2. “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 learned. ~ Tomlinson, pg. 1 http://www.caroltomlinson.com/

3. Proactively plan a variety of ways to get at and express learning. Choose quality over quantity Get to know the student learners better, using every conversation, discussion, observation, and formal assessment to gain insight into each learner and guide instruction.

4. Offer different approaches to WHAT students learn (content), HOW students learn (process), and how students DEMONSTRATE what they learned (product) Make instruction engaging, relevant and interesting. Use a blend of whole-class, group and individual instruction. Remember that DI is always evolving and changing and that students and teachers are learners together!

5. http://www.cast.org/publications/ncac/ncac_diffinstruc.html

6. Individualized Instruction Chaotic Homogenous Grouping YouTube - Differentiated Instruction

7. A nalyze individual strengths and needs S trategically plan for each learner to improve and excel S et new objectives E xplore abilities S upply assistance and appropriate materials S tress growth M onitor for immediate intervention E mpower with self-directed assessment strategies N urture and support others T ranslate needs and strengths into active learning

8. If tasks are too far ahead of student’s current point of Mastery, frustration results and learning does not. ~Vygotsky, 1962 Motivation to learn increases when we feel a kinship with, interest in, or passion for what we are attempting to learn. ~Piaget, 1978 We learn in a wide variety of ways, influenced by how our individual brains are wired, our culture and our gender. ~Gardner, 1983

9. Understanding the needs of Advanced Learners: They can become mentally lazy, even though they do well in school May become “hooked” on the trappings of success May become perfectionists May fail to develop a sense of self-efficacy May fail to develop study and coping skills ~Tomlinson pg. 11-12 Understanding the needs of Struggling Learners: Look for the struggling learners positives Don’t let what’s broken extinguish what works Pay attention to relevance Go for powerful learning Teach up Use many avenues of learning See with the eyes of love ~Tomlinson pg. 13-14

10.  Be clear on key concepts and generalizations and principles  Think of assessment as a roadmap for what you are thinking and planning  Lessons for all students should emphasize critical and creative thinking. They should be engaging.  Create balance between student-selected and teacher assigned tasks  Create an effective learning community

11. 17 Key Strategies for Designing and Managing DI 1. Have a strong rationale based on student readiness, interest and learning profile. 2. Begin at a pace that is comfortable for you. 3. Time differentiated activities to support student success. 4. Use an “anchor activity” to free you up to focus your attention on your students. 5. Create and deliver instructions carefully. 6. Assign students into groups or seating areas smoothly. 7. Have a “Home Base” for students. 8. Be sure students have a plan for getting help when you’re busy with another student or group. 9. Minimize noise. 10. Make a plan for students to turn in work. 11. Teach students to rearrange the furniture. 12. Minimize “stray” movement. 13. Promote on-task behavior. 14. Have a plan for “quick finishers”. 15. Make a plan for “calling a halt”. 16. Give students as much responsibility for their learning as possible. 17. Engage your students in talking about classroom procedures and group processes.

12.  http://www.scribd.com/doc/8727642/Multiple-Intelligences-8- Ways-of-Being-Smart- A look into Gardner’s Multiple Intelligences and strategies to help each learner. http://www.scribd.com/doc/8727642/Multiple-Intelligences-8- Ways-of-Being-Smart-  http://members.shaw.ca/priscillatheroux/differentiating.html - a look into Differentiated Instruction and four ways to do it. http://members.shaw.ca/priscillatheroux/differentiating.html  http://www.gifted.uconn.edu/nrcgt/newsletter/fall99/fall993.html -Learn about how Invention Conventions provide students with a creative outlet that strengthens skills such as problem solving, critical thinking, and research skills. http://www.gifted.uconn.edu/nrcgt/newsletter/fall99/fall993.html  http://www.kuglin.com/ -John Kuglin offers a look inside the “21 st Century Classroom” and brings technology to the forefront of DI. http://www.kuglin.com/  http://school.discovery.com/schrockguide/ -Kathy Schrock's Guide for Educators is a categorized list of sites useful for enhancing curriculum and professional growth. http://school.discovery.com/schrockguide/  http://edweb.sdsu.edu/people/bdodge/index.htm -Bernie Dodge offers a glimpse into his life’s passion, Educational Technology along with some great ways to incorporate it into Differentiated Instruction. http://edweb.sdsu.edu/people/bdodge/index.htm

13. Chapman and King (2005) Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Corwin Press, Thousand Oaks, CA. Tomlinson, Carol Ann (2001) How To Differentiate Instruction in Mixed- Ability Classrooms, 2 nd Edition. ASCD(Association for Supervision and Curriculum Development), Alexandria, VA. http://www.caroltomlinson.com/ -Carol Ann Tomlinson’s personal page http://www.caroltomlinson.com/ http://www.cast.org/publications/ncac/ncac_diffinstruc.html YouTube.com YouTube http://www.scribd.com/doc/8727642/Multiple-Intelligences-8-Ways-of- Being-Smart http://www.scribd.com/doc/8727642/Multiple-Intelligences-8-Ways-of- Being-Smart http://members.shaw.ca/priscillatheroux/differentiating.html http://www.gifted.uconn.edu/nrcgt/newsletter/fall99/fall993.html http://www.kuglin.com/ -John Kuglin’s personal page http://www.kuglin.com/ http://school.discovery.com/schrockguide/ Activity and curriculum resources by Kathy Schrock http://school.discovery.com/schrockguide/ http://edweb.sdsu.edu/people/bdodge/index.htm - Bernie Dodge’s personal page http://edweb.sdsu.edu/people/bdodge/index.htm