D IFFERENTIATED I NSTRUCTION 101 Kristin Bartells Kristen McGowan Shana Piatek 1/31/12

W ELCOME TO OUR FIRST CLASS ! Name School Subject area Years of experience Something interesting about yourself

HUMAN BINGO Complete the statements about yourself. Introduce yourself to your classmates, and find out what you have in common.

MULTIPLE INTELLIGENCES SURVEY Give yourself a point for each statement with which you identify. Calculate your total for each section. Graph your results. Graph your strongest and weakest categories on the class graph. Why is it important for teachers to have this information about our classes?

SYLLABUS

D IFFERENTIATION : W HAT IT IS … W HAT IT IS NOT …

D IFFERENTIATING … Content Process Product By readiness By interest By learner profile WHAT HOW

C ONTENT Varying what we teach or how students gain access to information The most basic content should cover state/district standards. Students may have varying levels of knowledge: Completely unfamiliar Partial mastery Display mistaken ideas Complete mastery

C ONTENT Teachers can differentiate content based on what students already know. Bloom’s Taxonomy Unfamiliar: knowledge, comprehension, application Partial mastery: application, analysis, evaluation Complete mastery: evaluation, synthesis

C ONTENT Teachers can differentiate how students gain access to the information based on their interests and learner profiles. Materials: Texts, novels Books on tape Internet sources Lecture Grouping Flexible or alike groups Pairs Individuals

P ROCESS How students process or make sense of information being taught: Easiest method for student to acquire knowledge (preference) Method that challenges student (need practice) Methods of differentiation: Reading Listening Manipulating objects Multiple presentations*

D IFFERENTIATING P ROCESS Tiered assignments Independent and guided groups Anchor activities Stations Questioning technique Teachers can differentiate process based on what students already know.

D IFFERENTIATING P ROCESS We can offer a variety of opportunities for practice to our students that appeal to their interests or to their learner profile. Gardner’s Multiple Intelligences Choice

PRODUCT How students show what they know, understand, and are able to do Differentiating products: Variety of assessments Same criteria, different product Essay, speech, test, composing a song, building an object, etc. Clear expectations

D IFFERENTIATION BY READINESS Level of difficulty at which students are ready to learn and the rate at which they grow Complex set of factors Basic needs being met in and out of classroom Physical and emotional development factors Physical and mental health on a given day Relationship with teacher and classmates Not the same as ability, although ability may be a contributing factor

D IFFERENTIATION BY INTEREST General and specific interests that a student may find captivating within a discipline or topic Maximize student motivation by increasing interest/creating personal connections

D IFFERENTIATION BY LEARNER PROFILE Combination of interests, dispositions, and manners in which student learns best Learning and thinking styles Multiple intelligences Culture Environmental preferences Appeals to multiple modes of learning and assessment so that students learn effectively and efficiently When students are comfortable, their learning is maximized.

K.U.D. ACTIVITIES

F ORMATIVE A SSESSMENT For next week: Implement a formative assessment in class. Be prepared to discuss it in your groups. Topic/Unit/Lesson Type of FA How did it go?