2. Differentiate Instruction in Building Trades

3. Differentiating 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” (Tomlinson, 2001, p.1).

4. “In other words, a differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively” (Tomlinson, 2001, p. 1).

5. MULTIPLE APPROACHES Understanding that some students learn differently. Some learn with their ears. Some learn with their eyes. Some learn with touch or movement.

6. Auditory Learners Students respond to class lecture on wall framing.

7. Visual Learners *Students watch videos on content area of wall framing. *Students are allowed to check out videos to watch again at home. *YouTube video links are provided to students as well as approved apps for I phones and I pads. http://www.youtube.com/watch?v=2VwXv3x_5k8

8. COMPUTER PROGRAMS Use SketchUp to create a 3D framing model Simple videos and computer programming allow students to build a virtual 3D model.

9. PRACTICE WALL FRAMING Students create a miniature model. Students can work independently or in small groups. Students will conduct a self-assessment for their group as well as individual assessments which are to include “a comment to validate his or her rationale for giving a particular score” (Chapman, C. and King, R. 2005, p. 158).

10. TACTILE LEARNERS Students physically lay out and construct a framed wall.

11. STUDENT CENTERED Understanding students prior knowledge varies from student to student. Encourage students to become responsible for their advancement. Become independent learners. Become a responsible member of their community as well as their classroom which contributes to lifelong success. “Moving students from concrete to abstract and simple to complex gets students unstuck from lower tracks with lower expectations. It takes time to develop a deep understanding” (Rodriguez and Bellanca, 2007, p. 81).

12. References Chapman, C., & King, R., (2005). Differentiated assessment strategies: one tool doesn’t fit all. Corwin Press, Thousands Oaks, California. Finehomebuilding. Retrieved from: www.finehomebuilding.com/item/12812/use-sketchup- to-create-a-3d-framing-model www.finehomebuilding.com/item/12812/use-sketchup- to-create-a-3d-framing-model Rodriguez, E. R., & Bellanca, J. (2007). What is it about me you can’t teach? (2 nd ed.). Thousand Oaks, CA: Corwin Press. Tomlinson, Carol A., (2001) How to differentiate instruction in mixed-ability classroom (2 nd ed.). ASCD, Alexandria, Virginia.