1. Differentiated Instruction The mission of the Wappingers Central School District is to empower all of our students with the competencies and confidence to challenge themselves, to pursue their passions, and to realize their potential while growing as responsible members of their community.

2. Students respond best when instruction differs based on learning style …. Differentiated Instruction “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

3. Learning Styles Howard Gardner’s Multiple Intelligences Verbal/linguistic Logical mathematical Spatial Bodily Kinesthetic Musical Interpersonal Intrapersonal Naturalist

4. Learning Conditions Number of students in class Desk, comfy chair, or floor Time of day Temperature Light Noise Smells Visual stimuli Space

6. Strategies for Differentiation Many ways to differentiate Menu of choices Strategy should match needs of students Strategy must be embraced by teacher

7. Small Group Instruction Small group instruction more effective than whole group instruction Allows us to focus more attention on children See & hear children’s responses Gauge their thinking processes Children are heard

8. Learning Centers Multi-level activities related to unit of study Learning objectives Reinforcement/practice Application of skills Independent or cooperative learning

9. Anchor Activities To provide meaningful tasks for students when they: Complete an assignment First enter the classroom Become “stumped” During guided reading

10. Multi-level Reading Maximize opportunities for on-level reading Same topic/theme Related topics Administrative task

11. Alternative Homework Matches child’s skill level Extension of differentiated class work Reinforce/practice skill Application Meaningful & respectful

12. Project/Activity Choices Choices empower students Provide limited choices Projects Presentations Performances

13. Curriculum Compacting 3-step process 1.Assess what a student knows & what still needs to be mastered 2.Plan for learning what is not known & excuse student from what is known 3.Plan for freed-up time to be spent in enriched or accelerated study Accelerates, Eliminates & Replaces

14. Personal Agendas & Contracts Agendas Personalized list of tasks Specified time Independent & collaborative work Contracts Independent work Empowers students/respects their interests

15. Motivation Intrinsic vs. Extrinsic Motivation “Schools and programs that manage to tap into the intrinsic interests and desires of students tend to be successful with all kinds of students...” (Noguera, 2003)