1 Differentiating Process According to students’ Readiness, Interests, & Learning Profiles

The Differentiating Process Process  Complete the Introductory Activities on Bb including the Blog Discussion with your Grade-Level peers.  Review the next 2 slides to recall where we are. Framework for Differentiation & Map of Differentiation  Read the 5 articles posted on Bb for this Learning Cycle/  Thoroughly explore the websites providing resources for differentiating according to student needs, interests, & learning profile.  Everyone complete the Multiple Intelligences survey found on the Birmingham Grid for Learning website.  Design a lesson for your students, differentiated according to Multiple Intelligences (DUE Feb. 28 th )  Complete your private journal reflecting on what you are learning about differentiation.

3 Framework for Differentiated Instruction 1)Learning Theory Behaviorism Brain development Information Processing Constructivism Piaget Vygotsky 2. Student Motivation Expectancy-Value Model Protecting students self-worth Mastery (not performance) orientation Student Interests Belonging 3) Student Diversity Special needs Diverse cultures & languages Advanced learners Students living in poverty Characteristics of students (readiness, interests & learning profiles Context Multidimensional classroom Student Sense of Belonging: connections to student identity, values, & culture) Safe-to-take-risks environment Support of social networks Classroom Culture Content & Pedagogy Students’ Funds of Knowledge Curricular Design Models Understanding by Design Universal Design Learning Cycles Dimensions of Differentiation 1) Content Broad based issues, problems and concepts Powerful ideas - Important, meaningful, valuable Efficiently organized, accelerated, sophisticated, depth Authentic methods (structure of the discipline) 2) Process Carefully crafted Questions / Tasks / Words Multidimensional Discovery / Inquiry / Problem Based Learning Project Based Learning Choice Higher level thinking (Bloom or Marzano) Open-Ended Curriculum Compacting Depth of processing Flexible pacing / second chances 3) Product Resulting from Real Problems Addressed to Real Audiences Generalizable Support originality Variety of formats/self-selected format Displays broad range of abilities Opportunity for reflection (metacognition) Reflective/authentic/formative/summative/self assessment NOW WE ARE HERE.

4 Why Mapping Differentiated Instruction (A Closer Look) Learning ProfileInterestsReadiness Product ProcessContent Draw on students’ to Differentiate using: Parallel Assignments Menus Choice Boards Tiered Lessons Higher Level Thinking Contracts (& Compacting) Open Assignments Inquiry Based Instruction Constructivism Problem Based Learning WE ARE HERE

5 5 A Differentiated perspective on “process.” Pronunciation: 'prä-"ses, 'prO-, -s&s Function: noun Etymology: Middle English proces, from Anglo-French procés, from Latin processus, from procedere 1 a: PROGRESS, ADVANCE PROGRESSADVANCE b: something going on 2 a natural phenomenon marked by gradual changes that lead toward a particular result Sense making Students moving learning experiences through their own filters of meaning. Webster Tomlinson But always considering what cognitive processes students are experiencing. Not just the dictionary definition.

6 6 Basic principles of differentiating process Instead of basing our teaching on our wonderful creativity, or what sounds fun - differentiation must be based on students’: NEEDS See Anderman&Leake article READINESS Pre-assess See the Dare to Differentiate website pages on Pre-assessment; Getting to Know your students, etc. INTERESTS See Wilhelm & Smith article Google Interest surveys you can use with your students LEARNING PROFILES Read articles & review web-pages on student learning profiles & specifically teaching according to multiple intelligences (also see next 3 slides for ideas). Don’t forget the Tomlinson textbook chapters.

7 Using Multiple Intelligences to Differentiate The goal is NOT to allow students to ONLY work with intelligence styles that they like or are comfortable with, but RATHER – for them to experience ALL intelligences – while being allowed consistent opportunities to work in the style they are most comfortable with. Resources like The Birmingham Grid for Learning offer a free and enjoyable resources that your students can use to learn about their differing patterns of intelligence. Two of the most practical ways to employ Multiple Intelligence: 1) Design CENTERS that represent different intelligences & allow students to either select or rotate through all centers. 2) Design/evaluate UNIT PLANS to insure all intelligence styles are represented. Even the very words used for assignments influences which intelligences are drawn on (see following slides).

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11 ANOTHER IDEA: Differentiating Process Using Learning Styles 11 A Visual Learner Puzzle building Reading and writing Understanding charts and graphs Creating visual metaphors Manipulating images Interpreting visual images A Kinesthetic Learner Take frequent study breaks Move around to learn new things (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept). Work at a standing position An Auditory Learner Lecture Class discussions and debates Make speeches and presentations Read text aloud Create musical jingles to aid memorization Discuss your ideas verbally