1. Mark Benthall 2007

2.  Within the classroom, students differ from each other in mental, physical, social, and emotional development.  Differentiation is a PHILOSOPHY that enables teachers to plan strategically in order to reach the needs of the diverse learners in classrooms today.

3.  Differentiation is not a set of tools, but a philosophy that a teacher embraces to reach the unique needs of every learner.

4.  Differentiated instruction gives the teacher a variety of options to successfully reach targeted standards.

5.  The content that students learn  The process or activities being used  The types of products assigned  The learning environment http://www.readingrockets.org/article/what- differentiated-instruction

6.  ALL students, to succeed, need to believe that they can learn, and that what they are learning is useful, meaningful, and relevant.

7.  Effective teachers believe that ALL students can learn and can be successful.  Effective teachers create a climate where all students feel included.  Effective teachers believe that there is potential in each learner and commit to finding the key that will unlock that potential.

8.  There is no wrong opinion  No put-downs or sarcasm  Everyone must be heard  Mistakes are learning points

9.  Emotions and Learning:  Students living in fear cannot learn.  The classroom must feel safe. ◦ Safety in the classroom means intellectual safety as well as physical safety.  Students who are challenged beyond their skill level are more concerned about being embarrassed or laughed at than the quest for learning.

10.  Emotions and Learning:  In classes where the teacher simply teaches to the “middle,” some students may be bored from a lack of challenge and others may feel fearful from too great a challenge.

11.  Emotions and Learning:  Teachers need to consider where their learners are in relation to the learning goal and plan learning experiences just beyond the skill level of each student.  All students are more likely to be engaged in learning, rise to the challenge, and have a sense of self-confidence as they approach the task… if they feel they have a chance to succeed.

12.  Emotions and Learning:  Teachers need to consider the degree of complexity of the learning tasks so that they will be challenging, but not overwhelming to the students.  Students are most productive in that delicate zone between boredom and anxiety.

13.  Emotional Excellence  Emotional intelligence is a person’s ability to use his or her emotions intelligently.  It involves maintaining a balance between reason and emotion.  The emotional environment interacts with instruction and influences how information is consolidated.

14. Emotional intelligence can be organized as a set of emotional competencies that occur in 5 domains: 1. Self-Awareness 2. Managing Emotions 3. Self-Motivation 4. Empathy 5. Social Skills

15. Traditional Classroom  Student differences are masked and acted upon when problematic  Assessment is most common at the end of learning to see “who got it” Differentiated Classroom  Student differences are studied as a basis for planning  Assessment is ongoing and diagnostic to make instruction more responsive to learners needs

16. Traditional Classroom  A relatively narrow sense of intelligence prevails  A single definition of excellence exists Differentiated Classroom  Focus on multiple forms of intelligence is evident  Excellence is defined in large measure by individual growth from a starting point

17. Traditional Classroom  Student interest is infrequently tapped  Relatively few learning profile options are taken into account Differentiated Classroom  Students are frequently guided in making interest- based learning choices  Many learning profile options are provided for

18. Traditional Classroom  Whole-class instruction dominates  Coverage of text and curriculum guides drive instruction Differentiated Classroom  Many instructional arrangements are used  Student readiness, interest, and learning profile shape instruction

19. Traditional Classroom  Mastery of facts and skills out of context are the focus of learning Differentiated Classroom  Use of essential skills to make sense of and understand key concepts and principals is the focus of learning

20. Traditional Classroom  Single option assignments are the norm  Time is relatively inflexible Differentiated Classroom  Multi-option assignments are frequently used  Time is used flexibly in accordance with student needs

21. Traditional Classroom  A single text prevails  Single interpretations of ideas and events may be sought Differentiated Classroom  Multiple materials are provided  Multiple perspectives on ideas and events are routinely sought

22. Traditional Classroom  The teacher directs student behavior  The teacher solves problems Differentiated Classroom  The teacher facilitates students’ skills at becoming more self-reliant learners  Students help other students solve problems

23. Traditional Classroom  The teacher provides whole class standards for grading  A single form of assessment is often used Differentiated Classroom  Students work with the teachers to establish both whole-class and individual learning goals  Students are assessed in multiple ways