1. Increasing Student Achievement through Differentiated Instruction

3. Objectives: What Differentiated Instruction is and isn’t.
Begin differentiating the content, process, and product of lessons based on the readiness, interests, and learning profiles of students.
Evaluate current beliefs and practices in light of the DI model and philosophy.
Understand the five non-negotiables of DI in the classroom.
Map out a plan for getting started with DI.
Create a differentiated anchor center.

5. Timed think pair share

7. Explain responsive verus reactive

11. Differentiation is synonymous with good teaching.
Differentiation is not a curriculum. It is a way of thinking about teaching and learning.
Differentiation is synonymous with good teaching.

12. Strengthen your previous definition - turn to a partner

13. Non-negotiables of Differentiated Instruction:
Supportive Learning Environment
Continuous Assessment
High Quality Curriculum
Respectful Tasks
Flexible Grouping
Strengthen your previous definition - turn to a partner

14. How do teachers differentiate? handout

15. Handout on the back slide 15

16. Example of both supportive Learning environment and continuous assessment

17. As teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible but before we can begin to differentiate, we must come to know our students. Discovering what your students already know before beginning a unit of study can be accomplished through the use of preassessments. The use of interest inventories and multiple intelligence checklists provides important information about students’ learning profile.

18. Burns and Purcell, 2002

20. Burns and Purcell, 2002

21. Think time-stand up hand up pair up

23. Flexible grouping is at the heart of differentiated instruction
Interest
Ability
Learning Style
Questions
Flexible grouping is at the heart of differentiated instruction
Group Longevity
Product Style
What are the considerations of the flexible grouping strategy? Stand up, Hand up, Pair up (twice) teachers share components (5 minutes total)
After: Teacher Check answers as components are revealed
Information : Flexible small groups are within class grouping in which membership varies according to ability (same ability, mixed ability), interest or questions, learning style or processing style, product style, group longevity, group size (2-10). Groups can be teacher-selected, student-selected, purposeful or random.
Group Size
Purposeful or Random
Teacher or Student Selected

26. Scaffolding Differentiation Content Process Affect/ Environment
Providing support needed for a student to succeed in work slightly beyond his/her comfort zone.
For example…
Directions that give more structure, or less
Tape recorders to help with reading or writing beyond the student’s grasp
Icons to help interpret print
Reteaching/extending teaching
Modeling
Clear criteria for success
Reading buddies (with appropriate directions)
Double entry journals with appropriate challenge
Teaching through multiple modes
Use of manipulatives when needed
Gearing reading materials to student reading level
Use of study guides
Use of organizers
New American Lecture Tomlinson, 2000
Content
Process
Affect/
Environment
Product
Readiness
Interest
Handout
Learning Profile

33. Cubing

36. Individually: Choose one or two differentiated strategies that you presently use or plan to implement. What modifications would be necessary to meet student’s varying readiness, interests and learning profile. Ie. Differentiating process and product: Choose 4 tasks to process _________ text or concept. This choice board includes DI of both process and product. The content is scaffolded as a result.
Round Robin at your table to share ideas. Start with the person who has the most experience.

38. Getting Started Low and High Prep Differentiation Strategies
Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep strategies might require a teacher to strategically create process and product choices for students, but students are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep strategy each quarter is a reasonable goal.

39. Formula for Starting
Spend time studying your students, take notes ,interest inventories,
pre-assess
Choose 3 or 4 low prep strategies to use regularly- every week
Every quarter develop 1 high quality high prep strategy
Establish and teach Anchor Centers

40. Turn and talk: What two behaviors, strategies or activities will you implement during the first week of school or all year?

41. Low prep strategies are ones that take little or no preparation
Low prep strategies are ones that take little or no preparation. What 3 or 4 will you implement this first quarter.
Note:
Orbital studies can be done individually or in small groups. They are usually done in middle years to high school classrooms and are short term (3-6 weeks). Students are able to choose their own topic that orbits around the curriculum. Once the students have completed their investigation, they present it to five of their classmates for minutes using a display or demonstration; they also have a 1 page handout for their audience.

42. High Prep Strategies Cubing Tiered Assignments/ products
Independent Studies
4Mat
Multiple Texts
Compacting
Literature Circles
Readers/Writers Workshop
Learning Centers/Stations
Alternative Assessments
Learning Contracts
Choice /Tic-Tac- Toe(Think) Boards
Tape Recorded materials at different levels
High prep strategies are ones that require support and repetition for fluency of use. Generally you choose one per quarter and incorporate with other low prep strategies and previously established strategies.
This first quarter, establishing learning centers/stations is our focus. It will take a full quarter to successfully establish the routines, procedures and initial anchor centers.

48. Centers are usually formative in nature and ungraded.

50. Anchor Centers
Top Ten
Using Pictures to Show What You Know “I Can Use It”
Instead of using a worksheet, students choose a magazine picture and apply and utilize a language arts, reading or writing skill.
Tic Tac Grid
Students practice and review different curriculum areas using a shower liner grid.
Four Squares
Guided reading follow up
Making Words
Choice Board
FYI: Choice boards can made with pictures instead of words
Patricia Pavelka
Patricia Pavelka- live link on her name within slide

51. Goals for Week One Students and teachers will know each others names
Students and teachers will be able to name some interesting and out –of- school activities or experiences of members of the class
Students will know the basic expectations for and will successfully perform the following basic routines of the school day with close teacher supervision and reinforcement:
Arrival , Transitions, lining up and moving through the halls, bathroom procedures, recess, activity / work times, lunch, signals, work-sharing, whole group meetings, quiet time, cleanup, dismissal
Students and teachers will name and share their hopes and dreams for the school year.
Students and teachers will generate ideas and procedures for using basic tools and materials for reading , math, writing and recess.
Each child will present her/his work to the group at least two or three times ( with exceptions made for very shy children)
Children’s art, writing, and personal artifacts will be displayed around the room.
Handout
Teachers work to differentiate goals for week one where applicable.

52. Turn and talk: What two behaviors, strategies or activities will you implement during the first week of school or all year?

53. Next Steps Explore Wiki resources
Create an anchor center for your class
Look at the goals for the first week of school.
How will you differentiate?
What strategies will you use?
Have materials available for choice of process and product
And don’t forget, differentiation with technology is