1. 1.1 Welcome to Differentiated Instruction: Theory into Practice™

2. 1.2 OPPORTUNITIES INTRODUCTION & OVERVIEW ASSESSMENT LOW-PREP, HIGH-IMPACT STRATEGIES TIERING & CURRICULUM COMPACTING MANAGING THE DIFFERENTIATED CLASSROOM DI: Theory Into Practice™ Training Program

3. 1.3 IT’S TIME FOR… START TIME: 8:30 BREAK: 10:00 LUNCH: 11:45-12:45 BREAK: 2:15 END TIME: 3:30

4. 1.4 SET SOME SEASONAL DATES! MEET YOUR FAMILY!

5. 1.5 Questions? PARKING LOT

6. 1.6 Theory Into Practice™ Module I: Introduction and Overview

7. 1.7 Differentiated Instruction: Search & Sign Directions: Walk around the room and find someone who can respond to one of the questions below. After verbally replying to your question, the person initials the square. (You may make notes in the square if you want to remember something the person said!) * A person can only answer and initial one square on your card. Feel free to discuss the answer. The goals of this activity are to activate prior knowledge in the area of differentiated instruction, and to meet new people with new ideas. What is your definition of differentiated instruction? Give an example of when you have used differentiated instruction. What is something that you would like to learn about differentiated instruction? When and how do you use small group instruction? What is a question you have about DI that you hope is answered today? How do you get to know how your students learn? How do you provide choice within your classroom? What is one way that you have helped a struggling reader comprehend text? What are some quick assessments that can be used to learn more about what your students know? Page 12

8. 1.8 Differentiated Instruction is not something new. Think of the one-room schoolhouse. Teachers faced the challenge of finding different pathways to help a wide range of learners be successful.

9. 1.9 DIFFERENTIATED INSTRUCTION IS NOT…  Saying things slower and louder  An IEP for each student  Unstructured  Another word for tracking  Giving additional busywork to accelerated students  Watering down the curriculum  A program, model, or recipe

10. 1.10 DEFINITION & GOAL OF DIFFERENTIATED INSTRUCTION Differentiated Instruction is a concept that makes it possible to maximize learning for ALL students. It is a collection of instructionally intelligent strategies based on student-centered best practices that make it possible for teachers to create different pathways that respond to the needs of diverse learners.

11. 1.11 THE BASIC PREMISE OF DIFFERENTIATED INSTRUCTION (DI) IS THAT STUDENTS ARE DIFFERENT.

12. 1.12 LET’S TAKE A CLOSER LOOK… STUDENTS DIFFER IN:  How they learn best  What interests them  Readiness (not ability) for the content

13. 1.13 DIFFERENTIATING INSTRUCTION IS NOT A YES OR NO PROPOSITION. IT IS A ROAD ALONG WHICH YOU TRAVEL AS YOU DEVELOP THE SKILLS FOR BEING RESPONSIVE TO THE DIFFERENT LEARNING NEEDS IN YOUR CLASSROOM.

14. 1.14 EVERYONE IS DIFFERENTIATING

15. 1.15 DIFFERENTIATED INSTRUCTION CONTINUUM Not Differentiated Highly Differentiated Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning “One-Size-Fits-All” EVERYONE IS ON THE JOURNEY!!

16. 1.16 LET’S VISIT A FEW CLASSROOMS….

17. 1.17 THE BOTTOM LINE… Differentiated Instruction can be time intensive!

18. 1.18 WE HAVE TO TEACH THE STUDENTS WE HAVE USED  NOT THE STUDENTS WE USED TO HAVE WANT  NOT THE STUDENTS WE WANT TO HAVE DREAMS  NOT THE STUDENTS OF OUR DREAMS

19. 1.19 WHERE DO I START?

20. 1.20 Start with the content standard... Then ASSESS

21. 1.21 TAKE BABY STEPS

22. 1.22 QUESTIONS (What are you confused about, need more information on, etc.?) AH-HA’S (New connections, wow information, etc.) NETWORKING (Web sites, ideas, books, people you need to know about) ACCOLADES (Positive thoughts for your peers, school, etc.) PARKING LOT

23. 1.23 LET’S GET GOING!