Differentiated Instruction Welcome! As you find a seat, please Jot something down you know about “Differentiated Instruction” on a post-it Place the post-it note under the “K” of KWLM Chart Jot something down that you want to know and place under “W” Differentiated Instruction Know Want to Know Learned Myths/ Misconceptions Differentiated Instruction is… I want to know about…

Demystifying Differentiation in the LOTE Classroom -Brief bio of myself - Shirley Vargas, Talent Coach Office of Teacher Effectiveness February 2, 2015

Agenda Warm-up Activity Introductions Demystifying Differentiation Myth vs. Fact Strategies in the LOTE Classroom Sample Instructional Plan Modification Share out Action Plan

Session Outcomes Participants will be able to Identify key elements of Differentiated Instruction Apply new/prior knowledge of Differentiated Instruction to a sample instructional plan Create an action plan for their own classroom, in which Differentiated Instruction is implemented, monitored, and revised.

Differentiated Instruction Myth or Fact? Differentiated Instruction

Myth vs. Fact “Differentiation is a strategy I use once in a while because it won’t help prepare students for jobs and decision-making in the ‘real world’.” “Differentiation is not a set of tools, but a belief system educators embrace to meet the unique needs of every learner. Supporters believe: All students can learn Students learn in different ways at different times Emotions, feelings, and attitudes affect learning When beginning a new topic, students bring their prior knowledge base and experience to the learning.” (Gregory & Chapman, 2007)

Myth vs. Fact “I know everything I need to know about my students ability from their summative unit test scores.” “Everything a student does, from an oral contribution in a discussion to a homework assignment to completion of an inventory checklist, is a form of assessment. When you begin to see the wide array of assessment sources in the classroom, you begin to see how many ways there are to learn about learners. Assessment is most useful when it comes at the outset of a unit or along the way in the unit. It invites us to adjust our teaching based on current information.” Tomlinson, 2001. How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition

Myth vs. Fact “Differentiated Instruction is only for my low-performing students.” “Curricula and instruction in many classrooms tend to be aimed at ‘average’ students and do not account for the nature and needs of advanced learners. This approach clearly can’t achieve genuine growth for students whose performance surpasses the aspirations of curriculum designed to teach them what they already know.” Tomlinson, 2014. The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

Myth vs. Fact “Differentiated Instruction may become too chaotic as there are many moving parts.” “Many teachers don’t appreciate how skilled they are at attending to multiple signals and juggling a variety of roles. You must begin to differentiate at a pace that is comfortable for you. You can start with low-prep strategies that you use consistently throughout the year and then selecting one high prep approach per unit or semester to add to your repertoire.” Tomlinson, 2014. The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

Think-Pair-Share Piensen y Platiquen What do the myths/misconceptions have in common? What do we need to take into consideration when planning our instruction? How might you explain the theory of differentiated instruction to someone else?

All about the Learner Learner Readiness Learner Interests Simple  Complex (common vocab advanced vocab) Less independence  Greater independence (teacher-generated options  student-created) Learner Interests WebQuests Interest-based groups (jigsaws, student-led discussions) Learner Profiles Culture-influenced preferences Multiple intelligences Learning Styles Tomlinson, 2014. The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

Content – Process – Product “What students should know, understand, and be able to do as a result of the study, or how students will gain access to the knowledge” Process: “Activities designed to help students make sense of or “own” the content” Product: “How students will demonstrate and extend what they have come to know, understand, and be able to do” Tomlinson, 2014. The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

Strategies for Differentiating Content Multiple texts/supplementary print resources Modeling/Demonstrations Small group instruction Varied audio/visual resources Varied time

Strategies for Differentiating Process Tiered Assignments Learning Centers Graphic organizers Models of student work at different degrees of complexity Web-quests/inquiry Learning Contracts

Strategies for Differentiating Product Tiered product assignments Independent study Varied resource options Mentorships

Tic Tac Toe

Tiered Assignments

Cubing

Multiple Intelligences Howard Gardner, psychologist, Harvard University professor, widely known for coining the term, multiple intelligences.

Multiple Intelligences Survey

How do we incorporate MI into our classrooms?

Sample Instructional Plan In pairs or trios, you will: Modify a sample instructional plan to reflect differentiated instruction based on the class list. You may use the resources provided for you, as well as any prior knowledge. Early finishers: discuss and jot down ways you will/currently differentiate instruction in your classrooms. Take Multiple Intelligences Survey

Concept Map for Differentiating Instruction

Action Plan Date What action will you take? What was the outcome? What will you do differently next time? Feb 28th April 30th June 10th Summer 2015 In what ways can you apply what you’ve learned today to your classroom? Use the timeline to support you with continuing to grow and learn as a LOTE educator.

K-W-L-M I learned…

Thank You! Shirley Vargas svargas10@schools.nyc.gov www.allthingslote.wordpress.com

“No one would ever say that all students are the same “No one would ever say that all students are the same. Certainly no teacher or parent would tell you that. Yet in schools, we often treat students as if they were, even though all those faces look so different. We sometimes put them through the same hoops, even though we know it isn’t making a difference for all of them.” (Gregory & Chapman, 2007)