1. Differentiated Instruction to Support and Challenge our 21st Century Learners AFLA 2008 Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 dakar95@verinet.com http://lhsfrenchclasses.wikispaces.com dakar95@verinet.com http://lhsfrenchclasses.wikispaces.com http://tonitheisen.wikispaces.com

2. While we are waiting to start do the following: Teacher Strategy Profile- page 2 a. Check three you already do. b. Check one you want to do.

4. “ Do not confine your children to your own learning, for they were born in another time.” -Hebrew Proverb A Thought…

6. “The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of you own mind.” – Kahlil Gibran-Lebanese poet, (1883-1931) Another Thought…

7. Goal: Students who can function in real-world situations that are authentic, predictable, unpredictable and vital.

8. Essential Question: How do teachers vary instruction and assessment in order to be responsive to the needs of all students?

9. Comparing Traditional (T) Differentiated (D) Classrooms

10. What patterns did you notice?

11. Why Differentiate? To provide access, equity and support for all students.

12. The Many Layers of Learning The many layers of a student

13. In order to teach the squirrels, you must think like the squirrels!

16. ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

17. Guiding Principles  There is a balance between whole class learning and differentiation.  Essential questions guide instruction.  Instruction aligns with standards and curriculum.

18. Characteristics of a differentiated classroom..  High Expectations for all  Respectful tasks  Flexible grouping  Ongoing assessment  Positive and safe learning environment  Choice  Collaboration  High Expectations for all  Respectful tasks  Flexible grouping  Ongoing assessment  Positive and safe learning environment  Choice  Collaboration

19. What is Differentiation?  A teacher’s response to learner needs  The recognition of students’ varying background knowledge and learning styles  Instruction that honors students’ differences  A philosophy of teaching and not just a set of strategies  A teacher’s response to learner needs  The recognition of students’ varying background knowledge and learning styles  Instruction that honors students’ differences  A philosophy of teaching and not just a set of strategies

20. What does content mean? What a student knows, understands and is able to do as a result of the instruction: the “input”

21. What does process mean? The process helps the student “make sense of”, make meaning from, or “own” the content.

22. What does product mean? How the student demonstrates what s/he knows, understands, and is able to do: the “output”.

23. Aspects of teaching for engaging all learners

24.  Working with High Ability Learners  Working with Students with Special Needs

25. Students with Special Needs

26. High Ability Learners

27. ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

28. Some basic strategies  Menu choice board  Tiered lesson  R.A.F.T.  Learning Centers  Menu choice board  Tiered lesson  R.A.F.T.  Learning Centers

29. Choice Board Menu

30. T i e r e d lesson for Readiness T i e r e d lesson for Readiness

31. How to tier for readiness..  Concrete  Concrete/Abstract  Abstract  Concrete  Concrete/Abstract  Abstract

32. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

33. R.A.F.T. Assignment French 2--Traveling in France

35. T i e r e d lesson for Readiness T i e r e d lesson for Readiness

36. Learning Centers

37. Flexible Grouping Practices Help create a safe and honoring learning environment

38. ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

39. Student Engagement Content Process Product

40. Greater Student Achievement Content Process Product

41. Activities

42. Circumlocution Exercise  Partner A looks at overhead and tries to explain the word without using it. (No hand movements)  Partner B doesn’t look at overhead, listens and tries to guess the word.  Second round reverse roles.  Partner A looks at overhead and tries to explain the word without using it. (No hand movements)  Partner B doesn’t look at overhead, listens and tries to guess the word.  Second round reverse roles.

43. Circumlocution Exercise First round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1.whale  2. boundary  3. irony First round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1.whale  2. boundary  3. irony

44. Circumlocution Exercise Second round- 3 different words-remember-- NO HAND MOVEMENTS!!!!!!!  1. technology  2. awesome  3. scroll Second round- 3 different words-remember-- NO HAND MOVEMENTS!!!!!!!  1. technology  2. awesome  3. scroll

45. Create Categories  melon  artichoke  corn  peach  coffee  mango-guava  chocolate  tomato  yams  cherry garcia  café au lait  onions  butter pecan  zucchini  chamomile  melon  artichoke  corn  peach  coffee  mango-guava  chocolate  tomato  yams  cherry garcia  café au lait  onions  butter pecan  zucchini  chamomile  rocky road  fava  peas  latté  bubble gum  tea  squash  expresso  avocado  mocha steamer  vanilla  strawberry swirl  beets  cabbage  double expresso latté

46. ART START

50. “Gut” guessers

51. Grocery Shopping Math

52. The Tree of Life

53.  Critical and Creative Thinking Higher-level thinking skills

54. Bloom’s Taxonomy  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Higher Lower

56. Activities  What type of question is it?  Apply questioning techniques to content topic.  A little creativity and fun….  What type of question is it?  Apply questioning techniques to content topic.  A little creativity and fun….

57. Student generated questions and answers

58. Create questions in the chart below. Answer your own questions. Question wordQuestionResponse Who? What? When? Where? Why? How? What if? ? (If?)

59. Types of Writing  Descriptive  Expository  Narrative  Argumentative or Persuasive  Descriptive  Expository  Narrative  Argumentative or Persuasive

60. Types of Writing  1) Narrative: the purpose of a narrative writing is to tell a story. Narrative writings are told from a particular point of view, make and support a point, are filled with detail, uses vivid vocabulary, use conflict and sequence as does any story and may use dialogue.  2) Descriptive: in a descriptive writing, the purpose is to produce a mood or a dominant impression of a person, place, or object. The writer tries to make the reader see, hear, or feel what the writer saw, heard, or felt. Types of Writing  1) Narrative: the purpose of a narrative writing is to tell a story. Narrative writings are told from a particular point of view, make and support a point, are filled with detail, uses vivid vocabulary, use conflict and sequence as does any story and may use dialogue.  2) Descriptive: in a descriptive writing, the purpose is to produce a mood or a dominant impression of a person, place, or object. The writer tries to make the reader see, hear, or feel what the writer saw, heard, or felt.

61.  3) Expository: the purpose of the expository writing is to inform, clarify, define, explain, or analyze. To accomplish that, the writing is best developed by the use of facts and statistical information, cause and effect relationships, or examples. The writing should include: topic sentence, supporting sentences that make the topic understandable and interesting, transitions that create a logical order and a conclusion to tie everything together.  4) Argumentative or Persuasive: an argumentative or persuasive writing attempts to convince, bring about an event, or move the reader to action. In an orderly way the writer analyzes a problem, offers a solution, acknowledges opposing solutions, and restates the one given in the essay. The appeal to the reader may be strictly logical or it may involve the reader's emotions. To accomplish this, the writer must develop a limited topic, which is well defined and debatable. The topic should be a statement of position. That position must be clear and direct. Then state the reasons that you have to support your position. Uses specific evidence, examples, and statistics to persuade the reader that the stated position is a valid one. To finish it is important to clearly redefine the topic and restate the most compelling evidence. Remember, this is the last chance to remind the reader and convince her/him to accept the writer's position.  3) Expository: the purpose of the expository writing is to inform, clarify, define, explain, or analyze. To accomplish that, the writing is best developed by the use of facts and statistical information, cause and effect relationships, or examples. The writing should include: topic sentence, supporting sentences that make the topic understandable and interesting, transitions that create a logical order and a conclusion to tie everything together.  4) Argumentative or Persuasive: an argumentative or persuasive writing attempts to convince, bring about an event, or move the reader to action. In an orderly way the writer analyzes a problem, offers a solution, acknowledges opposing solutions, and restates the one given in the essay. The appeal to the reader may be strictly logical or it may involve the reader's emotions. To accomplish this, the writer must develop a limited topic, which is well defined and debatable. The topic should be a statement of position. That position must be clear and direct. Then state the reasons that you have to support your position. Uses specific evidence, examples, and statistics to persuade the reader that the stated position is a valid one. To finish it is important to clearly redefine the topic and restate the most compelling evidence. Remember, this is the last chance to remind the reader and convince her/him to accept the writer's position.

62. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

64. R.A.F.T. Assignment French 2--Traveling in France

65. R.A.F.T.

66. Podcasts, blogs, videocasts

71. www.wikispaces.com

75. www.teachertube.com

80. www.voki.com

83. www.toondoo.com

84. Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-solving, Synthesizing: Thinking Skills of the 21 st Century

85. What does a 21st learner century need?  Relevance  Personalization  Connections  Collaboration  Choice  Relevance  Personalization  Connections  Collaboration  Choice

86. Toni Theisen Loveland High School Thompson School District Loveland, CO 970-482-2606 dakar95@verinet.com