1. D IFFERENTIATED I NSTRUCTION 101 Kristin Bartells Shana Piatek

2. I NTRODUCTIONS Name School Subject Area Best part of Winter Break

3. L EARNING T ARGETS TEACHERS WILL… Understand the basic concepts and key vocabulary of Differentiated Instruction Make connections between Formative Assessment and Differentiated Instruction Create formative assessments to use on a daily basis Use data from formative assessments to differentiate lessons in their classrooms

4. HUMAN BINGO Complete the statements about yourself. Introduce yourself to your classmates, and find out what you have in common. Why is it important to know this information about our students?

5. D IFFERENTIATION : W HAT IT IS … W HAT IT IS NOT …

6. D IFFERENTIATING … Content Process Product By readiness By interest By learner profile WHAT HOW

7. H OW WILL WE KNOW OUR STUDENTS ’ READINESS, INTERESTS, OR LEARNER PROFILE ??? FORMATIVE ASSESSMENTS!!! Checks for student learning Determines student interests/learning profiles Not a grade Student and teacher can both monitor progress INFORMS TEACHER OF DIFFERENTIATION NEEDS

8. FORMATIVE ASSESSMENT IDEAS Group Activity Winners??? Choose ONE of these activities that you have already used and ONE that you can try in your next lesson. Explain to your group how you can/will incorporate these activities into your classroom. Volunteers? We have the data… Now what???

9. D IFFERENTIATING … Content Process Product By readiness By interest By learner profile WHAT HOW

10. C ONTENT Varying what we teach or how students gain access to information The most basic content should cover state/district standards. Students may have varying levels of knowledge: Completely unfamiliar Partial mastery Display mistaken ideas Complete mastery

11. C ONTENT Teachers can differentiate content based on what students already know. Bloom’s Taxonomy Unfamiliar: knowledge, comprehension, application Partial mastery: application, analysis, evaluation Complete mastery: evaluation, synthesis

12. C ONTENT Teachers can differentiate how students gain access to the information based on their interests and learner profiles. Materials: Texts, novels Books on tape Internet sources Lecture Grouping Flexible or alike groups Pairs Individuals

13. P ROCESS How students process or make sense of information being taught: Easiest method for student to acquire knowledge (preference) Method that challenges student (need practice) Methods of differentiation: Reading Listening Manipulating objects Multiple presentations*

14. D IFFERENTIATING P ROCESS Tiered assignments Independent and guided groups Anchor activities Stations Questioning technique Teachers can differentiate process based on what students already know.

15. D IFFERENTIATING P ROCESS We can offer a variety of opportunities for practice to our students that appeal to their interests or to their learner profile. Gardner’s Multiple Intelligences Choice

16. PRODUCT How students show what they know, understand, and are able to do Differentiating products: Variety of assessments Same criteria, different product Essay, speech, test, composing a song, building an object, etc. Clear expectations

17. D IFFERENTIATION BY READINESS Level of difficulty at which students are ready to learn and the rate at which they grow Complex set of factors Basic needs being met in and out of classroom Physical and emotional development factors Physical and mental health on a given day Relationship with teacher and classmates Not the same as ability, although ability may be a contributing factor

18. D IFFERENTIATION BY INTEREST General and specific interests that a student may find captivating within a discipline or topic Maximize student motivation by increasing interest/creating personal connections

19. D IFFERENTIATION BY LEARNER PROFILE Combination of interests, dispositions, and manners in which student learns best Learning and thinking styles Multiple intelligences Culture Environmental preferences Appeals to multiple modes of learning and assessment so that students learn effectively and efficiently When students are comfortable, their learning is maximized.

20. EXAMPLES!!! Task: Look through the DI examples in class and search for more examples online. Choose 1 activity that you would like to create for your class. Create/Begin creating a document that you will use for that activity.

21. R EVISITING THE L EARNING T ARGETS TEACHERS SHOULD…  Understand the basic concepts and key vocabulary of Differentiated Instruction  Make connections between Formative Assessment and Differentiated Instruction  Create formative assessments to use on a daily basis  Use data from formative assessments to differentiate lessons in their classrooms