1. Differentiated instruction: What is it? Susan Baum, Ph.D. Hank Nicols, M.S. International Center for Talent Development Internationalcenterfortalentdevelopment.com

2. Susan friend, teacher, mom, & “mamie”

3. Hank

4. The Average Child I don’t cause teachers trouble. My grades have been ok. I listen in my classes. And I’m in school everyday. My teachers think I’m average. My parents think so too. Gosh, I wish I didn’t know that cause there’s lots I’d like to do.

5. I’d like to build a rocket. I’ve got a book that tells you how or start a stamp collection, Well, there’s no use in starting now. Cause since I found out I’m average, I’m just smart enough you see to know there’s nothing special I should expect of me.

6. I’m part of the majority that hump part of the bell who spends his life unnoticed in an average kind of hell.

7. There is no greater challenge in education than addressing academic diversity in today’s complex classroom.

8. Philosophy of Differentiation  All students learn best when they are engaged in their learning.  Engagement involves passion, relevance and ownership  To see the best in students, education should be strength-based.

9. What is differentiation?  A differentiated classroom acknowledges and celebrates the individual differences in students and how they learn.  Strategies and resources are varied so all students can access the curriculum and demonstrate what they know.  There are many approaches to differentiation. Their use depends on what is to be learned and who the students are.

10. What can be differentiated  Content  Process  Product  Environment  Assessment

11. Content: The “what” Level (complexity), topic, compacting, resources,

12. Process– The “how” Instructional strategies, arts integration, experiential learning, simulations, lecture, discussions, whole class, grouping, questioning strategies, scaffolding, visual organizers

13. Products the assessment” as performances of understanding:

16. Environment Physical space Lighting Furniture Class size Grouping strategies Resources

17. Ways to differentiate  Student readiness  Student interests  Student’s learning profiles—styles, intelligences, cognitive profile,

18. Differentiation Matrix Individual Differences Environment Instruction Assessment SchedulePhysical space OrganizationGroupingResourcesStrategiesProduct Readiness (simple to complex) (concrete to abstract) Rate of learning (pacing) MI profiles Learning style preferences Interests Reading levels Organizational abilities Personality styles Whole class times Student input Extended time periods Working around special pull-outs Independent work times Exploration and enrichment times Physical space Interest centers Variety of resources Invitations to learning Class room rights, responsibilities, and rules Use of clear positives for establishing routines Clear expectations and discipline plan Whole class Flexible ability Novice Expert Interest Multi-talent Jigsaw Cluster Friendship Random Internet Soft-ware Books Phone Media and technology Videos Plants Animals Collections Authentic tools of the discipline Kits Art supplies Science supplies Building and engineering supplies Multilevel books Content Compacting Multiple entry points Simulations Demonstrations Arts integration Problem-based learning Peer tutoring Compacting Contracts Tiered assignments Open-ended products Activity/learning/inte rest centers Choice boards Independent study Mentorships Written Models Artwork Drama Dance Music Speech Comedy routine Comic books Demonstrations Pre-assessment KWL Pretest Webs Performance Traditional exams Rubic with benchmarks Student conferencing

19. Individual Differences ResourcesStrategiesProduct Advanced learner, loves to read, talented in music Above grade level texts, media center passes, keyboard and earphones Acceleration, Compacting Musical products Interest in rocketry, excellent spatial ability, challenged reader / writer Building materials, Estes rocketry supplies Spatial entry points, storyboarding technology Build models