1. 3.1 Welcome Back!

2. 3.2 Theory Into Practice™ Module III: Low-Prep, High-Impact Strategies!

3. 3.3 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”

4. 3.4 DI doesn’t mean just using a variety of teaching strategies. Sometimes you must structure the actual PROCESS of learning for the needs of your students.

5. 3.5 SOMETIMES WE NEED TO MARCH TO THEIR TUNES RATHER THAN EXPECTING ALL OF THEM TO MARCH TO OURS.

6. 3.6 “Fair is giving students what they need.” - Carol Ann Tomlinson

7. 3.7 Low Prep/High Impact Strategies Wikki Stix We Have Who Has Show Don’t Tell Games (Civil War) Penny For Your Thoughts Cubing Back To Back

8. 3.8 WIKKI STIX

9. 3.9 WE HAVE, WHO HAS? We have 5! Who has six times this? We have 30! Who has one half this?

10. 3.10 GAMES!

11. 3.11 SHOW, DON’T TELL

12. 3.12 Astound: To fill with wonder Confine: To keep within limits Elusive: Hard to describe or understand Extinguish: To put out, do away with Longevity: A long duration Persistent: Refusing to give up Remote: Far off in place or time Spectacular: Impressive Taunt: To insult or ridicule Vital: Having to do or necessary SHOW, DON’T TELL

13. 3.13

14. 3.14

15. 3.15

16. 3.16 Penny For Your Thoughts!

17. 3.17 Benefit (Heads) Challenge (Tails) #1 = Differentiated Instruction #2 = Pre-Assessment #3 = Formative Assessment #4 = Summative Assessment #5 = Standards #6 = D.I. Continuum

18. 3.18 2. Summarize A 45-minute class period in a differentiated class. 1. Define If a new participant walked in, how would you define differentiation to him/her? 3. Associate A household object that reminds you of differentiation. 4. Predict What might happen if you differentiated for every student. 5. Analyze Distinguish between DI and more traditional instruction. 6. Recommend DI to a school board. What would you say? CUBE PATTERN

19. 3.19 A CUBE HAS SIX FACES WITH A DIFFERENT ACTIVITY ON EACH FACE

20. 3.20 BLOOM’S TAXONOMY KNOWLEDGE LEVEL: requires students to learn information COMPREHENSION LEVEL: requires students to understand information APPLICATION LEVEL: requires students to use the information ANALYSIS LEVEL: requires students to examine specific parts of the information SYNTHESIS LEVEL: requires students to do something new and different with the information EVALUATION LEVEL: requires students to judge the information

21. 3.21 Lecture Reading Audio-Visual Demonstration Discussion Group Practice by Doing Teach Others/Using Your Learning 5% 10% 20% 30% 50% 75% 90% Average Retentions LEARNING PYRAMID

22. 3.22 PAUSE TO PROCESS

23. 3.23 Exit Cards 1. What squared with something you already knew? 2. What did you see from a new angle? 3. What new direction will you go in? What action will you take? 4. What is a question going around in your mind? (Adapted from Bob Pike, Creative Training Techniques)