1. Differentiated Instruction
Welcome!
As you find a seat, please
Jot something down you know about “Differentiated Instruction” on a post-it
Place the post-it note under the “K” of KWLM Chart
Jot something down that you want to know and place under “W”
Differentiated Instruction
Know
Want to Know
Learned
Myths/
Misconceptions
Differentiated Instruction is…
I want to know about…

2. Demystifying Differentiation in the LOTE Classroom
-Brief bio of myself -
Shirley Vargas, Talent Coach
Office of Teacher Effectiveness
February 2, 2015

3. Agenda Warm-up Activity Introductions Demystifying Differentiation
Myth vs. Fact
Strategies in the LOTE Classroom
Sample Instructional Plan Modification
Share out
Action Plan

4. Session Outcomes Participants will be able to
Identify key elements of Differentiated Instruction
Apply new/prior knowledge of Differentiated Instruction to a sample instructional plan
Create an action plan for their own classroom, in which Differentiated Instruction is implemented, monitored, and revised.

6. Differentiated Instruction
Myth or Fact?
Differentiated Instruction

7. Myth vs. Fact
“Differentiation is a strategy I use once in a while because it won’t help prepare students for jobs and decision-making in the ‘real world’.”
“Differentiation is not a set of tools, but a belief system educators embrace to meet the unique needs of every learner. Supporters believe:
All students can learn
Students learn in different ways at different times
Emotions, feelings, and attitudes affect learning
When beginning a new topic, students bring their prior knowledge base and experience to the learning.” (Gregory & Chapman, 2007)

8. Myth vs. Fact
“I know everything I need to know about my students ability from their summative unit test scores.”
“Everything a student does, from an oral contribution in a discussion to a homework assignment to completion of an inventory checklist, is a form of assessment. When you begin to see the wide array of assessment sources in the classroom, you begin to see how many ways there are to learn about learners. Assessment is most useful when it comes at the outset of a unit or along the way in the unit. It invites us to adjust our teaching based on current information.”
Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition

9. Myth vs. Fact
“Differentiated Instruction is only for my low-performing students.”
“Curricula and instruction in many classrooms tend to be aimed at ‘average’ students and do not account for the nature and needs of advanced learners. This approach clearly can’t achieve genuine growth for students whose performance surpasses the aspirations of curriculum designed to teach them what they already know.”
Tomlinson, The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

10. Myth vs. Fact
“Differentiated Instruction may become too chaotic as there are many moving parts.”
“Many teachers don’t appreciate how skilled they are at attending to multiple signals and juggling a variety of roles. You must begin to differentiate at a pace that is comfortable for you. You can start with low-prep strategies that you use consistently throughout the year and then selecting one high prep approach per unit or semester to add to your repertoire.”
Tomlinson, The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

11. Think-Pair-Share Piensen y Platiquen
What do the myths/misconceptions have in common?
What do we need to take into consideration when planning our instruction?
How might you explain the theory of differentiated instruction to someone else?

12. All about the Learner Learner Readiness Learner Interests
Simple  Complex (common vocab advanced vocab)
Less independence  Greater independence (teacher-generated options  student-created)
Learner Interests
WebQuests
Interest-based groups (jigsaws, student-led discussions)
Learner Profiles
Culture-influenced preferences
Multiple intelligences
Learning Styles
Tomlinson, The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

13. Content – Process – Product
“What students should know, understand, and be able to do as a result of the study, or how students will gain access to the knowledge”
Process:
“Activities designed to help students make sense of or “own” the content”
Product:
“How students will demonstrate and extend what they have come to know, understand, and be able to do”
Tomlinson, The Differentiated Classroom: Responding to the needs of all learners, 2nd Edition

14. Strategies for Differentiating Content
Multiple texts/supplementary print resources
Modeling/Demonstrations
Small group instruction
Varied audio/visual resources
Varied time

15. Strategies for Differentiating Process
Tiered Assignments
Learning Centers
Graphic organizers
Models of student work at different degrees of complexity
Web-quests/inquiry
Learning Contracts

16. Strategies for Differentiating Product
Tiered product assignments
Independent study
Varied resource options
Mentorships

17. Tic Tac Toe

18. Tiered Assignments

19. Cubing

21. Multiple Intelligences
Howard Gardner, psychologist, Harvard University professor, widely known for coining the term, multiple intelligences.

22. Multiple Intelligences Survey

23. How do we incorporate MI into our classrooms?

24. Sample Instructional Plan
In pairs or trios, you will:
Modify a sample instructional plan to reflect differentiated instruction based on the class list.
You may use the resources provided for you, as well as any prior knowledge.
Early finishers:
discuss and jot down ways you will/currently differentiate instruction in your classrooms.
Take Multiple Intelligences Survey

25. Concept Map for Differentiating Instruction

26. Action Plan
Date
What action will you take?
What was the outcome?
What will you do differently next time?
Feb 28th
April 30th
June 10th
Summer 2015
In what ways can you apply what you’ve learned today to your classroom?
Use the timeline to support you with continuing to grow and learn as a LOTE educator.

27. K-W-L-M
I learned…

28. Thank You! Shirley Vargas svargas10@schools.nyc.gov

29. “No one would ever say that all students are the same
“No one would ever say that all students are the same. Certainly no teacher or parent would tell you that. Yet in schools, we often treat students as if they were, even though all those faces look so different. We sometimes put them through the same hoops, even though we know it isn’t making a difference for all of them.” (Gregory & Chapman, 2007)