1. Write two sentences.

2. Do students feel this way?

4. Why are we all at the field ??????

5. Differentiating Instruction

6. What is differentiation?
Differentiation is responsive teaching rather than one-size-fits-all teaching.

7. Reform must come from within, not from without.
WE, are the Agents of Change… nothing can change unless we change ourselves
and our ways of teaching
James Gibbons

8. Key Principles of a Differentiated Classroom
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student differences.
Assessment and instruction are inseparable.
The teacher adjusts content, process, learning environment and product in response to student readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaborators in learning.
Goals of a differentiated classroom are maximum growth and individual success.
Flexibility is the hallmark of a differentiated classroom.

9. Interest – Readiness – Learning Profile
Learning Environment
CONTENT
PROCESS
PRODUCT
ASSESSMENT
Pre - Post - Ongoing
for
Interest – Readiness – Learning Profile by
Self – Peers - Teachers

10. Assessment
Pre - Post - Ongoing

11. Examples of Pre-Assessments: What Do You Want to Learn About Rome?
Name: _______________________
These are some of the topics we will be studying in our unit on Ancient Rome.
We want to know what you want to learn about. Number your choices from 1
to 8. Make sure that 1 is your favorite and 8 is your least favorite.
____ geography
____ government (laws)
____ agriculture (foods they grew)
____ architecture (buildings)
____ music and art
____ religion and sports
____ roles of men, women, and children
What Can You Tell Us About Rome?
1. What country is Rome in? ________________________________________________
2. What does the word civilization mean?_______________________________________
_________________________________________________________________.
3. Can you give us some examples of different civilizations? ________________________
__________________________________________________________________.
4. Can you name any famous Roman people? ___________________________________
5. Many things in our country and culture came from the Romans. Can you think of any?
___________________________________________________________________
___________________________________________________________________.

12. Examples of Pre-Assessments: How Do You Like to Learn?
1. I study best when it is quiet Yes No
2. I am able to ignore the noise of
other people talking while I am working Yes No
3. I like to work at a table or desk Yes No
4. I like to work on the floor Yes No
5. I work hard by myself Yes No
6. I work hard for my parents or teacher Yes No
7. I will work on an assignment until it is completed, no
matter what Yes No
8. Sometimes I get frustrated with my work
and do not finish it Yes No
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it Yes 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 myself Yes No
12. I like to work in pairs or in groups Yes No
13. I like to have unlimited amount of time to work on
an assignment Yes No
14. I like to have a certain amount of time to work on
15. I like to learn by moving and doing Yes No
16. I like to learn while sitting at my desk. Yes No

13. Thumb It! Up Sideways Down
Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.
Where I am now in my understanding of ______?
Up Sideways Down
I know a lot I know some I know very little
Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

14. Interest – Readiness – Learning Profile
Learning Environment
CONTENT
PROCESS
PRODUCT
ASSESSMENT
Pre - Post - Ongoing
for
Interest – Readiness – Learning Profile by
Self – Peers - Teachers

15. Teachers can differentiate the following based on student readiness, interest, or learning profile:
Content- what students need to learn or how the student will get access to the information
Process- activities in which the student engages in order to master the content
Products- projects that ask the student to apply and show what he or she has learned
Learning Environments- the operation of the classroom

16. Examples of differentiating content
Providing digital and print materials
Emphasizing vocabulary at the readiness level of students
Presenting the lesson through different modes: visually, auditory, and kinesthetically
Small groups to re-teach or to extend thinking
What will your students learn? How will you teach?

17. Examples of differentiating process
Anchoring activities; tiered activities
Interest centers/stations
Learning contracts
Hands-on support; manipulatives
Extended time
How will your students learn the concepts and skills presented?

20. Examples of differentiating products
Using rubrics that extend students’ skill levels
Providing options to work alone or in small groups
Choice of product assignments
Options of expressing mastery of GLE’s
Challenge, variety, and choice
How will students show what they have learned?
Stephanie Dixon, Instructional Specialist

21. TIC-TAC-TOE Choice Board For a Book Report
Draw a picture of the main character.
Perform a play that shows the conclusion of a story.
Write a song about one of the main events.
Write a poem about two main events in the story.
Make a poster that shows the order of events in the story.
Dress up as your favorite character and perform a speech telling who you are.
Create a Venn diagram comparing and contrasting the introduction to the closing.
Write two paragraphs about the main character.
Write two paragraphs about the setting.

22. Possible Products Map Diagram Sculpture Discussion Demonstration Poem
Profile
Chart
Play
Dance
Campaign
Cassette
Quiz Show
Banner
Brochure
Debate
Flow Chart
Puppet Show
Tour
Lecture
Editorial
Painting
Costume
Placement
Blueprint
Catalogue
Dialogue
Newspaper
Scrapbook
Questionnaire
Flag
Graph
Debate
Museum
Learning Center
Advertisement
Book List
Calendar
Coloring Book
Game
Research Project
TV Show
Song
Dictionary
Film
Collection
Trial
Machine
Book
Mural
Award
Recipe
Test
Puzzle
Model
Timeline
Toy
Article
Diary
Poster
Magazine
Computer Program
Photographs
Terrarium
Petition Drive
Teaching Lesson
Prototype
Speech
Club
Cartoon
Biography
Review
Invention

23. Stephanie Dixon, Instructional Specialist

24. Examples of differentiating the learning environment
Quiet areas of the room
Process in place for collaborative activities
Available materials and resources
Routines for assistance
Opportunities for kinesthetic activities
Is your classroom conducive to customizing instruction?