Differentiated learning for All Students Nurit Nurit Stites, M.Ed. Striving Readers Sundae Eyer, M.Ed. Striving Readers

Objectives Develop a common understanding for differentiated instruction in the classroom. Explore instructional strategies for differentiated learning. Nurit – 2-3 min.

What’s the connection? Nurit – 1 min. Chapter 3 page 27: Differentiated Instruction section – “Differentiated instruction means the teacher recognizes that learners come from a wide variety of background knowledge, learning access styles, and processing speeds.” The position statement for Fundamental IV is also what we are connecting with. That’s what we will be addressing today with our session.

What is your level of experience with Differentiation? A: Expert- “I can teach my colleagues how to differentiate in the classroom!” B: Proficient- “I can differentiate in my classroom!” C: Apprentice- “I know what tools I need, but I need help implementing. D: Novice- “This is why I’m taking this session.” www.plickers.com Sundae – 5 min. explains activity Nurit – explains what’s happening as answers come in and little about how to use Plickers Sundae - Discuss flexible grouping which means you don’t stay in that group the whole time. Just for one activity or period of time. – homogenous group for a tiered assignment

Frayer Model for Differentiated Note-taking Take a minute to fill out what you already know about differentiation. If you don’t have anything to add right now, don’t worry. Add to your note-taker as we continue the session. Sundae – 3 min. hand out Frayer model - Differentiated Process

Differentiation or not? Plickers Use your Plickers response card to choose your answer. A = True and B = False Nurit – Okay plickers time again. Let’s find out what your thoughts are about differentiation. Notice that you can only choose 1 of 2 sides from your plickers card. A and B. We’ll look at the questions 1 by 1 and see what the results are.

Kristina Doubet: Differentiation Central Four Common Misconceptions About Differentiation Nurit – 7 min. Myths go in non-examples Kristina Doubet is a former classroom teacher and talks a lot about some disastrous differentiation attempts. She currently serves as a professional developer for Differentiation Central at the Univ. of Virginia. She works directly with differentiation expert, Dr. Carol Ann Tomlinson. Add to your note-taker now that we’ve watched this video.

Differentiation Model Guided by Mindset and General Principals of Differentiation ”Differentiated Instruction is a proactively planned, interdependent system marked by respectful tasks, focused high quality curriculum, flexible instructional arrangements, a positive community of learners, and on-going assessments.” *Carol Ann Tomlinson Sundae handout G.O. while Nurit - 3 min. Quick overview of the mindset and general principals of differentiation Pass out model and ask participants to read the top paragraph individually. After reading, ask participants to share with their group members something they found interesting, an “ah ha”, or resonated with you. Carol Ann Tomlinson: Effective differentiation will almost inevitably incorporate what we call respectful tasks. All of us want to feel that we’re regarded with respect. Respectful tasks say to students at least three things: One is, "We’re all studying the most important ideas—everyone of us should master those: you’re a part of our group." The second is, "You can’t master important things without using your brain, so everyone in this class will be thinking and problem solving at a high level." And the third is, "I want this task to be so interesting to you that it’s hard for you to disregard it—even if you didn't think you wanted to learn today." In a differentiated classroom, we’re asking students to trust that we have their best interests at heart. That we’re looking to see where they need to be, and we’re helping them move there. Respectful tasks help bring kids on board so that they’re willing to be part of a class in which people may sometimes do different things because what they’re doing looks just fine to them. Add to Frayer Model: definition

Differentiation Model Elements of Differentiation Content- What do you want the students to learn? Process- What do you want students to do cognitively? Product- How do you want students to show what they have learned? Affect- How do students perceive their status in the classroom? Learning Environment- How do students view their classroom in terms of social and academic factors? Sundae – 4-5 min. Last 2 elements have been added recently due to research and studies from growth mindset and SEL considerations. Affect: If some students look like they are doing a task that is challenging, engaging, and thought-provoking to them while other students work on filling in a simplistic worksheet, the activities are not effectively differentiated and will affect how students perceive their status in the classroom. Add to Frayer model (Key elements and vocab)

Differentiation Model Students’ Needs Readiness -  students learn better if tasks are a close match for their skills and understanding of a topic Interest - tasks ignite curiosity or passion in a student Learning Profile - the assignment encourages students to work in a preferred manner Nurit – 4 min. Add to Frayer Model (key elements and vocab) Refer to Learning Style chart in your packet.

Experts: create a metaphor and a symbol or a poem for differentiated instruction. Proficient: pro’s and con’s of differentiated instruction. Apprentice: things a teacher needs to consider when planning for differentiated instruction. Novice: new discoveries and learning about differentiated instruction Sundae – 10 - 12 min. Differentiation by product. Participants read the interview with Carol Ann Tomlinson. Explain what a tiered assignment is. (challenge level is diff). All groups create a poster that illustrates… Each table group presents poster at the end. You’ll notice on your text that we’ve numbered the questions in the interview. The first part is for everyone to read. Then it’s separated into 5 parts. Please number yourselves 1-5 and read your section of the interview. Once everyone is done, please share your insights and information from your section. This will allow you to all participate in creating your poster. Tiered Assignment

Matrices for Differentiation With your group complete at least 1 additional box for each element. Be prepared to share your ideas. Nurit – 10 min. Regroup heterogeneously: 2 upper skilled and 2 less skilled participants. provides opportunity to differentiate content: science, history, ela Ask participants to number off 1-5 before moving. This way 1’s can meet and will contain all levels of experience.

Thank you for collaborating with us today! Nurit Stites – nstites@washoeschools.net Sundae Eyer – seyer@washoeschools.net Sundae – do evaluation please!