June Preszler, TIE, Spearfish School District Jan. 18,

 Defining differentiation  Considering choice  Finding differentiation through choice  Using differentiation and choice

On note card:  Your impression of differentiated instruction  One way you differentiate in your classroom  One concern regarding differentiation Share with two or three others and create an agreed upon working definition of differentiated instruction.

 Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. (From Carol Ann Tomlinson, ASCD)

 Multiple approaches  Student centered  Ebb and flow  Different learning modalities  Student competes against self  Flexible use of classroom time  Carol Ann Tomlinson, The Differentiated Classroom, 1999

 Learning profiles differ  Making meaning priority  Opportunity for choice Greatest challenge? Developing respectful activities that are interesting, engaging, challenging

Differentiation of Instruction Differentiation Strategy Booklets, 4-6 guided by general principles of differentiation such as: respectful tasks flexible grouping ongoing assessment teachers can differentiate Content Process Product according to students’ Readiness Interests Learning Profile through a range of instructional and management strategies Sometimes Classroom Environment

 Start small—one strategy, one area.  Start with what is—mine ideas; determine what all students will do, what some students will do; identify basic and advanced activities.

 Know  Understand  Do  Differentiate, 4-12, pages 6-7

 The concept: Counting Coup  What do you think it means?  Think-Ink-Pair-Share—Content Area Writing, 12-13

 Not a person  But a thing  “The biggest enemy our children have are those things sitting in front of you and they’re called books.”—Gerard Baker

 “What do you do with your enemies? You conquer them.”  “We have to redefine our enemies and conquer them.”

 “We have to count coup on books.”  Vocabulary Notebook/Map  Define Counting Coup in your own words  Compare it to something else  Draw it  Explain it

 In what ways did the Counting Coup activity differentiate?  How could you use this type of activity or a variation of it when teaching vocabulary?  How could it be applied to more than one content area?

 Know the historical context of counting coup.  Understand that counting coup can be applied to more contemporary situations, including the struggles that students face in schools.  Draw your understanding of the concepts and be able to explain that interpretation to group. Furthermore, I wanted you to consider how this concept might affect the way you approach students.

 Gettysburg Address (

 Allows students choice  Incorporates learning preferences  Takes readiness into account (basic and advanced)  Provides framework  On Target Differentiated Instruction, Grades 4-12, pages 

 Main dish: Everyone  Side dish: Pick and choose  Dessert: Optional but irresistible  On Target, Differentiated Instruction, Grades 4- 12, pages 10-11

 Make slight adjustments within same lesson to meet individual needs.  Students learn same skills and concepts but through varying modes and activities.  Appropriately challenges ability levels  On Target, Differentiated Instruction, Grades 4-12, pages 8-9

 Tiered assignments are multiple versions that allow students to build on their prior knowledge and that prompt their continued learning.  Readiness based approach that is challenging but not frustrating.

 Identify key concepts and understandings  Pre-assess based on readiness, interests or learning profiles  Identify how you will cluster groups/activities  Select elements to tier (content, process, product)  Create variations for each group

 Looks at topics from different angles  Eliminates flat thinking  Includes six commands and a prompt  Describe, compare, associate, analyze, apply or use, argue for or against  On Target, Differentiated Instruction, Grades 4-12, pages 12-13

 Three Facts and a Fib  Strategies to Help Struggling Readers, page 25

 Three Facts and a Fib  Basically a reading strategy  Encourages group interaction  Allows for different learning styles  Takes readiness into consideration  Follows a process/not an activity

1.When I took my son to college, I camped out in the dorm parking lot for the first night…just in case. 2.I played soccer for a championship youth team in Brazil in the 1970s. 3.In one month, I traveled over 3000 miles for education-related business, had one accident in a BHSSC/TIE vehicle, and received two undeserved speeding tickets. 4. I began my professional career as a recipe writer for the Aberdeen American News.

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 Time to learn. First! Sit down!--Mathew Cox  Energy like a dry erase marker--Teresa Blaskovich  Relationships first, then learning to follow--Bobby Sanborn  Perplexed, exhausted, maybe finally getting there-- Stephanie Chaney  Spinning plates, but psyched about it--Alexa Miller  Best plans shared, shredded and learned--Ed Jackson  Never said the words, "I regret"--Dylan Huisken  Buried in the process of growing--Jennifer Dunekacke

 Easy strategy for assessing student learning  Students respond to prompts or questions; turn in cards as they leave  Teacher uses card to help create groups, monitor student progress, revise lessons  On Target, Strategies to Help Struggling Readers, page 27

Students who are struggling with the concept or skill Students with some understanding of concept or skill Students who understand the concept or skill Group 1 Group 2 Group 3 Readiness Groups EXIT CARD GROUPINGS Montgomery County Public Schools, Rockville, Maryland

Today you began to learn about decimal fractions  List three things you learned  Write at least one question you have about this topic Montgomery County Public Schools, Rockville, Maryland

EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue. What questions do you have about this topic? Montgomery County Public Schools, Rockville, Maryland

On your Exit Card--- Explain the difference between prime and composite numbers. You may wish to give some examples of each as part of your explanation. Montgomery County Public Schools, Rockville, Maryland

EXIT CARDS On your exit card--- Explain the difference between simile and metaphor. Give some examples of each as part of your explanation. Montgomery County Public Schools, Rockville, Maryland

 List three things you learned today.  List two questions you’d still like to explore.  List one method of differentiation and/or choice that you might apply in your classroom.

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