1. Do Now…on the index card  Rank these 7 Effective Instructional Strategies in order from LEAST Effective to MOST Effective. 1. Practice by Doing 2. Teach Another 3. Demonstration 4. Audio/Visual 5. Reading 6. Discussion 7. Lecture

2. Differentiated Instruction The Basic Steps Towards Differentiating July 23, 2013 Ms. Tracey Johnson Sherwood Middle School

3. Agenda  Warm Up- “Do Now”- Effective Instructional Strategies  Objective & Define Differentiated Instruction  Differentiated Instruction Professional Development Presentation  D. I.-“Think Aloud” Activity  Tiered Assignments Activity  Closure: “One thing that Stuck to You”

4. Do Now…on the index card  Rank these 7 Effective Instructional Strategies in order from LEAST Effective to MOST Effective. 1. Practice by Doing 2. Teach Another 3. Demonstration 4. Audio/Visual 5. Reading 6. Discussion 7. Lecture

5. How’d You Do??? Lecture5% Reading10% Audio/Visuals20% Demonstration30% Discussion50% Practice By Doing 75% Teach Others/Immediate Use Of Learning 95%

6. Let’s Define Differentiated Instruction Objective: By the end of the session, teachers will develop a deeper understanding of Differentiated Instruction. Differentiating instruction is doing what’s fair for students. It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

7. Differentiation of Instruction is a teacher’s response to learners’ needs  guided by general principles of differentiation such as:  respectful tasks  flexible grouping  ongoing assessment and adjustment  ways to differentiate: Content Process Product  according to students’ Readiness Interests Learning Profile

8. Traditional Classroom vs. Differentiated Classroom  TRADITIONAL  Differences are acted upon when problematic.  Assessment is most common at the end of learning to see “who got it”  A relatively narrow sense of intelligence prevails  Coverage of curriculum guides drives instruction  Whole class instruction dominates  A single text prevails  DIFFERENTIATED  Differences are studied as a basis for planning.  Assessment is on-going and diagnostic to make instruction more responsive to learner needs  Focus on multiple forms of intelligences is evident  Student readiness, interest, and learning profile shape instruction  Many instructional arrangements are used  Multiple materials are provided Adapted from “The Differentiated Classroom: Responding to the Needs of All Learners,” by Carol Ann Tomlinson, 1999, p.16

9. The Rationale for Differentiated Instruction Different levels of readiness Different Interests

10. The Rationale for Differentiated Instruction Different Ability Levels Different Cognitive Needs

11. Teachers can differentiate according to …. The Content (What is Taught) The Process (How it is Taught) The Product (How Learning is Assessed *The Learning Environment (determined by the other 3)

12. Differentiating Content (what is taught)  Resource materials at varying readability levels  Audio and video recordings  Highlighted vocabulary  Charts and models  Interest centers  Varied manipulatives and resources  Peer and adult mentors

13. Differentiating Process (making sense and meaning of content)  Use leveled or tiered activities  Interest centers  Hands-on materials  Vary pacing according to readiness  Allow for working alone, in partners, triads, and small groups  Allow choice in strategies for processing and for expressing results of processing

14. Differentiating Products (showing what is known and able to be done)  Tiered product choices  Model, use and encourage student use of technology within products and presentations  Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race  Use related arts teachers to help with student products

15. Strategies to Make Differentiation Work 1. Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

16. Tiering Key Concept Or Understanding Those who do not know the concept Those with some understanding Those who understand the concept

17. What Can Be Tiered?  Processes, content and products  Assignments  Homework  Learning stations  Assessments  Writing prompts  Anchor activities  Materials

18. What Can We Adjust?  Level of complexity  Amount of structure  Pacing  Materials  Concrete to abstract  Options based on student interests  Options based on learning styles

19. Think Aloud 1. How was D.I. utilized in the lesson? 2. What was done with students: A. Below Grade Level B. On Grade Level C. Above Grade Level 3. In what ways are students assessed?

20. Brain Break!!!!! Musical Chairs… As the music plays, move to a table with teachers in the same Subject Area: Language Arts Language Arts Math Math Science Science Social Studies Social Studies SPED SPED Electives Electives https://www.youtube.com/watch?v=1UrpQTI6HTo&list=PL0wIZwSQJsEXPn3m1YlDk3NjaPwzV0ru8

21. Tiering Activity Instruction 1. Identify the standards, concepts, or generalizations you want the students to learn. 2. Decide if students have the background necessary to be successful with the lesson. 3. Assess the students’ readiness, interests, and learning profiles.

22. Tiering Activity Instruction 4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. 5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. 6. Develop an assessment component for the lesson. Remember, it is on-going!

23. Strategies for Differentiation Confused? Let’s break it down. Differentiation can include complex strategies, like writing tiered lesson plans, or it can take a more simplistic form, such as using reading buddies or think-pair-share strategies. Here is a condensed list of the continuum of differentiated strategies.  Higher Prep Strategies  Tiered Lessons  Flexible Grouping  Think-Tac-Toe  Multiple Intelligence Options  Graphic Organizers  Response/Exit Cards  Multiple Texts  Lower Prep Strategies  Reading & Study Buddies  Anchor Activities  Think-Pair-Share  Choices of books  Interest Surveys  Multiple Levels of Questioning

24. Closure Write “One Thing That Stuck with You” about Differentiated Instruction!

25. What Differentiation Is …  Student Centered  Best practices  Different approaches  3 or 4 different activities  Multiple approaches to content, process, and product  A way of thinking and planning  Flexible grouping

26. What Differentiation Isn’t  One Thing  A Program  The Goal  Hard questions for some and easy for others  35 different plans for one classroom  A chaotic classroom  Just homogenous grouping

27. In Summary….. What is fair isn’t always equal… and Differentiation gets us away from “one size fits all” approach to curriculum and instruction that doesn’t fit anyone