1. An Introduction to Differentiated Instruction
October 23, 2015
Dr. Drew Dooley
Lexi Miles

2. Original Group Norms
Limit technology distractions (Place phones on silent; please use laptops/tablets to take notes and collect evidence).
Be punctual (sessions, breaks, lunch, small group work).
Let others finish what they are saying without being interrupted.
Show respect for each other’s opinions.
Be brief and to the point when speaking.
Agree to disagree.
Share your best practices.

3. New Group Norms
I trust that you will make sure you get what you need from this session
I trust that you will use this information to improve your teaching practices
I trust you will ask the questions you need answered

4. Session Objectives Learn the definition of differentiated instruction
Gain awareness of the differentiated instruction approach
Learn about strategies for implementing differentiated instruction
Understand differentiated instruction is complex and should be implemented slowly and thoughtfully

5. Introductions At your table, introduce yourself by:
Giving your name, title, and where you are from
Rolling the cube
Responding to the question on the cube
Then pass the cube to someone who has not had a turn
Shortest person begins…
5 minutes

6. Individual Activity
Each person will need one piece of plain, white paper found under the box in the center of your table
Title it with the grade level and/or content area you teach (do NOT put your name on it)
Without talking to your table mates, draw a rough diagram of your classroom as it looks today.
Include your desk, student desks, and if possible any technology you may have in your classroom
Add anything you feel is important
When finished, put your picture in the brown envelope on the table.

7. The Myth of Average
Video located on Youtube.com

8. Before you speak… Take a minute and think
Think of 5 students you have struggled with, but you can see their potential and you want to reach them
Write their names on a Post It note and put it away
We will come back to it later

9. Now… With your table mates, discuss the following:
What “spoke” to you in the video (if anything) and why?
What have you done to reach beyond the average student?
How do you “teach to the edges”?

10. So, how DO we “Teach to the Edges?”
First, we have to adjust our mindset….

11. The Predictive Power of Mindset
FIXED
Success comes from being smart
Genetics, environment determine what we can do
Some kids are smart—some aren‘t
Teachers can‘t override students‘ profiles
GROWTH
Success comes from effort
With hard work, most students can do most things
Teachers can override students‘ profiles
A key role of the teacher is to set high goals, provide high support, and ensure student focus—to find the thing that makes school “work” for a student
The mindset YOU use to approach a student and his/her learning directly effects how THEY will learn.

13. Step two in our journey to the Edge…
You have to know where your students ARE, before you can help them get to where they are going.
Assessment…

14. Effective Pre-Assessment
Sets the stage for successful differentiation
Is accessible to all students
Does not discriminate by differences
Allows the teacher to see what students “do” know
Assesses prerequisite skills and knowledge
AKA Diagnostic Assessment

15. Formative Assessment Should happen every 7-10 minutes
“Shapes” instruction
Guides the varying levels of differentiation needed
Improves student access to the material
Provides ongoing feedback
Helps students identify areas of need, strength and target skills

16. Summative Assessment
Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period.
Usually high stakes with a point value

17. You and assessment
Think of the last complete lesson you taught.
In what ways did you use formative assessment to evaluate student understanding and progress?
How did your formative assessments guide your instruction?
What did the summative assessments tell you about your teaching?
Find a partner at a nearby table with the same number as you. Share your response to the question and then listen to theirs.
Find someone at a different table with either an odd or even number depending on what your number is. Odd with odd, even with even
Go back to your table. Share your next response with your table group

18. Break Time!
When you return, sit at the table with the same NUMBER as is marked on your folder.
No fair changing numbers…..just sayin’

19. Differentiation Dive
At each table are Differentiation Toolkits (baggies with papers in them - one for each person).
When instructed, remove the papers
Read the directions on how the activity may be used
Look at the examples
Discuss your thoughts with your group
Complete the Differentiation Dive worksheet in your folder

20. Jigsaw Share
Keep your Differentiation toolkit with you and move to the table that has the same COLOR as marked on your folder.
Check to be sure you have a representative from each table in your group. You may need to add chairs to accommodate everyone. You may move anywhere you would like.
Beginning with table 3, go around the group and share your piece of the Differentiation Dive activity. Be sure to include your worksheet responses and show the examples.
As a listener – ask questions, look at the examples, take notes
Be sure everyone has a chance to share. You do not need to go in numerical order.

21. Teaching to the Edges Feedback
What are your take aways from this activity?
How can these activities help you to Teach to the Edges?

22. Changing our Cockpit…
At your table is an envelope with the drawings we made of our classrooms earlier today
Take one out and look at it with the eyes of a Differentiation Recruit
Take note of the grade level and content area
What suggestions could you offer this person to improve opportunities for differentiation?
How could the configuration of the room be developed to provide the best possible learning environment?
What do you see that works?
Write your thoughts and suggestions on the back of the picture. (Draw a picture if you need to.)

23. Hang ‘em up, up, up!
When finished with your comments, get a piece of tape from the front table and hang up the drawing on the wall by the door.
Be sure the drawing side of the paper is facing out.
You can pick up your drawing on your way out today.

24. What about Billy?
Take out the list of 5 student names you made earlier
Thinking about what you have learned today, what techniques are you willing to try to reach these students?
Write these ideas down and include the Post It note with their names

25. Final Thoughts Questions? Thoughts? Comments?
Please fill out the survey sheets at your table on your way out.

26. Dr. Drew Dooley drew.dooley@nmsli.org Lexi Miles newmiles2004@Hotmail.com
Thank you to Sheryl White for your help and inspiration!