2. It’s that word again – Differentiation!
WHY Differentiate?

5. Agenda Setting the Stage for 2016-2017
How Can We Meet the Needs of Our Diverse Classroom Populations?
Multiple Intelligences
Differentiation Strategies
Sharing Projects and Strategies for the First Nine Weeks
Team Planning
Chorally read outcomes

6. What is Differentiated Instruction?
“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction..” --Carol Ann Tomlinson
According to Carol Ann Tomlinson, a current researcher on DI, sums up what Di is…
Read slide
Go to next slide to see what it look like

7. What is NOT Differentiated instruction?
Teaching the same way everyday.
Using the same tools everyday.
Moving forward and never re-teaching.
Only data kept is a grade book.
Only feedback students get is the grade on the paper.
All students are doing the same assignment.

8. Howard Gardner’s Multiple Intelligences
Using the graphic organizer provided, jot down key ideas you hear in the interview.

9. Essential Questions Why do we need to differentiate instruction?
How do we differentiate instruction?
Before: Think-Write-Pair-Share
During: Coding the Text & Jigsaw
After: 3-2-1

10. Think-Write-Pair-Share Why Differentiate?
Why do we need to differentiate instruction in our classrooms?
Think…think…think
Write your thoughts down on a sticky note.
Pair up with a partner to discuss why do we need to differentiate.
Share out whole group.
Say:
We have refreshed our memory on what Differentiated instruction is, but why all of the fuss…..why do we need to differentiate instruction now…….I have been teaching for 30 years and I do not see a need for it……Let’s investigate this question.
Read slide
(Give Handout of what lead researchers say about why we need to differentiate).
Read the research to validate your thinking….did you have some of the same reasons.

11. We need to differentiate…
To improve academic achievement
To help English Learner students have connections with things they already know
To help build prior knowledge in students who have not been exposed to certain information and experiences
To increase the challenge level for students who already have a lot of prior knowledge and strong thinking skills
To provide more help and support for struggling learners
To get some students more interested and excited about learning
To prepare students to be college and career ready
To improve students’ confidence in their learning
To…
Read through slide
Say:
Think of you classroom
T/T your elbow partner one reason that stands out to you why we need to differentiate.

12. Easier Said than done, right?
So, you may be wondering how can I differentiate instruction?

13. Differentiate with three steps
Design Lessons based on
Content
Process
Product

14. Differentiated Instruction Involves
What you want the students to learn
The materials and resources
The ways in which the students learn the content
The learning activities
The outcome at the end of the lesson
The ways you are assessing the learner
Content
Process
Product
After knowing your learners, these are the three areas you can differentiate in…read slide.

15. Step One: Differentiate Content
Differentiate your lesson based upon “what” the students will learn.
When there are great variations in readiness levels, the teacher should differentiate the content.
Choosing multiple texts to support the learning abilities in the classroom.
Chunking the size of the text based on the various learners in the classroom.
Embedding video clips relevant to the outcomes for the day.
Read slide and discuss

16. Activity: Coding the Text
Differentiated Instruction Handout
1st chunk “Differentiating the content/Topic”
Circle examples you are currently implementing.
Star your next steps.
Turn & Talk with your partner about what you starred.
Pass out handout 3:
Follow directives on slide.
Say:
Go to the rigor foldable. Differentiating the content directly relates to the expectations of rigor. Document on the inside of the foldable ways to differentiate expectations.

17. Step Two: Differentiate Process
The students need to understand the content.
The process or activities used to help the students understand and master the content describe the process of differentiation.
Teachers may differentiate based upon student’s learning profiles (one-on-one partnering, computer, role-playing, tutoring, hands-on, etc.)
Read slide and discuss

18. Activity: Coding the Text
Differentiated Instruction Handout
2nd chunk “Differentiating the Process/Activities”
Circle examples you are currently implementing.
Star your next steps.
Turn & Talk with your partner about what you starred.
Follow directives on slide.
Go to the rigor foldable. Differentiating the process directly relates to the scaffolds of rigor. Document on the inside of the foldable ways to differentiate the process.

19. Step Three: Differentiate the Product
The product shows what a student knows, and is able to do with what he knows.
Students should be able to demonstrate their learning and understanding of content in a plethora of ways.
When differentiating the product, teachers should employ a multitude of assessments based upon students’ abilities, interest & profiles.
Read slide and discuss

20. Activity: Coding the Text
Differentiated Instruction Handout
3rd chunk “Differentiating the Product
Circle examples you are currently implementing.
Star your next steps.
Turn & Talk with your partner about what you starred.
Follow directives on slide.
Go to the rigor foldable. Differentiating the product directly relates to the demonstrations of rigor. Document on the inside of the foldable ways to differentiate the product.

21. Step 1: Differentiate through Content
Step 2: Differentiate through Process
Step 3: Differentiate through Product
As you are recapping, make sure the participants know the 3 steps to consider when planning for differentiated instruction in their lessons.
Click and the steps will fly in.

22. how can I differentiate within the steam/PBL structure?
Teams
Reflection and Goal Setting
Mini-Lessons, Centers, and Resources
Voice and Choice in Products
Formative Assessments
Balanced Teamwork and Individual Work

24. Jigsaw
instruction-ways-to-plan-john-mccarthy
Learner Readiness
Learner Profiles
Learner Interests

25. After: 3-2-1 http://www.ascd.org/ascd-express/vol4/425-video.aspx
Respectful Tasks video