1. By Tim Smith EDU - 610

2. It is important to remember that this can be a fluid group. Especially in the lower grade levels, students can be advanced early in the year and not at the end. Conversely, students can become advanced at the year progress. It is critical to not label students too soon. We need to watch for pitfalls with this group. Advanced learners tend to get mentally lazy. They also tend to become perfectionists. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

3. Labels can be hurtful and permanently damaging to this group. Teachers need to explore the reasons why students may fall into this group and find ways to help. Make sure to accentuate their positive and work to raise the bar for them. Do not let them become complacent. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

4.  Individualized Instruction  Chaotic  Another way to provide homogeneous grouping  “Tailoring the same suit of clothes” Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

5.  Proactive  Qualitative  Rooted in Assessment  Provides Multiple Approaches  Student Centered  Blend of teaching strategies  Organic Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

6. In a DI classroom, instruction is a living thing. We need to be constantly evolving and learning as teachers to best meet our students needs. “One size fits all” is a dinosaur. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

7. A good coach needs to adjust their philosophy based on their talent. A good teacher adjusts their teaching based on how their students learn. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

8. In this concept, we as teachers understand that all learners process information differently. Therefore, lessons need to be planned in a variety of ways to meet all learning styles. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

9. DI does not ask us to assign more work to “smarter” students and less work to “challenged” students. DI is more about the amount of support needed for a particular assignment. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

10. Information gleaned from assessments rules how we build lessons for students. We can learn what does and does not work based on the assessments we give. Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

11. Three Curricular Elements Content Process Product Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

12. Students need to be engaged and lessons need to be interesting and relevant. Students success is largely based on how successful we are with these elements Tomlinson, Carol Ann (2005). How to Differentiate Instruction in Mixed-Ability Classrooms. New Jersey: Merrill Prentice Hall

13. 1. Make sure what they are learning is personally meaningful. 2. We want to challenge the student and have them accept that challenge. 3. Developmental appropriateness 4. Students need to learn their way and have some control. 5. Use what they know as a foundation for new knowledge. 6. Integration of social interaction 7. We give constructive feedback through assessments. 8. Students need to acquire and use strategies. 9. Create a positive emotional climate. 10. The environment is supportive of the intended learning. Brandt, R (1998). Powerful Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

14.  Verbal/Linguistic  Musical/Rhythmic  Logical/Mathematical  Visual/Spatial  Bodily/Kinesthetic  Naturalist  Intrapersonal  Interpersonal It is not “how” smart you are, but how you are smart. --Howard Gardner

15. We all assess after an activity, but in a differentiated classroom it is critical to also assess before and during. Information obtained in the pre-assessment can be used to steer the lesson toward the most successful end. Chapman, Carolyn, King Rita (2005). Differentiated Assessment Strategies. Thousand Oaks, California. Corwin Press, INC.

16. 1. I study best when it is quietyes no 2. I am able to ignore the noise of other people when I am workingyes no 3. I like to work at a table or deskyes no 4. I like to work on the flooryes no 5. I work hard for myselfyes no 6. I work hard for my parentsyes no 7. I will work on an assignment until it is completed no matter whatyes no 8. Sometimes I get frustrated with my work and do not finish ityes no 9. When my teacher gives an assignment, I like to have exact steps on how to complete ityes no 10. When my teacher gives an assignment, I like to create my own steps on how to complete it.yes no 11. I like to work by myselfyes no 12. I like to work in pairs or in groupsyes no 13. I like to have an unlimited amount of time to work on an assignment yes no 14 I like to have a certain amount of time to work on an assignmentyes no 15 I like to learn by moving and doingyes no 16 I like to learn while sitting at my deskyes no