1. Differentiation Reaching Those Who Don’t Expect It

2. What is our goal? Teacher – one who teaches or instructs, esp. as a profession Teacher – one who teaches or instructs, esp. as a profession Teach - to impart knowledge or skill to Teach - to impart knowledge or skill to

3. “If students can’t learn the way we teach, we must teach the way they learn.” -Tomlinson

4. Reaching Low Socio-Economic Kids What challenges do they face that others don’t have? What challenges do they face that others don’t have? How does that affect their learning? How does that affect their learning?

5. Reaching Low Socio-Economic Kids Research shows these kids need teachers who look beyond the circumstances and maintain high expectations Research shows these kids need teachers who look beyond the circumstances and maintain high expectations Don’t give up on them!! Don’t give up on them!!

6. Reaching Low Socio-Economic Kids Need positive role models to whom they can relate Need positive role models to whom they can relate Need someone who cares enough to take the time… Need someone who cares enough to take the time… Need someone to nurture their strengths Need someone to nurture their strengths

7. Reaching Low Socio-Economic Kids Create a vision and a hopeful future image of their lives Create a vision and a hopeful future image of their lives Remember: you can make a difference! Remember: you can make a difference!

8. Reaching Low Socio-Economic Kids Advantages we have here: Small school district Small school district Small school size Small school size Supportive community Supportive community Supportive administration Supportive administration Adequate supplies Adequate suppliesHowever…

9. Reaching Low Socio-Economic Kids We still need to reach those who don’t fit the mold of successful students!

10. Give two compliments to a person sitting next to you… Why can’t we do that for each child?

11. Think of a struggling or challenging child in your class…

12. Write down three positive things about that child… and share them with someone else.

13. What could you do to make this child smile? What could you do to make this child feel successful?

14. Steps in Differentiation First Step… Pretesting

15. Steps in Differentiation Ways of Pretesting… Group question and answer session Group question and answer session Individual question and answer session Individual question and answer session Paper and pencil test Paper and pencil test Open-ended Open-ended Objective Objective Chart Chart

16. Steps in Differentiation Think of your upcoming lesson/unit… What skills will be your focus? What skills will be your focus? How can you pretest those skills? How can you pretest those skills? What will you look for? What will you look for?

17. Steps in Differentiation What’s next?

18. Steps in Differentiation Next Step… Differentiate the Lesson

19. Steps in Differentiation Two main ways of differentiation… Process Process Content Content

20. Steps in Differentiation Differentiation of Process Changing HOW they learn Changing HOW they learn Can be based on pretesting, learning profiles, interests Can be based on pretesting, learning profiles, interests What will be the best way for each child to learn the required information? What will be the best way for each child to learn the required information?

21. Steps in Differentiation Process Differentiation Examples Small group or individual projects Small group or individual projects Questioning techniques Questioning techniques Choice activities Tic Tac Toe Menu Choice activities Tic Tac Toe Menu Tic Tac Toe Menu Tic Tac Toe Menu Jigsaw Jigsaw Jigsaw

22. Steps in Differentiation Differentiation of Content Changing WHAT they learn Changing WHAT they learn Based on pretesting Based on pretesting If they already know something, why learn it again? Also, if they don’t know the basics, how can they move on? If they already know something, why learn it again? Also, if they don’t know the basics, how can they move on?

23. Steps in Differentiation Differentiation of Content Curriculum Compacting Curriculum Compacting Alternate assignment Alternate assignment Learning contracts Learning contracts

24. Steps in Differentiation Then What? How do I evaluate all this work?

25. Steps in Differentiation Assessment Pressure from administration and parents Pressure from administration and parents Some students terrified at thought of anything less than an “A” Some students terrified at thought of anything less than an “A” Need to motivate children to learn Need to motivate children to learn

26. Steps in Differentiation Assessment Should report card grades reflect their performance on grade level work only? Should report card grades reflect their performance on grade level work only? Should enrichment activities and independent study be graded at all? Should enrichment activities and independent study be graded at all? What ownership should students have over their grades? What ownership should students have over their grades?

27. Steps in Differentiation Assessment Learning contracts Learning contracts Learning contracts Learning contracts Give grade for pretest score to count for unit Give grade for pretest score to count for unit Weighted grading scale based on difficulty Weighted grading scale based on difficulty Rubrics Example 1Example 2Example 3 Rubrics Example 1Example 2Example 3 Rubrics Example 1Example 2Example 3 Rubrics Example 1Example 2Example 3

28. You Can Do It! It is a matter of putting together the pieces…

29. You Can Do It! And helping them to fly!

30. References Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Free Spirit, 1992. “Best Practices.” http://wblrd.sk.ca/~bestpractice/index.html. http://wblrd.sk.ca/~bestpractice/index.html