1. BIOLOGY PARTNERSHIP (A TEACHER QUALITY GRANT ) Saturday March 31, 2012 © Susan M. Butler, March 2012

2. LESSON PLANNING REVIEW: DIFFERENTIATION © Susan M. Butler, March 2012

3. Lesson Planning M otivation N eeded Materials & Set-Up O utcomes P resentation & Participation Q uestions Reflection & R eview S afety Transformative Utilize

4. © Susan M. Butler, March 2012  SERVE Regional Laboratory at UNCG Slide 4 What is Differentiation? Teachers accommodating differences in students’ learning styles, interest, prior knowledge, socialization needs, and comfort zones (Benjamin) Teachers responsively reacting to learners’ needs. (Tomlinson) Teachers think about the diversity of the learners when they plan lessons and know that one size does NOT fit all. (Rutherford )

5. © Susan M. Butler, March 2012  SERVE Regional Laboratory at UNCG Slide 5 Differentiating Instruction: The Myths  Is equivalent to individualized instruction  Is only important for low-ability students  Means no whole class activities  Requires ability grouping  Means the “bright” kids have to do more  I have to incorporate choices for students in EVERY assignment, assessment, learning activity

6. © Susan M. Butler, March 2012  SERVE Regional Laboratory at UNCG Slide 6 Differentiation Categories Tomlinson recommends differentiating: The Content The Process The Products How might these be differentiated?

7. An Example: Marigold Work in pairs to review the materials in “Marigold Barker Folder A” Answer the following: – Do you think any differentiation is needed? Why or why not? – If you do think differentiation is needed, would you focus on content, process, or products? Why? © Susan M. Butler, March 2012

8. More Marigold Info Review the materials in “Marigold Barker Folder B” Answer the questions: – Is this additional information helpful in deciding whether and/or how to differentiate instruction for Marigold? Why or why not? – Do you think Marigold has a learning disability? If so, what might it be? © Susan M. Butler, March 2012

9. Differentiated Classrooms Examine the chart comparing Traditional to Differentiated Classrooms. Circle two qualities of Differentiated Classrooms you already use or might consider using in the future. © Susan M. Butler, March 2012

10. School Accommodations & Modifications Look through the different categories and pick some examples that might have helped Marigold. Be ready to share at least one example. © Susan M. Butler, March 2012

11. Alexander Fleming’s Discovery of Penicillin Watch Scenario A and then Scenario B Answer the question: – If Alexander is the teacher and the petri dish is Marigold, which Scenario would you rather see occur in your classroom? DON’T BE SCENARIO A! © Susan M. Butler, March 2012

12. ASSESSMENT: MULTIPLE CHOICE TESTING © Susan M. Butler, March 2012

13. Multiple Choice Components Multiple-choice items contain three parts: 1) stem 2) answer and 3) distractors.

14. Multiple Choice Items Comparing True-False to Multiple-Choice – True-False Panama City is located in Bay County. – Multiple-Choice In which county is Panama City located? – Franklin – Gulf – Calhoun – Bay distractor answer stem

15. Writing Appropriate Distractors To be plausible, the distractor must have the potential for being selected as the correct answer. Two distractors are as effective as three if one of the three is not plausible (highly unlikely to be selected). In which county is Panama City located? Franklin Gulf Cedar Grove Bay less plausible distractor distractor answer

16. A DO or a DON’T? In a multiple choice question, when is the longest answer the correct answer? A)Rarely B)Sometimes C)It’s almost always the correct answer and it’s often stuffed with new information that should have gone in the main part of the course but we forgot so now we’re putting it in the quiz because we can’t possibly leave out the tiniest detail. D)Occasionally © Susan M. Butler, March 2012

17. Factographing Mexicathon Use the short reading selection as a basis for creating a “good” and then a “bad” multiple choice question for this. Capture each on chart paper and display. © Susan M. Butler, March 2012