1. One Size Does Not Fit All: An Introduction to Differentiated Instruction Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us Workshop 1

2. Take Care of Business Introductions Expectations of Trainers Credit Service Agreements

3. Workshop Outcomes Increased understanding of what Differentiated Instruction IS & IS NOT Add to our Instructional Strategies Toolbox Increased understanding of theories of multiple intelligence/learning styles Begin planning a differentiated lesson/unit for your own classroom

4. Essential Question What are we preparing students to do?

5. What Differentiation IS NOT... The same as individualization Just another way to group kids Expecting less of struggling learners than of typical learners A substitute for specialized services Chaotic New

6. What Good Differentiation IS... Varied avenues to content, process, product Respectful of all learners Proactive Student-centered A blend of whole class, small group, and individual instruction Based on students’ readiness, interests, and/or learning profile

7. “Currently, students are required to adapt... to the prevalent teaching practices and instructional materials and assessment instruments. Those who can’t adapt are viewed as being deficient in their ability to learn.” - Marie Carbo, Educating Everybody’s Children

8. Essential Question What contextual issues impact and influence curriculum and instruction?

9. Diversity in the Classroom ADD ADHD Gifted/Talented LD Vision Impaired Hearing Impaired Maturity Autistic Physically Disabled Multiple Handicapped English Language Learners Social Status Economic Status

10. 3 Key Ways to Differentiate Instruction Process Activities Calls on students to use key skills Content What we teach students Materials and methods used Product How students show what they have learned Should also allow students to extend what they learned

11. Key #1 – Adapt Process Students use key skills Bloom’s Taxonomy Multiple Intelligence Theories Common focus Vary student activities Teacher uses a variety of methods

12. Process Differentiation Examples Tiered Assignments Layered Curriculum (Nunley) Learning Centers Interactive Journals Jig Saw Assignments Learning Logs Graphic Organizers

13. Key #2 – Adapt Content Refers to both materials & methods Accommodate students’ different starting points Some students ready for more complex or abstract levels Some students ready for independent work

14. Content Differentiation Examples Multiple texts Interest centers Learning contracts Support systems Audiotapes Mentors Study partners

15. Key #3 – Adapt Product Culminating learning experience that occurs after many days or weeks of study Demonstration and extension of what they know, understand, and are able to do

16. Product Differentiation Examples Variety of assessment types Tiered Assignments Independent Study

17. TIME FOR A BREAK Questions On the Wall Use your envelope to write any question you might have for the group on any curriculum design or classroom management topic. Make sure your name is on the flap!

18. Variables to Consider Readiness – in reading, math, & beyond Complexity & Challenge of both process & product Pace of learning and production Grouping practices Use of assessment results to inform teaching and learning

19. Principles to Guide Differentiated Classrooms Focus on essentials Attend to student differences Assess often and use it to make adjustments/modifications Mutual respect Be flexible Doesn’t happen 100% of the time!!!!

20. Simple Ways to Start Add an interdisciplinary element to a favorite unit Collaborate with other teachers Offer students a variety of presentation options Apply Multiple Intelligence thinking to group/individual projects

21. A Few Fun Strategies Teach In Color! Lefties Rule!

22. Color Increases Understanding Using color for key concepts can increase memory retention up to 25%

23. Teach in Color Color with Sunshine Colored Acetate Number chart Sliding mask Scotopic Sensitivity Syndrome Highlight grammar Painted Essay

24. The Painted Essay

25. Scotopic Sensitivity Syndrome Contrast problems (only 1 symptom) Strategies Use dull colored paper for writing Use colored acetate over black text on white paper Use a bookmark when reading to avoid losing place http://www.hale.ndo.co.uk/scotopic/ http://www.irlen.com/sss_main.htm

26. Left Handed – In a Right Handed World One person in 10 is left handed Hand preference is evident by age 5 Most common items/tools are designed for right handed people Scissors Rulers Musical instruments

27. Time For Lunch Come back at 1:00

28. Multiple Intelligences Begin With the Brain

29. Simple Learning Styles Auditory Learns best from listening Visual Learns best from seeing Kinesthetic/Tactile Learns best from doing

30. Gardner’s Multiple Intelligences Logical/Mathematical Visual/Spatial Musical/Rhythmic Bodily/Kinesthetic Naturalist Interpersonal Intrapersonal Verbal/Linguistic

31. Sternberg Intelligences Analytical Practical Creative

32. Watch the ASCD Video

33. TIME FOR A BREAK Questions On the Wall Share your experience & expertise with your peers Use your index cards and share any idea for any question on the wall

34. Writing an Intelligence Preference Activity As a result of the lesson, students should Know what? Understand what? Be able to do what? What range of learner needs in your class relate to the topic?

35. Assignments for February Try a new strategy & report back to the group Begin the planning process for a lesson using intelligence preference Bring your lesson materials to use

36. Resources www.sdesa.org Click on Region 3, Resources, Teacher www.ascd.org http://www.thirteen.org/edonline/concept 2class/ Variety of online topics Assessment & Curriculum Redesign Constructivism Multiple Intelligences