1. What’s the difference?

2. Objective: Lead a healthier life by losing weight and eating healthier Activity - Losing Weight: run 1 hour on the treadmill 5 times per week Activity - Eat Healthier: Eat a diet focusing on protein and limiting carbs Everything is great! Is a vegetarian! Senior Citizen - bad heart! Has an ankle injury!

3. Differentiation = ChangeScaffolding = Add to Support Vegetarian Bad Heart Ankle Injury Instead of meat/fish/ chicken – eat nuts, beans, and protein shakes Instead of treadmill, will use stationary bicycle for 1 hour, 5 times a week Will be given a calorie counter to make sure she meets daily protein requirements Will wear a heart rate monitor to make sure she is not over- exerting

4.  “To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively.” (Hall, 2003)  Three Ways to Differentiate:  Change Material  Change Activity  Change Student Product  Still meeting the same objective!

5.  “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).  Adding something to your instruction to assist learners who are having difficulty  Support is withdrawn as students gain proficiency  Scaffolding can occur alongside of differentiated instruction  Still meeting the same objective!

6.  Differentiation  Material- Instead of book use: Sentence: This is my red bed. Set of words: bed, cake, red  Activity- Instead of having students find the two rhyming words in the book by themselves: While reading the book, the teacher can ask the student “which word rhymes with vines?”  Student Product – Instead of drawing their own, students can find a pair of rhyming words from a set of picture cards In an old house in Paris that was covered with vines Lived 12 little girls in 2 straight lines They left the house, at half past nine The smallest one was Madeline

7.  Scaffolding  Teacher can do a think-aloud explaining what rhyming is: “Rhyming words have sound the same at the end. When I listen to the story, I’m going to listen to see which words have the same ending”  While reading the story, the teacher can stress the rhyming words In an old house in Paris that was covered with vines Lived 12 little girls in 2 straight lines They left the house, at half past nine The smallest one was Madeline

8.  Break up into groups. Each group should focus on a different topic. Example  Vocabulary  Phonological Awareness  Oral Language  Comprehension  Choose an objective  Discuss how you can differentiate instruction  Think of the materials, activity, product  Discuss ways to scaffold  Include scaffolding for differentiated instruction and the original activity