that you produce. To produce different (more desirable) results on a consistent basis, change your mindset!! ©Performance Fact

6. Principles of Learning Effort produces achievement Learning is about making connections We learn with and through others Learning takes time Motivation matters ©National Institute for School Leadership

7. Principles of Teaching The teacher matters Focused teaching promotes accelerated learning Clear expectations and continuous feedback activate learning Good teaching builds on students’ strengths and respects individuals’ differences Good teaching involves modeling what students should learn ©National Institute for School Leadership

8. Principles of Teaching The teacher matters Focused teaching promotes accelerated learning Clear expectations and continuous feedback activate learning Good teaching builds on students’ strengths and respects individuals’ differences Good teaching involves modeling what students should learn ©National Institute for School Leadership

9. What DI is NOT! “Individualized Instruction” of the 1970s Chaotic Another way to provide homogeneous grouping “Tailoring the same suit of clothes” ©How to Differentiate Instruction in Mixed-Ability Classrooms – Carol Ann Tomlinson

10. What DI is… Proactive More qualitative than quantitative Rooted in assessment Provides multiple approaches to content, process, and product Student-centered Blend of whole-class, group, and individual instruction ©How to Differentiate Instruction in Mixed-Ability Classrooms – Carol Ann Tomlinson

11. Group Work Ineffective Classroom Effective Classroom Exemplary Classroom

12. Success - Achievement Same students 4 Different Teachers Can the results be different?

13. Components of Differentiated Instruction Learning Environment Curriculum – Content Assessment – Product Instruction - Process

14. Brain Needs… “Three principles from brain research: Emotional safety, appropriate challenges, and self constructed meanings suggest that a one-size-fits all approach to classroom instruction is ineffective for most students and harmful to some.” ©Teach Me Teach My Brain – A Call for Differentiated Classrooms – Carol Ann Tomlinson

15. Brain Compatible Learning Brain research confirms what experienced teachers have always known: –No two children are alike –No two children learn in an identical way –An enriched environment for one student is not necessarily enriched for another –We should teach children to think for themselves

16. Brain Compatible Learning Brain doesn’t need motivated to learn any more than the heart needs to be motivated to pump blood. Most classrooms actually de-motivate children to learn. Leslie Hart

17. Brain Compatible Classrooms 7 Brain Compatible Fundamentals –Emotional Wellness and Safe Environment How are students’ emotions linked to memory and learning? How do stress and emotions affect student learning? –Body, Movement, and the Brain Why do oxygen, water, sleep, certain foods, and movement affect students’ brains and their learning? –Relevant Content and Student Choices Why does the brain remember some information and skills more readily than others? How, when, and why should we offer student choices?

18. –Time, Time, and More Time What three time elements dramatically affect when and how well students learn? –Enrichment for the Brain Is enrichment just for gifted kids? –Assessment and Feedback What forms of assessment are and are not brain compatible? –Collaboration How and why do students learn effectively through collaborating with others, both adults and peers?

19. Emotional Wellness and Safe Environment Recall your most memorable school experience –Crystallizing –Paralyzing Stress and Memory –Long-term stress=memory impairment Safe Environment –Sense of Community –Expectations for Students –Teacher Behaviors

20. Body, Movement, and the Brain Oxygen –Brain uses 1/5 of body’s oxygen – weighs about 1/70 th of the body’s total weight Water –Brain’s second favorite food –Dehydration Sleep –Students age 12-17 need 8.5 – 9.25 hours of sleep Foods –Fruits and vegetables –Breakfast Movement –Increases oxygen level in the body by 20% –Change location

21. Relevant Content and Student Choices Patterns and connections Student choices

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25. Time, Time, and More Time Time on Task –One minute per year – 20 minute max. –Physical breaks to increase productivity, quality, and morale Need for More Time –Practice over time –Conceptual understanding linked to prior knowledge Opportune Time Periods for Learning

26. Enrichment for the Brain Problem Solving –Puzzles, brainteasers –Problem of the day –Bloom’s Taxonomy Music –Uplifting songs –Background music –Songs for learning Physical Environment –Ownership –Bulletin boards –Colors/Patterns

27. Number from 1 to 6… What is 6 x 7? 2. What number is 1000 less than 18,294? 3. About how much is 32¢ and 29¢? 4. What is 1/10 of 450? 5. Draw a picture of 1 2/3. 6. About how much do you weigh in kg?

28. Assessment and Feedback Assessments –Authentic –Variety –Expectations/Rubrics Feedback –Prompt –Specific –Multimodal

29. Collaboration Pair and Share Cooperative Learning Group Work Collaboration between School and Community

30. Cognitive Learning Styles Concrete Sequential Abstract Sequential Abstract Random Concrete Random

31. Drawing Your Brain Multiple Intelligences –Verbal/Linguistic –Visual/Spatial –Logical/Mathematical –Musical/Rhythmic –Interpersonal –Intrapersonal –Bodily/Kinesthetic –Naturalistic –Existential

32. Learning Modalities Visual Auditory Kinesthetic

33. Preparing Your Students for Differentiation Learning Styles Interest Inventories Fairness Activities