1. Differentiation for All Learners Enrichment Program Planning

2. A Little History Lesson Whole-group lessons geared toward one achievement level Textbook-based instruction Most learning culminates at the knowledge level of Bloom’s Taxonomy

4. Future at STM Differentiated instruction Core Curriculum based instruction Student-centered classrooms

5. Differentiation: the why  Classroom data  Curriculum-based activities  Engages students

6. Differentiation: the how  Grade level curriculum objectives  Pre-tests/work samples  Lesson plans and activities  Student centered classroom  Clear rubrics and expectations  Fluid movement

8. Create: integrate, write, rewrite, collaborate, simulate, test Evaluate: support, decide, recommend, find errors, defend, measure Analyze: compare, classify, infer, contrast, appraise Apply: solve, calculate, illustrate, dramatize, paint, change, teach Understand: explain, describe, interpret, summarize, predict, give examples Knowledge: define, identify, describe, label, list, name, match, select, memorize

9. What we are already doing:  Math learning stations in 4 th grade  Centers in grades K-2 Learning Station and Center activities can be leveled using Bloom’s Taxonomy as a basis for activity selection  Math options in Middle School  Small group activities in SS in Middle School

10. Where we are going:  Staff development- December 5 th  Initial focus on Math and Language Arts in the Elementary grades, and a focus in each subject area in the Middle School

12. The tough road ahead:  Added assessment development/analysis and planning time  Time to access resources and resource sharing  Change in how instructional time is used

13. Benefits:  Students are engaged and enjoy learning at their appropriate achievement level  Lower instance of negative behaviors  Students are able to shine in their areas of strength and grow in their areas of weakness  Teachers become even more familiar with their students’ academic needs and are better equipped to respond to them  As one teacher put it, “It is just more fun to teach this way!”