1. Differentiated Instruction why and how?
Amy Walls – Inspiration for Instruction

4. Differentiated Instruction why?

6. Gardner's Theory of Multiple Intelligences
Learning Profile
Gardner's Theory of Multiple Intelligences

7. Why D.I.? Everyone is good at something
and everyone has difficulty with something.

8. Why D.I.? Different students need different paths
to achieve a common given learning goal.

9. Why D.I.?
The goal of a differentiated classroom is maximum student growth and individual success. Personal success is measured, at least in part, on individual growth from the learner’s starting point- whatever that might be.”

10. Differentiated Instruction how?

11. How to D.I.?
Tiered Instruction

12.
Start at 6:33 Stop at 9:02

13. Tips for Tiering
1) Tasks should be based on an essential concept or skill.
2) Levels should be driven by ongoing assessment.
Progress is the goal- plan for it!
3) Use various instructional materials
that provide different levels of complexity and multiple learning profiles.
4) Regardless of level,
all tasks should be meaningful and interesting.

14. https://drive.google.com/open?id=0ByX7JhlzfMmTbGEtanlFOEhUUEk

15. Planning Tiered Instruction
1) Key Concept Identify what the students will know/understand/do 2) Pre-Assess Determine student readiness, interest, or learning profile 3) Whole Group Intro Design a common experience for the class- a hook / mini lesson / inquiry 4) Tiered Activity Determine an ’on level’ activity and adjust up or down to create parallel activities Adjust pace, materials, number of steps, level of dependency or complexity 5) Wrap Up Summary activities could include discussion, debate, ticket out, etc.

16. Tier-Friendly Instructional Materials

17. https://www. readworks. org/find-content#

21. https://phet.colorado.edu/en/simulations/category/new

23. https://listenwise.com/

24. How to D.I.?
Choice Boards

25. https://www. teachingchannel
5 minutes

30. in a way best suited to them.
Differentiation comes from giving students choices in how they complete a targeted goal.
Each format hits the essential question, but scaffolds it in a way that will allow the students to express their knowledge
in a way best suited to them.
I equate it to the variety cereal pack. Would you want to do the same type of assessment day in and day out?
You still want to eat cereal- right? Just not the same kind every day.
- Sarah Minnick, High School Social Studies Teacher

31. Personalized Notetaking
How to D.I.?
Personalized Notetaking

38. How to D.I.?
R.A.F.T.

39. https://www. teacherspayteachers

41. High Expectations are Essential
I swing for the fences…
by that I mean I teach to the top of the class
and figure a way to get the rest to get up there.
If you do that, they learn to expect more from themselves and they learn to be a team...
Helping each other do more than they thought they could and finding ways to compensate.
– Marsha Ratzel, Middle School Math/Science Teacher

43. Lesson Evaluation Does it account for various student interests?
Does it accommodate different learning profiles?
Does it provide scaffolds or tiered options
for multiple readiness levels?
Are all tasks meaningful and interesting?
How would you modify the structure of the
lesson for your classes?

48. Credits
instruction/