IS THIS HOW YOU SEE DIFFERENTIATION?

WHAT IS DIFFERENTIATION? Peach Professional Learning Conferences 2016 WORKSHOP AGENDA 4 WHAT IS DIFFERENTIATION? Closing & Survey 3 How Can I Incoorporate it in My Classroom? 2 Why me? … An Explanation 1 What is Differentiation?

SSSHHHH/SHARE… 1. Pick a Column. 2. Write or Draw silently. 3 SSSHHHH/SHARE… 1. Pick a Column 2. Write or Draw silently 3. Be ready to share Write a DEFINITION of differentiation you feel clarifies its key intent, elements, and principles Write an explanation to a new teacher what differentiation is in terms of what a teacher would be doing in the classroom – and why. Your explanation should create an image of differentiation in action in a real setting. Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about differentiation.

1 2 3 4 5 The Components of Differentiated Learning CONTENT – The “WHAT” of Teaching 2 PROCESS – The “HOW” of Teaching 3 PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4 ENVIRONMENT – The “WHERE” of Learning 5

CONTENT – The “WHAT” of Teaching “It does not mean teaching different content; it means teaching the content differently by adjusting the levels of depth, complexity, and readability of the materials.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 11, 43 ON-GOING assessment of Students’ Skills and Knowledge Provide students with basic and advanced resources that match their level of understanding Provide CHOICES about topics to explore in greater depth Formal Assessments Tiered Assignments - (based on Informal Assessments) Varied Texts Closing AFLs & TOTD Each One – Teach One (based on Informal Assessments) Choice Boards

CONTENT – The “WHAT” of Teaching CONTENT – The “WHAT” of Teaching “It does not mean teaching different content; it means teaching the content differently by adjusting the levels of depth, complexity, and readability of the materials.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 11, 43

1 2 3 4 The Components of Differentiated Learning CONTENT – The “WHAT” of Teaching 2 PROCESS – The “HOW” of Teaching 3 PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4 ENVIRONMENT – The “WHERE” of Learning

PROCESS – The “HOW” of Teaching PROCESS – The “HOW” of Teaching Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. A familiar synonym for process is activity. ” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 56 ON-GOING assessment of Students’ Skills and Knowledge Provide students with basic and advanced resources that match their level of readiness Provide activities that address the Learning Styles of students Scaffolding- splitting content into smaller skills needed for mastery (based on Informal Assessments) Informal Assessments Presenting material using auditory, visual, kinesthetic, etc modes Compacting- Eliminates what is already known (based on Informal Assessments) Closing AFLs & TOTD Planning activities that have students using a variety of modes; auditory, visual, kinesthetic, etc.

PROCESS – The “HOW” of Teaching PROCESS – The “HOW” of Teaching Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. A familiar synonym for process is activity. ” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 56

1 2 3 4 The Components of Differentiated Learning CONTENT – The “WHAT” of Teaching 2 PROCESS – The “HOW” of Teaching 3 PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4 ENVIRONMENT – The “WHERE” of Learning

PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning “A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77 Encourage students to create their own product assignment as long as it contains required elements ON-GOING assessment of Students’ Skills and Knowledge Provide students with rubrics that match and extend their varied skill levels Clarify expectations for an assignment to ensure that the product being completed aligns with what has been learned Informal Assessments Design a web page for concept Provide a checklist of all the requirements for an assignment for students to refer to Closing AFLs & TOTD Design and teach a class

PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning “A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77

1 2 3 4 The Components of Differentiated Learning CONTENT – The “WHAT” of Teaching 2 PROCESS – The “HOW” of Teaching 3 PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4 ENVIRONMENT – The “WHERE” of Learning

ENVIRONMENT – The “WHERE” of Learning ENVIRONMENT – The “WHERE” of Learning “A differentiated classroom environment encourages and facilitates community building that creates a classroom where teachers and students work together to collaborate and share responsibility for learning.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77 The physical environment should allow for flexibility to attend to both group and individual needs. Establish a vehicle for providing constructive feedback on student growth and progress. ON-GOING assessment of Students’ Skills and Knowledge Assess a classroom set-up for ways the physical space contributes to student learning. Informal Assessments Create a strategy for empowering students to take ownership of their own learning. When students assume ownership and responsibility for learning, the result is high motivation and achievement. Plan flexible room arrangements to support an effective learning environment. Closing AFLs & TOTD

ENVIRONMENT – The “WHERE” of Learning ENVIRONMENT – The “WHERE” of Learning “A differentiated classroom environment encourages and facilitates community building that creates a classroom where teachers and students work together to collaborate and share responsibility for learning.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77

Forensic Chemistry Front Lab Table Teacher Desk Dorian Marlaetrice Stephanie Kara Luis Jimmie Anesa Tyseon Hunter Makayla Victor Alondra Dalia Emily Lontravious Amber Tray Scotty Jacob Griffin Cidney Libi Grouping Mechanism- Atomic Clues Assessment Scores: Heterogeneous Kayla Jorge Amanda

Looking at Data to Form Differentiated Groups Work Session Looking at Data to Form Differentiated Groups

QUICK CHECK FOR UNDERSTANDING Identify at least ONE thing you heard in this session that you will definitely use in your own classroom. Why did you choose this?