1. IS THIS HOW YOU SEE DIFFERENTIATION?

2. WHAT IS DIFFERENTIATION?
Peach Professional Learning Conferences 2016 WORKSHOP AGENDA 4
WHAT IS DIFFERENTIATION?
Closing & Survey 3
How Can I Incoorporate it in My Classroom? 2
Why me? … An Explanation 1
What is Differentiation?

3. SSSHHHH/SHARE… 1. Pick a Column. 2. Write or Draw silently. 3
SSSHHHH/SHARE… 1. Pick a Column Write or Draw silently Be ready to share
Write a DEFINITION of differentiation you feel clarifies its key intent, elements, and principles
Write an explanation to a new teacher what differentiation is in terms of what a teacher would be doing in the classroom – and why. Your explanation should create an image of differentiation in action in a real setting.
Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about differentiation.

4. 1 2 3 4 5 The Components of Differentiated Learning
CONTENT – The “WHAT” of Teaching 2
PROCESS – The “HOW” of Teaching 3
PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4
ENVIRONMENT – The “WHERE” of Learning 5

5. CONTENT – The “WHAT” of Teaching
“It does not mean teaching different content; it means teaching the content differently by adjusting the levels of depth, complexity, and readability of the materials.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 11, 43
ON-GOING assessment of Students’ Skills and Knowledge
Provide students with basic and advanced resources that match their level of understanding
Provide CHOICES about topics to explore in greater depth
Formal Assessments
Tiered Assignments - (based on Informal Assessments)
Varied Texts
Closing AFLs & TOTD
Each One – Teach One (based on Informal Assessments)
Choice Boards

6. CONTENT – The “WHAT” of Teaching
CONTENT – The “WHAT” of Teaching “It does not mean teaching different content; it means teaching the content differently by adjusting the levels of depth, complexity, and readability of the materials.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 11, 43

7. 1 2 3 4 The Components of Differentiated Learning
CONTENT – The “WHAT” of Teaching 2
PROCESS – The “HOW” of Teaching 3
PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4
ENVIRONMENT – The “WHERE” of Learning

8. PROCESS – The “HOW” of Teaching
PROCESS – The “HOW” of Teaching Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. A familiar synonym for process is activity. ” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 56
ON-GOING assessment of Students’ Skills and Knowledge
Provide students with basic and advanced resources that match their level of readiness
Provide activities that address the Learning Styles of students
Scaffolding- splitting content into smaller skills needed for mastery (based on Informal Assessments)
Informal Assessments
Presenting material using auditory, visual, kinesthetic, etc modes
Compacting- Eliminates what is already known (based on Informal Assessments)
Closing AFLs & TOTD
Planning activities that have students using a variety of modes; auditory, visual, kinesthetic, etc.

9. PROCESS – The “HOW” of Teaching
PROCESS – The “HOW” of Teaching Process is how the learner comes to make sense of, understand, and “own” the key facts, concepts, generalizations, and skills of the subject. A familiar synonym for process is activity. ” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 56

10. 1 2 3 4 The Components of Differentiated Learning
CONTENT – The “WHAT” of Teaching 2
PROCESS – The “HOW” of Teaching 3
PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4
ENVIRONMENT – The “WHERE” of Learning

11. PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning
PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning “A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77
Encourage students to create their own product assignment as long as it contains required elements
ON-GOING assessment of Students’ Skills and Knowledge
Provide students with rubrics that match and extend their varied skill levels
Clarify expectations for an assignment to ensure that the product being completed aligns with what has been learned
Informal Assessments
Design a web page for concept
Provide a checklist of all the requirements for an assignment for students to refer to
Closing AFLs & TOTD
Design and teach a class

12. PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning
PRODUCT – The ”SHOW WHAT YOU KNOW” of Learning “A good product causes students to rethink what they have learned, apply what they can do, extend their understanding and skill, and become involved in both critical and creative thinking.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77

13. 1 2 3 4 The Components of Differentiated Learning
CONTENT – The “WHAT” of Teaching 2
PROCESS – The “HOW” of Teaching 3
PRODUCT – The “SHOW WHAT YOU KNOW” of Learning 4
ENVIRONMENT – The “WHERE” of Learning

14. ENVIRONMENT – The “WHERE” of Learning
ENVIRONMENT – The “WHERE” of Learning “A differentiated classroom environment encourages and facilitates community building that creates a classroom where teachers and students work together to collaborate and share responsibility for learning.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77
The physical environment should allow for flexibility to attend to both group and individual needs.
Establish a vehicle for providing constructive feedback on student growth and progress.
ON-GOING assessment of Students’ Skills and Knowledge
Assess a classroom set-up for ways the physical space contributes to student learning.
Informal Assessments
Create a strategy for empowering students to take ownership of their own learning.
When students assume ownership and responsibility for learning, the result is high motivation and achievement.
Plan flexible room arrangements to support an effective learning environment.
Closing AFLs & TOTD

15. ENVIRONMENT – The “WHERE” of Learning
ENVIRONMENT – The “WHERE” of Learning “A differentiated classroom environment encourages and facilitates community building that creates a classroom where teachers and students work together to collaborate and share responsibility for learning.” ~ Carol Ann Tomlinson, 1999 The Differentiated Classroom, p. 77

17. Forensic Chemistry
Front Lab Table
Teacher Desk
Dorian
Marlaetrice
Stephanie
Kara
Luis
Jimmie
Anesa
Tyseon
Hunter
Makayla
Victor
Alondra
Dalia
Emily
Lontravious
Amber
Tray
Scotty
Jacob
Griffin
Cidney
Libi
Grouping Mechanism- Atomic Clues Assessment Scores: Heterogeneous
Kayla
Jorge
Amanda

18. Looking at Data to Form Differentiated Groups
Work Session
Looking at Data to Form Differentiated Groups

20. QUICK CHECK FOR UNDERSTANDING
Identify at least ONE thing you heard in this session that you will definitely use in your own classroom. Why did you choose this?