1. Noor Ali EDU-610 University of New England

2. Why do we need to differentiate instruction? All students learn differently, have diverse interests, and are on varying levels. One size does NOT fit all.

3. Multiple Intelligences

4. The Guiding Principle “Remembering that we cannot reach the mind we do not engage ought to be a daily compass for educational planning” (Tomlinson, 2001, p.9).

5. Individualized instructionChaoticBased on homogeneous grouping Common Misconceptions

6. ProactiveQualitative (not quantitative)Rooted in assessmentMultiple approaches to content, process, & productStudent centered Blend of whole-class, group, and individual instruction Organic Clearing up Misconceptions

7. Differentiated instruction benefits students on the entire learning spectrum. A DVANCED L EARNERS May become mentally lazy.May become “hooked” on success.May become perfectionists.May fail to develop coping skills.May not develop self-efficacy.

8. S TRUGGLING L EARNERS Look for positives.Go for powerful learning.Teach up.Be relevant.Use many avenues for learning.Use what works.See with the eyes of love. Differentiated instruction benefits students on the entire learning spectrum.

9. Creating a classroom that is conducive to learning.

10. An effective classroom is Gathering students at the beginning of the year to build a classroom community that is ‘theirs’ is essential. WelcomingRespectfulSafeFairCollaborativeGeared for growth

11. Knowing the Learner G ATHER INFORMATION ABOUT STUDENTS ’ Learning preferencesEmotionsKnowledge baseWork preferencesCultural background

12. Key Management Strategies Begin at a comfortable pace Establish routines and procedures Model groups and seating options Have a “home base” Minimize noise Minimize stray movement

13. Key Management Strategies Promote on-task behavior What does the early finisher do? Teach working for quality Engage students, parents, and colleagues Most importantly, JUST BEGIN

14. “In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs” (Tomlinson, 2001, p. 7).

15. Identifying Readiness M OVING STUDENTS FROM Concrete to AbstractSimple to ComplexStructured to Open-EndedDependence to IndependenceSingular to Multi-faceted

16. Identifying Interest Students that are interested and make a choice about what they want to learn are more engaged in learning. Keep instruction interest-basedReal life applicationGroup investigationsLiterature circlesSidebar studiesI searchesJigsaw

17. Identifying Learning Profile Four factors to determine your students’ learning profile Group OrientationCognitive StyleLearning EnvironmentIntelligence Preference

18. Content Concept-Based Teaching Varied Materials Varied Support System Minilessons Process Varied methods for instruction Varied methods for learning Varied methods to exploration Product Creating High-quality product assignments Varied levels of expertise and learning

19. Differentiating Instruction means Expanding our potential as teachers to reach out to all students, thereby providing them a range of possibilities with what they learn, how they learn, and what they produce at the end.

20. Consider using these instructional models. Curriculum Compacting Model- used when a student knows upcoming material Contract Model- an agreement between teacher & studentProject-Based Model- allows for expanded explorationProblem-Based Model- applicable to real life scenarios

21. Create a vibrant learning environment with all these instructional strategies Cubing Choice Boards Tic Tac Toe Centers Labs Jigsaw Computer Programs

23. Using Technology to enable students Create WebQuests Link students to appropriate software, websites etc. Making use of Accelerated Math and differentiating the math library Digital Editions to link to curriculum Enabling students to use technology Interactive videos Audio Library

24. Differentiating Assessment “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” ― Albert EinsteinAlbert Einstein

25. Revising Assessment Conduct diagnosticsAssessment is part of ongoing instructionTeach students to self-assess and correctFrequent conferencingDifferentiated level of assessment

26. References Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. Thousand Oaks, California: Corwin Press Inc. Tomlinson, C.(1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.