1. Differentiated Instruction
Embracing Multiplicity
Fall Staff Development
Presented by:
Caice Gallaher and Cheryl Pond

2. Agenda (1/2 day)
Welcome Learning Styles Inventory Video Jigsaw (Differentiation Strategies) Break Question/Answer Thinking Outside the Box (Differentiated Content) Gallery Walk Closure Exit Ticket/Evaluation

3. Agenda (full day) Welcome Learning Styles Inventory Video
Jigsaw (Differentiation Strategies)
Break
Question/Answer
Thinking Outside the Box (Differentiated Content)
Gallery Walk
Exit Ticket
Lunch Break
Menus, Choice Boards and Rubrics
Group Work
Gallery Walk and Share Time
Evaluation Ticket

4. What is Your Style? Learning Styles Inventory Four Corners
Group projects –What is Differentiation?
Presentations

5. What is Differentiated Instruction?

6. The key
The key to a differentiated classroom is that all students are matched with tasks compatible with their individual learner profiles

7. Differentiating Content – MULTIPLE options for taking in information
Process – MULTIPE options for making sense of the ideas
Product: MULTIPLE options for expressing what they know.
“It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”
What Is Differentiated Instruction?
By: Carol Ann Tomlinson (2000)
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.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:
Content – what the student needs to learn or how the student will get access to the information;
Process – activities in which the student engages in order to make sense of or master the content;
Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
Content
Examples of differentiating content at the elementary level include the following:
Using reading materials at varying readability levels;
Putting text materials on tape;
Using spelling or vocabulary lists at readiness levels of students;
Presenting ideas through both auditory and visual means;
Using reading buddies; and
Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.
Process
Examples of differentiating process or activities at the elementary level include the following:
Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;
Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;
Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;
Offering manipulatives or other hands-on supports for students who need them; and
Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.
Products
Examples of differentiating products at the elementary level include the following:
Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);
Using rubrics that match and extend students' varied skills levels;
Allowing students to work alone or in small groups on their products; and
Encouraging students to create their own product assignments as long as the assignments contain required elements.
Learning environment
Examples of differentiating learning environment at the elementary level include:
Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;
Providing materials that reflect a variety of cultures and home settings;
Setting out clear guidelines for independent work that matches individual needs;
Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and
Helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).

8. Always Teaches Up Never Waters Down
Differentiation
Always
Teaches Up
Never
Waters Down

10. Peer Collaboration
Discuss your definition of differentiated instruction with your elbow partner
Share your views with the group

11. Jigsaw
Groups by color
Each color group is responsible for the information provided. You will present this information to your home group.
Return to your home group and share out information gained from your color groups.
Create a differentiation T-Chart
What it is /What it is NOT

12. Describe your strategy Why would teachers use this strategy?
Note Taking on the Fly
What
Describe your strategy
Why
Why would teachers use this strategy?
How
What are the steps in applying this strategy?
Illustrate
Draw representation and be able to explain your thought process.

13. Break
Be back in 10 minutes

14. Discussion Compare the two group activities.
How was it different working with like learning styles vs. multiple learning styles?
What part of each lesson was differentiated?

15. What kids are saying about Differentiation

17. classroom so that students have multiple options for
At its most basic level, differentiating instruction means “shaking up” what goes on in the
classroom so that students have multiple options for
taking in information, making sense of ideas, and expressing
what they learn.
Differentiation is respectful teaching.

18. Think-Pair-Share Think about the information presented
Talk to your partner about what you heard and why we should differentiate
Share ideas with the group

19. There are Lots of Ways to Differentiate
Low Preparation Differentiation
High Preparation Differentiation
Choice of books
Homework Options
Use of Reading Buddies
Work Alone OR Together
Flexible Seating
Varied Supplemental Materials
Think-Pair-Share
Open-ended activities
Independent Study
Multiple Texts
Multiple Testing Options
Interest Centers
Choice Boards
Simulations
Group Investigations

20. Thinking Outside the Box
Look inside your box
Work with your group to think of ways to differentiate
Create a sample on the chart paper provided
Post your chart paper

21. Gallery Walk

22. Closure
How was this workshop differentiated?

23. Exit Ticket Complete your evaluation
Provide at least one thing you learned this session that you will use in your classroom in the comment section

24. Menus/Choice Boards
Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS.

25. What are Menus and Choice Boards?
Learning menus outline a variety of instructional options targeted toward important learning goals.
Students are able to select the choices which most appeal to them.
The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.

26. Kinds of Menus
MENU: Main Dishes, Side Dishes, and Desserts (for younger learners)
AGENDA: Imperatives, Negotiables, and Options (for older learners)
THINK TAC TOE: Complete a row, column or diagonal line of activities.
(all three options can be differentiated according to interest or learning profile)

27. Menus/Choice Boards and CSCOPE
Performance indicators
Project Ideas
Presentations
Assignments that require application, analysis or evaluation of knowledge
Creating something new

28. Rubrics Provide expectations for finished work
Provide guidance for students
Provide grading criteria for both teachers and students
Every Menu/Choice Board should include a rubric for assignments

29. Your Turn Study the samples of menus/choice boards and rubrics
Investigate CSCOPE/Curriculum provided
Design a menu/choice board with a rubric that you can implement immediately and repetitively
Combine Performance Indicators and other projects as desired to provide students with choices for applying content knowledge

30. Let’s Share! Walk the room
Discuss other opportunities to incorporate menus/choice boards
Take pictures of anything you would like to remember later
Share and contact information
Discuss ways to work together in the future

31. Exit Ticket Complete your evaluation
Provide at least one thing you learned this session that you will use in your classroom in the comment section