Teacher in Residence February 2, 2009  Good evening!  Please check the folder to pick up assignments and turn in your Curriculum Map  Sit with a partner of your choosing!!

Agenda Housekeeping Objectives Instruction - Differentiation  Warm-up  Direct Instruction/Guided Practice  Independent Practice Closure Homework

Housekeeping Past due assignments – Get caught up! Upcoming assignments –  Feb. 23 – Assistive Tech Artifact Due  Mar. 2 – Law Artifact #2 Due  Mar. 16 – Draft of TWS #2 Due  Mar. 30 – TWS #2 (Part 1) Due  Apr. 13 – Veteran Teacher Study #2 Due  Apr. 20 – TWS #2 (Part 2) Due  Apr. 27 – Portfolios and Philosophy of Education Due

OBJECTIVES Candidates will know the definition and rationale for differentiation to be able to explain differentiation as the focus for their next Teacher Work Sample. Candidates will know differentiation strategies to be able to meet the needs of learners in their classroom.

Warm-up With your partner, discuss what it might mean to differentiate by: o Content o Process o Product o Student Readiness o Student Interest o Student Learning Profile

Independent Artifact Worksheet and Law Artifact #2 Look at your copy of the Independent Artifact Worksheet and Law Artifact as I go over them with you.

Differentiation Overview Read the article, “Mapping a Route Toward Differentiated Instruction” and highlight/write down the positives and negatives for each classroom. With your partner, discuss what you feel are the important points in this article about differentiating instruction.

Differentiating Instruction “There’s nothing so unequal…. as the equal treatment of unequals.” -Felix Frankfurter US Supreme Court Justice What does this quote mean for education?

Video As you watch this video, think about - What is your greatest hope about differentiation? What is your greatest fear? Where do see the greatest need for differentiation in your classroom?

Begin with the End in Mind Where are we going with this differentiation thing? G Your goal is to ensure the growth of all students in your classroom by effectively differentiating instruction. R Your role is that of a teacher whose responsibility it is to structure learning to meet the needs of all learners. A Your audience includes all learners with a focus on readiness, interests and learning styles. S The situation is that while the concept of differentiation sounds good, you don’t know how in the world you can meet all of their needs without working yourself to death. P The product you will design is a unit of study differentiated for the specific learners in your class. S The standards you will be assessed by include the elements in Standard 6 of the CPBS: Individualization of Instruction

Jigsaw With your partner, decide who will read “What Differentiated Instruction Isn’t” on page 3 of the agenda and who will read “What Differentiated Instruction Is” on page 4. Jigsaw the information when you are finished.

Differentiation Is Not.. a. b. c. d. e. f.

Differentiation is... a. b. c. d. e. f.

WHY do we differentiate? Discuss the following questions: Where in the real world do we find differentiation? Where don’t we differentiate?

Homework Begin developing your Assistive Technology Artifact – Due Feb. 23 Begin working on Law Artifact #2 – Due March 2 Any missing assignments!!!