2. What is Differentiated Instruction? Differentiated instruction is the theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.

3. How does it work? Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance.

4. Why is it such a hot topic? It is THE bridge from Content to Learner. Educators need many pieces - different kinds of instructional and assessment strategies and a variety of differentiated resources that address the wide range of knowledge, ability levels, interests, and learning styles students bring to the classroom. Teachers require a variety of research-based instructional strategies and resources for all students in order to meet benchmarks, standards, and provide enrichment and acceleration. Strategies and materials must support the accountability component of educating students.

5. Implementation Using Bloom’s Taxonomy

6. BLOOM’S TAXONOMY LEVELS “Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals.” (Wikipedia)

7. Guides for Differentiation You are already doing some differentiation Take small steps to implement Clarify key concepts and generalizations Use assessment results as a teaching tool Emphasize critical and creative thinking Engaging all learners is essential Provide a balance when assigning tasks

8. Tiered Assignments Designed to provide different levels of complexity, abstractness, and open- endedness. The curricular content and objectives are the same, but the process and/or product are varied according to the student’s level of readiness.

9. STRATEGIES Key Strategy: Use Bloom’s taxonomy as a guide to develop tasks at various levels of skill.

10. CHOICE BOARDS Organizers that contain a variety of activities Teachers choose activities to complete as they learn a skill or develop a product These may contain small groups, pairs, or individual assignments

11. OBJECTIVE Objective: Create tiered assignments using Bloom’s taxonomy to improve student learning with differentiated instruction.

12. Strategies that Work

13. What attendees will learn: eachers will Learn: 1. Teachers will learn the advantages of using tiered lessons with Bloom’s taxonomy to help provide differentiation in the classroom. 2. Teachers will learn what is necessary to create respectful, meaningful assignments that are interesting, engaging and challenging.

14. What attendees will learn: eachers will Learn: 3. Teachers will learn to identify the six levels of Bloom’s taxonomy and examples of the different levels. 4. Attendees will discuss what can be tiered, complete concept ladder, develop a basic and an advanced task.

15. Other Differentiated Strategies Acceleration Curriculum Compacting Literature Circles Creative Problem Solving Mentoring Contracting Independent Study Inquiry Based Learning Post-holing Collaborative Learning Telescoping Project Based Learning