DIFFERENTIATE TO

MAKE A DIFFERENCETWO MINDS ARE BETTER THAN ONE

GOOD TEACHERS…

• Always used Differentiated Instruction in the classroom.

• Think about a classroom you experienced where…

THE TEACHER

• Valued your participation

• Gave you opportunities to demonstrate your knowledge

• Fairly assessed the learning for all students

It Felt comfortable… right??

IN A CO TEACHING SITUATION…

• This magnifies for students

• Learning Styles are valued to a greater degree

• Students feel like they have more options and choices for demonstrated knowledge

WHAT IS DI??Differentiation is a teacher’sresponse to a learner’s needsguided by three generalprinciples.

Teacher’s need to:• create Respectful Tasks• manage Flexible Grouping• utilize Continual Assessment

TEACHERS CAN DIFFERENTIATE BY:

ContentLevel of abstraction / depth to which students are held accountable. (core for all)

ProcessMultiple options for making sense of the ideas

ProductMultiple options for expressing what they know

WHEN YOU…

• Dine out you are offered a menu.

• When you shop you choose the item that best suits your need.

• When listening to the news you choose the station you prefer.

IN A COLLABORATIVE CLIMATE..

• All students needs are accounted for…

• Students are given a Range of Choices and Options for Products

• Assessment is a shared task … giving teachers choices as well..

PROJECT BASED

LEARNING HOW MANY TO CHANGE A LIGHT BULB??

PBL ….HOW EASY IS THIS TO DO WITHOUT

SUPPORT??

21ST CENTURY SKILLS…DIGITAL NATIVES

REQUIRE NEW IDEAS..

NOW ASK YOURSELF..

• In putting the content into this context… would it not be easier with two or more heads putting this together and assessing the products??

• Let’s talk…

RESPONSE TO INTERVENTION

RTI

• Establish instructional intervention programs based upon classroom based data gathering and behavior monitoring.

• Intensive instructional intervention(6-8 weeks, no longer than 12) should be documented and monitored.

• Gather the information needed to make an informed decision.

• Three Tiers represent the level of intervention and service to students.

HOPEFUL..

• In the past ELL/SE would wait for language developments to catch up and then be referred for identification.

• Now.. Interventions can be applied, documented and can sort out language variability and disability in a more efficient manner.

THESE NEW PARADIGMS …

• Require collaborative thought

• Require Teachers to Team up to share and consolidate ideas..

• Require that shared knowledge and expertise will be utilized to assist all learning..