2. Differentiated Instruction Beth Ackerman, Ed.D. backerman@liberty Notes at - http://works.bepress.com/beth_ackerman/ http://works.bepress.com/beth_ackerman/

3. What do You Wish to Learn Today? What do You Wish to Learn Today? KWL

4. Today’s Objectives Participants will believe it is our mission as Christians to reach ALL students including students with learning disabilities. Participants will believe it is our mission as Christians to reach ALL students including students with learning disabilities. Participants will understand the characteristics of Learning Disabilities. Participants will understand the characteristics of Learning Disabilities. Participants will utilize differentiated instruction to reach ALL learners. Participants will utilize differentiated instruction to reach ALL learners. Participants will be able to share various techniques and ideas for using differentiated instruction. Participants will be able to share various techniques and ideas for using differentiated instruction.

5. Our Mission in Reaching ALL students The Great Commission The Great Commission Matt. 28:19-20 Matt. 28:19-20 Elitism vs. The Least of These Elitism vs. The Least of These Luke 14:12-14 & Luke 9:48 Luke 14:12-14 & Luke 9:48 Making Disciples Making Disciples Luke 6:40 & Phil 4:9 Luke 6:40 & Phil 4:9

6. Expecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size clothing. – Madeline Hunter

7. Do Learning Disabilities Really Exist? Scatter of Ability * Verbal Comprehension Index * Perceptual Organization Index * Freedom from Distractibility Index * Processing Speed Index WISC – R Psychological Assessment

8. Students who struggle with learning typically have trouble with - Organization Organization Following directions Following directions Staying on task, attending Staying on task, attending Interpreting & remembering information Interpreting & remembering information Basic Skills Basic Skills Low expectation by others Low expectation by others Knowing how to learn, using metacognition Making connections Learning styles that are different than the teacher Being “active” and engaged as learners

9. What are the Different Modalities? Visual Visual Auditory Auditory Kinesthetic Kinesthetic

10. How do we teach these students? Differentiated Instruction Differentiated Instruction Teaching and Learning Strategies Teaching and Learning Strategies

11. What is the Answer? “I wish there was something I can do…but…” “I wish there was something I can do…but…” “I have too many students…” “I have too many students…” “I don’t have time…” “I don’t have time…” “What about everyone else in the class?” “What about everyone else in the class?” Differentiated Instruction & Learning Strategies

12. What is Differentiated Instruction? A way of teaching and thinking A way of teaching and thinking Adapt learning to the individual students Adapt learning to the individual students Based on student readiness, profile, modalities, and interests Based on student readiness, profile, modalities, and interests Paul’s example ( 1 Cor. 9:19-23 – “…I have become all things to all men…”) Paul’s example ( 1 Cor. 9:19-23 – “…I have become all things to all men…”)

13. Key Principles of a Differentiated Classroom What matters in subject matter? What matters in subject matter? Recognize, appreciate and build on student differences Recognize, appreciate and build on student differences Assessment and instruction are inseparable Assessment and instruction are inseparable Adjust content, process, and product in response to student readiness, interests, and learning profile Adjust content, process, and product in response to student readiness, interests, and learning profile All students participate in respectful work All students participate in respectful work

14. Key Principles of a Differentiated Classroom Goals of a differentiated classroom are maximum growth and individual success Goals of a differentiated classroom are maximum growth and individual success Be Flexible Be Flexible Emphasize critical and creative thinking Emphasize critical and creative thinking Be engaging Be engaging Teachers and students are collaborators in learning. Teachers and students are collaborators in learning.

15. Tiered Assignments Description of strategy – In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas. Description of strategy – In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas. Create Learning Contracts Create Learning Contracts

16. Low-Prep Differentiation Choices of books and materials Choices of books and materials Homework options Homework options Reading buddies Reading buddies Varied journal prompts Varied journal prompts Varied pacing Varied pacing Student-teacher goal setting Student-teacher goal setting Work alone/together Work alone/together Jigsaw Jigsaw Open-Ended activities Flexible seating Varied computer programs Varied modes of expression Varied note taking Varying graphic organizers Think-Pair-Share Collaboration, independence, cooperation

17. High-Prep Differentiation Tiered activities/labs Tiered activities/labs Tiered products Tiered products Class-wide peer tutoring Class-wide peer tutoring Multiple texts Multiple texts Independent studies Independent studies Alternative assessments Alternative assessments Varied rubrics Varied rubrics Stations Stations Literature circles Literature circles Interest Circles Tiered Centers Learning contracts Multiple intelligences options Spelling by readiness Community mentors Teams, games, tournaments Group investigation Tape recorded materials

18. Learning Strategies Graphic Organizers Graphic Organizers Mnemonics Mnemonics Assistive Technology Assistive Technology Grading Rubrics Grading Rubrics Excellent Proficient Developing Thesis Statement Support Organization

19. Use Advance Organizers and Study Tools!! Graphic Organizers Graphic Organizers Pictures/Mapping Pictures/Mapping

20. Jelly Fish

21. Hamburger

22. MNUEMONICS for Writing COPS COPS Capitalization Organization Punctuation Spelling

23. WRITE Work from plan to develop thesis Remember your goals. Include transition words. Try different sentence types Exciting, interesting $100,000 words

24. Assistive Technology Digital Voice Recorders Often students have a disconnect with the spoken and written word Often students have a disconnect with the spoken and written word Solution - Record their thoughts Solution - Record their thoughts Speaking to type computer programs Speaking to type computer programs

25. Ideas for Encouraging Creativity Rewrite Aesop fables (same moral with a human story) Rewrite Aesop fables (same moral with a human story) Found Poetry/Magnetic Poetry Found Poetry/Magnetic Poetry Mad-libs Mad-libs

26. Share your ideas - What are some of the advanced organizers and study guides that you use? What are some of the advanced organizers and study guides that you use? Do you use mnemonics, graphic organizers, etc? Do you use mnemonics, graphic organizers, etc?

27. Journal Writing Write, write, write… Respond to ideas (fortune cookies, poetry, etc) Free writing Varied Journal Prompts Guess what is in the box

28. Powerful Product Assignment Identify the essentials of the study/unit Identify the essentials of the study/unit Identify one or more formats or “packaging options” for the product Identify one or more formats or “packaging options” for the product Determine expectations of quality Determine expectations of quality Decide on scaffolding you may need to build in order to promote success (timelines, storyboard, critiquing, revising, etc.) Decide on scaffolding you may need to build in order to promote success (timelines, storyboard, critiquing, revising, etc.)

29. Powerful Product Assignment Develop a product assignment that is relevant, measurable, observable Develop a product assignment that is relevant, measurable, observable Differentiate or modify versions of the assignment based on student readiness, interest and learning profile Differentiate or modify versions of the assignment based on student readiness, interest and learning profile Coach for success Coach for success Celebrate accomplishments Celebrate accomplishments

30. Examples of a Powerful Product Simple – As a learning group, create a time line on bulletin board paper. Create a news letter that represents an historical time period. Simple – As a learning group, create a time line on bulletin board paper. Create a news letter that represents an historical time period. Complex – Group science fair project. Write and perform a play using Bible characters Complex – Group science fair project. Write and perform a play using Bible characters What ideas do you have? What ideas do you have?

31. People Who did NOT Give Up! Thomas Edison (inventor) – people thought he was retarded Ann Bancroft (explorer) – 1 st woman to reach North Pole. She had trouble learning how to read Woodrow Wilson (President) – did not learn to read until he was 11 years old. Albert Einstein (mathematician) – he had trouble with math in school Patricia Polacco (children’s author) – did not learn to read until she was 14 years old. Charles Schwab (founder, chairperson, and CEO of the Charles Schwab Corporation, the largest brokerage firm in the U.S) - has dyslexia

32. Charles Schwab “the A students work for the B students. The C students run the businesses. And the D students dedicate the buildings” “the A students work for the B students. The C students run the businesses. And the D students dedicate the buildings” Fortune Magazine - http://money.cnn.com/magazines/fortune/fortune_archive /2002/05/13/322876/index.htm Fortune Magazine - http://money.cnn.com/magazines/fortune/fortune_archive /2002/05/13/322876/index.htm http://money.cnn.com/magazines/fortune/fortune_archive /2002/05/13/322876/index.htm http://money.cnn.com/magazines/fortune/fortune_archive /2002/05/13/322876/index.htm

33. Websites - Resources Graphic Organizers - http://www.enchantedlearning.com/graphicorganizers / Graphic Organizers - http://www.enchantedlearning.com/graphicorganizers / http://www.enchantedlearning.com/graphicorganizers / http://www.enchantedlearning.com/graphicorganizers / Rubrics - http://rubistar.4teachers.org/index.php Rubrics - http://rubistar.4teachers.org/index.phphttp://rubistar.4teachers.org/index.php Virtual Math - http://nlvm.usu.edu/en/nav/vlibrary.html Virtual Math - http://nlvm.usu.edu/en/nav/vlibrary.html http://nlvm.usu.edu/en/nav/vlibrary.html Differentiated Instruction - http://www.ascd.org/pdi/demo/diffinstr/differentiate d1.html Differentiated Instruction - http://www.ascd.org/pdi/demo/diffinstr/differentiate d1.html http://www.ascd.org/pdi/demo/diffinstr/differentiate d1.html http://www.ascd.org/pdi/demo/diffinstr/differentiate d1.html Learning Disabilities – http://www.ldonline.org Learning Disabilities – http://www.ldonline.orghttp://www.ldonline.org Educational Rap - http://www.educationalrap.com/ Educational Rap - http://www.educationalrap.com/http://www.educationalrap.com/ Carol Tomlinson’s books – leading researcher Carol Tomlinson’s books – leading researcher

34. Review - KWL KWL Believe it is your responsibility to help ALL of your students learn Believe it is your responsibility to help ALL of your students learn Understand their difficulties and struggles to learn Understand their difficulties and struggles to learn Utilize differentiated Instruction Utilize differentiated Instruction Share your ideas with others Share your ideas with others