HOW WE TEACH… Presented by the Lane DI Team Tabitha Webb Ashley Barton Daphne Whetsel Donna Hutchings Jennifer Arnold Lea Griffis Nicole Harrell Presented by the Lane DI Team Tabitha Webb Ashley Barton Daphne Whetsel Donna Hutchings Jennifer Arnold Lea Griffis Nicole Harrell

 Teaching with student variance in mind  A classroom so students have options for taking in information, making sense of ideas, and expressing what they learned  Meeting kids where they are… not where we wish them to be!  Responsive teaching rather than one-size-fits-all teaching  Differentiation realizes that kids differ and effective teachers do whatever it takes to engage the whole range of children  Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

 New  IEPs for all children; individualized instruction  Tracking  Constant group work  Occasional variation of teaching style  “On the spot” adjustments

 Fairness is NOT giving everyone the same thing. Fairness is giving everyone what they need to grow.  The fact that students differ may be inconvenient, but it is inescapable.  The fact that differentiation occurs should never be a secret.  Discuss what the difference is between fair and equal and create a class definition of what “fair” is.

Ways to differentiate…  Content – what students learn  Process – how they learn it  Product – how they demonstrate what they have learned Differentiation is based on a diagnosis of a student…  Interest - what students are interested in  Learning Profile – learning style, intellegence or environmental preferences along with gender & culture  Readiness – developmental readiness

 Start with good curriculum  Commit to on-going assessment  Use assessments to guide your instruction. You will know student progress. You can guide student success.  Students participate in respectful work in a respectful environment.  Welcoming, safe, fair, emphasis on growth, respectful of differences  Flexible grouping

 Do I even need to differentiate?  What do you want students to know?  What is the best area to differentiate in?  What is KUD? Know – Understand – Do

 KNOW – (bulleted list)  facts, vocabulary, definitions, dates, places  UNDERSTAND – (I want students to understand that…)  principles, generalizations, big ideas  DO – (begins with a verb)  skills of literacy, numeracy, communication, etc.

 Know  Coin names and values  Understand  We can combine coins in different ways to make the same amount of money.  Do  Combine coins in more than one way to make a set amount of money (ex: 40 cents)

 Know  Capital and lowercase letters  Letter sounds  Understand  Specific sounds correspond to letters in the alphabet  Words are composed of letters  The alphabet gives us a way to communicate  Do  Identify capital and lowercase letters  Identify and apply beginning sounds of words

 Bags on the Table  Science  Math  Separate the paper strips into KUD. KNOW (people, places, dates, vocabulary, definitions, facts, etc.) KNOW (people, places, dates, vocabulary, definitions, facts, etc.) BE ABLE TO DO (skills, outcomes, behavioral objective, etc.) BE ABLE TO DO (skills, outcomes, behavioral objective, etc.) UNDERSTAND THAT… (big ideas, essential understandings, principles, generalizations, etc.) UNDERSTAND THAT… (big ideas, essential understandings, principles, generalizations, etc.)

 Know  Georgia habitats  Georgia’s organisms  The 5 Regions of Georgia  Features of green plants  Features of animals

 Understand  There is a difference between the habitats in Georgia.  Features of the green plant allow them to live and thrive.  Each region in Georgia has distinct characteristics.  Features of animals allow them to live and thrive.  Habitats in Georgia can change.

 Do  Differentiate between habitats in Georgia.  Identify features of green plants.  Categorize characteristics of the regions of Georgia.  Identify features of animals.  Explain what will happen if a habitat changes.

 Know  Decimal  Two-Digit Number  Whole Number  Operations (add, subtract, divide, multiply)

 Understand  Decimals are part of the base-ten system.  The relative size of numbers  The order to read/write a decimal  Decimals can be added and subtracted  Decimals can be multiplied and divided

 Do  Add one and two digit decimals  Subtract one and two digit decimals  Model multiplication of decimals by whole numbers  Model division of decimals by whole numbers  Multiply both one and two digit decimals by whole numbers  Divide both one and two digit decimals by whole numbers

 Follow directions from activity slip and instructions from Mrs. Whetsel and Mrs. Hutchins.  You will need:  Activity slip  Pencil  Paper

 Standard: S4L1, S4L2  Where does this fit in the KUD Model?  I wanted them to know- Producers Consumers Decomposers Adaptations of animals  I wanted them to understand- Changes in the environment can affect a community Adaptations affect the extinction/survival of an organism  I wanted them to do- Identify the roles of consumers, producers, decomposers Demonstrate the flow of energy through a food web/chain Predict how changes in the environment would affect a community Identify external features of organisms that allow them to survive

 How did I group them?? This lesson is tiered in CONTENT according to READINESS, with interest (drawing, fraction bars, etc.) in mind.  Key Concept: Students develop an understanding of fractions.  Students show parts of a whole.

 Standard: M3N5  Where does this fit in the KUD Model?  I wanted them to know- Fractions  I wanted them to understand- You can represent fractions in more than one way Two different fractions may have the same representation (equivalent fractions)  I wanted them to do- Model fractional parts by shading, drawing, or fraction bars

 Lesson tiered toward INTEREST.  Students grouped by interest in zoos, playgrounds, or basketball games.  Each group is asked to come up with 5 ideas about what happens at their location.  What happens first? What else?  The ideas are then arranged to tell a story.  Lesson retrieved from GA DOE Website.

Strategies for Differentiating Instruction by Julia Roberts Fair Isn’t Always Equal by Rick Wormeli Differentiation: Simplified, Realistic and Effective by Bertie Kingore Applying Differentiation Strategies K-2; 3-5, Secondary printed by Shell Education

  resources, lesson plans & discussion rooms   books, videos, online courses about differentiation  erentiation erentiation  provides for a variety of needs and includes links to other websites

 Start with good curriculum  Commit to on-going assessment  Use assessments to guide your instruction. You will know student progress. You can guide student success.  Students participate in respectful work in a respectful environment.  Welcoming, safe, fair, emphasis on growth, respectful of differences  Flexible grouping

 KNOW – (bulleted list)  facts, vocabulary, definitions, dates, places  UNDERSTAND – (I want students to understand that…)  principles, generalizations, big ideas  DO – (begins with a verb)  skills of literacy, numeracy, communication, etc.