Differentiating Instruction

AGENDA  9:15 – Intros and Background on DI: The Tomlinson Model  9:40 – Using DI: Jigsaw Activity/Sharing Practices and Challenges  10:50 – Wrap Up and Exit Cards Differentiating Instruction August 3, : :00 am

Participants should be able to:  Describe Differentiated Instruction  Learn various strategies for adaptation to back-home learning environments  Assess own classroom practices to see potential for flexibility Differentiating Instruction August 3, : :00 am

or, Differentiated Learning, is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” Carol Tomlinson, as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32 Differentiating Instruction August 3, : :00 am

Differentiation Community Curriculum (content) Instruction (process) Assessment (product) Differentiating Instruction August 3, : :00 am

Connecting with students Building Community  starts with a teacher’s mind set  competition against self vs. against others  design class with a “we’ve got your back” mentality  We are a team and can’t do this without each other Differentiating Instruction August 3, : :00 am

Provide 1 example of  How you’ve developed a responsive classroom that fosters community  How you encourage competition against self vs. others Differentiating Instruction August 3, : :00 am

How Does It Work? Differentiating Instruction August 3, : :00 am

 Know your curriculum well  When developing curriculum, be clear about what students will: ◦ Be able to do (skills) ◦ Know (facts, vocabulary) ◦ Understand (big ideas for discipline) Differentiating Instruction August 3, : :00 am

Classify each of the statements on the Handout as a Know, Understand, or Do statement Check your answers with the key on the back Differentiating Instruction August 3, : :00 am

Content ProcessProduct Differentiating Instruction August 3, : :00 am

CONTENT varying what we teach or how students gain access to content PROCESS Providing varied opportunities for students to process or make sense of the content PRODUCT Allowing students to show, in varied ways, what they know, understand and can do

Differentiating Instruction August 3, : :00 am READINESS Does the student have the prerequisite skills to do what you are asking? How might I accommodate and/or teach those who don’t? INTEREST How could content/topic relate to students’ topics of curiosity? LEARNING STYLE Multiples intelligences

Differentiating Instruction August 3, : :00 am JIGSAW ACTIVITY

Differentiating Instruction August 3, : :00 am “Differentiation means teachers proactively plan varied approaches to WHAT students need to learn, HOW they will learn it, and/or how they SHOW what they have learned in order to increase the likelihood that each student will learn as much as possible as efficiently as possible.”

Differentiating Instruction August 3, : :00 am DI or not DI?

Differentiating Instruction August 3, : :00 am If you answered “yes” to 1, 2, 3, 4, or 7 and 9, you are practicing DI! If you answered “yes” to 5, 6 and 8 challenge yourself to try something different!

ASCD, Tools for High Quality Differentiated Instruction Kathy Nunley’s Layered Curriculum Bender, William and Shores, Cara, Response to Intervention: A Practical Guide for Every Teacher Benjamin, Amy, Differentiated Instruction: A Guide for Middle and High School Teachers Tomlinson, Carol Ann and McTighe Tomlinson, Carol Ann, Responding to the Needs of All Learners Differentiating Instruction August 3, : :00 am

EXIT CARDS