1. Adaptive Dimension

2. “Diversity has become the norm among the students in the classrooms of today” (Johnson, 1990) Languages Families Cultural backgrounds Economics Experiential background

3. Student Diversity Aptitude Achievement Interest Motivation Needs Ability

4. Paradigm Shift in Education: Curriculum Traditional Major focus on content Content acquisition Lock step progress Evolving Content & process balance Learning to learn Continuous progress

5. Instruction Traditional Teacher-centred Single textbook Single instructional approach Passive learning Evolving Child-centred Resource-based learning Multiple approaches to instruction Active learning

6. Environment Traditional Competitive System level management Supervision of learners Hierarchical structures Evolving Cooperative School-site management Empowerment of learners Professional/collegial structures

7. Students need to become … Independent Active Self-organizing Responsible Empowered

8. Adaptive Dimension “The concept of making adjustments in approved educational programs to accommodate diversity in student learning”

9. Key Points Point of reference is always the approved curriculum Foundational objectives are NOT modified Adaptations are made so that the objectives can be achieved Enrich, Extend, Reinforce

10. Principles of the Adaptive Dimension Designed for all students Student diversity a key consideration in planning Assess, plan, and facilitate appropriate learning experiences for all students Recognizes that students approach learning in multiple ways

11. Variables to be adapted Curriculum - as a guide, resource based learning, theming Instruction -variety of instructional approaches Learning environment -small groups, individual, space, time

12. Adaptations in … Content Process Product

13. Content Multiple texts Varied time Contracts Compacting Group investigation

14. Differentiated Classroom: What is it? “It is a classroom that provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively.” Carol Ann Tomlinson

15. Process Tiered Learning centers Multiple intelligences Graphic organizers Simulations Learning logs

16. “Differentiated instruction means shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.” Carol Ann Tomlinson

17. Product Tiered product Independent study Community–based projects Multiple intelligence-based orientations Presentations Arts Multimedia

18. “Differentiated instruction is not a strategy to be used from time to time, not a bag of tricks approach. It’s a way of thinking about teaching and learning.” ~ Carol Ann Tomlinson~

19. Routes to a Differentiated Classroom Readiness – varied texts, tiered tasks, flexible time, small group, compacting Interest – student choice, interest groups, independent study Learning Profile – organizers, multiple intelligences

20. Select a few low-prep strategies Group work Flexible groups Varied materials Open-ended activities Jigsaw Interest explorations Questioning techniques

21. Add one high-prep per term Learning contracts Varying organizers Tiered activities Literature circles Learning stations Choice boards Problem-based learning

22. Robert Marzano Nine instructional strategies Based on research to increase student achievement Help students of all ages and learning levels to achieve more in a wide variety of subjects

23. Marzano’s Strategies Similarities & Differences Summarizing & Note Taking Reinforcing Effort Homework & Practice Nonlinguistic Representation Cooperative Learning Setting Objectives & Providing Feedback Generating & Testing Hypothesis Cues, Questions, & Advance Organizers

24. Similarities & Differences Comparing Classifying Metaphors Analogies

25. Note-taking Strategies Student outlines Webbing Combination notes

26. Non-linguistic Representations Graphic organizers Physical models Manipulatives Drawing

27. A New Direction “Teachers guide students down many paths to a common destination” Mary Anne Hess

28. “If children can’t learn the way we teach, we should teach them the way they learn.”