1. NEW TEACHER ORIENTATION, 2010 LISA D. THOMPSON Differentiation in the Inclusion Classroom

2. Differentiation For variety of mere nothings give more pleasure than uniformity of something. Jean Paul Richter It is easier to do many things than to do one thing continuously for a long time. Marcus Fabius Quintilian Differentiation encourages the use of a variety of instructional strategies and assessments to help all students be successful.

3. Differentiation Using the Triarchic Theory of Successful Intelligence Theory of intelligence formulated by Robert J. Sternberg Contends that intelligent behavior arises from a balance between analytical, creative, and practical abilities, and that these abilities function collectively to allow individuals to achieve success... 1

4. Successful Intelligences Analytical Intelligence Creative Intelligence Practical Intelligence

5. Analytic Thinkers Like to... Analyze when reading or listening Compare and contrast points of view Criticize my own or others work Think clearly and analytically Evaluate points of view Appeal to logic Judge behavior Explain difficult problems Solve logical problems Make inferences and derive conclusions Sort and classify Taken from TriMind: Differentiating for Sternbergs Thinking Styles, http://www.teach.virginia.edu/files/nagc_tri-minder.pdf

6. Suggested Strategies for Analytical Thinkers Use literacy strategies to support reading and writing. 2 Embed prompts (writing, reading, reflection, and activity) into presentations to shorten lecture time. Use journals or learning logs to help students reflect on what was learned. 3

7. Suggested Strategies for Analytical Thinkers Use graphic organizers to scaffold content or to check for conceptual change. 4 Analyze the scientific validity of TV commercials, print ads, or movie clips.

8. Special Modifications Chunk lecture notes, study guides, and tests items, making large amounts of material more manageable. Have a spokesperson report out after small group activities to protect students with anxiety disorders. Provide fill-in-the-blank lecture outlines for students who have difficulty writing.

9. PowerPoint Notes Student Notes Facilitated Diffusion The diffusion of molecules across a membrane with the help of carrier proteins imbedded in the cell membrane. Facilitated Diffusion The diffusion of molecules across a membrane __________________ __________________ imbedded in the cell membrane. Example of Fill-in-the-Blank Notes

10. Creative Thinkers Like to... Design new things Come up with ideas Use his/her imagination Play make-believe and pretend games Think of alternative solutions Notice things people usually tend to ignore Act and role play Think in pictures and images Invent (recipes, words, games) Suppose that things were different Think about what would happen if Compose (new songs, melodies) Taken from TriMind: Differentiating for Sternbergs Thinking Styles, http://www.teach.virginia.edu/files/nagc_tri-minder.pdf

11. Suggested Strategies for Creative Thinkers Acting Digital photography or video Visual arts Creative writing Storyboarding or cartooning 5 Interviews Brochures, pamphlets, and newsletters Concept posters Use Visual and Literary Arts strategies to draw out the creativity of your students.

12. Example of a Creative Writing Assignment Hello Rutland Physics Students, I am writing to you to ask for your help. For as long as Ive been in school, math has been my most hated subject. Every year I go through the same thing: lots of numbers, formulas, and problems that make absolutely no sense to me. Its easy in the beginning, because Im going over stuff that Ive learned before. But after that it just goes down hill. The teachers voice puts me to sleep, or I get so lost and confused I just quit. And now Im in physics. I dont even know what physics is to tell you the truth. But I hear theres Math involved, which is what Im most worried about. If I cant get regular math, how in the world am I going to pass physics class? The more I learn about the class, the more hopeless I feel. I need to get some help now or else Ill fail the class. Can you help me? Sincerely, Lost and Confused

13. Practical Thinkers Like to... Take things apart and fix them Learn through hands-on activities Make and maintain friends Understand and respect others Put into practice things learned Resolve conflicts Advise friends on their problems Convince someone to do something Learn by interacting with others Apply knowledge Adapt to new situations Taken from TriMind: Differentiating for Sternbergs Thinking Styles, http://www.teach.virginia.edu/files/nagc_tri-minder.pdf

14. Suggested Activities for Practical Thinkers Allow students to work in small groups. Make a product or build a model. 6 Perform mini-labs or labs as often as possible. Use labs to introduce or discover concepts (inquiry). Use time-saving labs with simple materials, simple instructions, and a few post-lab questions. 7

15. Suggested Activities for Practical Thinkers Use lab stations. Allow students to choose from available stations. Use post-lab discussions to make connections to the big idea. Allow students to take things apart and fix them to figure out how they work. Allow students to form their own groups.

16. Examples of Modeling The Egg Drop Project The Toothpick Bridge ProjectThe Roller Coaster Project

17. Tips for Successful Co-Teaching Respect your co-teacher as a professional. Allow your co-teacher to teach to her strengths. Share ownership of instruction, student support, and assessment. Make time for co-planning and reflection. Support each other against the student power-play. Be flexible and spontaneous. Have fun!

18. Resources 1 Human Intelligence. (2007). Robert Sternberg, http://www.indiana.edu/~intell/sternberg.shtml http://www.indiana.edu/~intell/sternberg.shtml 2 Barton, M. L., & Jordan, D. L. (2001). Teaching reading in science. ASCD: Alexandria, VA. 3 Lovrich, D. (2004, April). A ladder of thinking: Discovering the value of reflection through metacognition. The Science Teacher, 71, 56-59.

19. Resources 4a Kern, C., & Crippen, K. (2008, September). Mapping for conceptual change. The Science Teacher. 4b EdHelper.com, Graphic Organizers 4c Zike, D. (n.d.) Dinah Zikes teaching science with foldables. Glencoe McGraw-Hill: New York. 5 Spevak, A. (2008, December). The art of physics. The Science Teacher, 44-46.

20. Resources 6 The Ultimate Roller Coaster Contest. (2010). http://school.discoveryeducation.com/lessonplans/progr ams/rollercoaster/ http://school.discoveryeducation.com/lessonplans/progr ams/rollercoaster/ 7a Horton, M. (n.d.). Take-home physics: 65 high impact, low costs labs. NSTA Press: Arlington, VA. 7b Williams, P. (2003). Bottle biology. Kendall/Hunt: Dubuque, IA.