1. “WHATEVER IT TAKES” DIFFERENTIATED INSTRUCTION Feb 2010 Dawn Holden Instructional Services, Langley School District

2. SHAPE OF THE SESSION Why differentiate? What differentiation is and is not What and how do you differentiate? Explore the WIKI Planning a DI lesson - Introduction

3. GETTING READY TO GO… Windshield Check: What do you know about differentiated instruction? Clear Buggy Muddy

4. Walk and Talk

5. “ Human beings differ with their gifts and their talents. To teach them, you have to start where they are” - Yuenzheng, Chinese Treatise 4th Century BC

6. WHY DIFFERENTIATE?

7. WHAT DIFFERENTIATION IS AND IS NOT

8. DIFFERENTIATED INSTRUCTION IS… A way of thinking about teaching and learning Teachers reacting responsively to each learner’s needs A way of addressing the needs of academically diverse learners in increasingly diverse classrooms

9. Principles of Differentiation  Welcoming and Safe Environment  High Quality Curriculum  Ongoing Assessment

10. Differentiation is not… A set of tools or strategies but a philosophy that a teacher embraces to reach the unique needs of every learner Gregory/Chapman, Differentiated Instruction

11. Differentiation is not  An add on to an administrator’s or teacher’s already overflowing plate  A set of individualized lesson plans

12. DIFFERENTIATION IS… responsive teaching rather than one-size-fits-all teaching.

13. What do you differentiate?  Content  Process  Product

14. Depending on  Interest  Readiness  Learning Style

15. Content  Multiple levels of reading material  Varying topics for research  Independent study options  Compacting the curriculum

16. Process  Flexible groupings  Literature Circles  Journal Prompts  Graphic Organizers  Use of technology  Homework options

17. Product  Product options that respond to varied interests/learning styles  Varied timelines or check in points  Varied criteria for success

18. Interest  Passions  Hobbies  Music  Choice of friends  Extra- curricular activities

19. Readiness  Attitude toward school, subject or topic  Knowledge, understanding and skill  Misunderstandings  Sophisticated use of vocabulary  Insightful connections between topics  General communication, thinking, reasoning skills

20. Learning Profile 1. Learning styles 2. Intelligence preferences 3. Environmental preferences 4. Gender or cultural preferences 5. Group orientation

21. Proactive vs Reactive Differentiation Reactive - Volleyball analogy Proactive - chess game analogy

22. Remember  When you do decide to differentiate, you provide students with a limited range of choices that can broaden as they and you discover more about what works for them as learners.

23. LEARNING COMMUNITY QUESTIONS 1. What do we expect students to learn? 2. How will we know if students have learned it? 3. What will we do if students have not learned it?

24. QUESTIONS?

25. Windshield check Where are you in your understanding of differentiated instruction?  Clear  Buggy  Muddy

26. RESOURCES DILangley wiki: http://dilangley.wikispaces.com/http://dilangley.wikispaces.com/ “ Start Where They Are” Hume “Differentiated Instructional Strategies” Gregory/Chapman “The Differentiated Classroom” Tomlinson “Whatever it Takes” DuFour