How was your day today?

You may answer in any way you wish: Draw a picture, write a poem, create a symbol, write a paragraph, create a rap, etc…

Facilitators:Summer Bowers and Andrea Perkins, TV/TIP Coaches

Dawn Goulart and Joan Spott, TV/TIP Coaches

What we call differentiation is not a recipe for teaching. It is not an instructional

strategy. It is not what a teacher does when he or she has time. It is a way of

thinking about teaching and learning.

It is a philosophy.~ Carol Ann Tomlinson

What do you know and wonder about in regards to differentiation?

What do you know and wonder about in regards to differentiation?

•Take 5 minutes to fill out your KWL chart for the know and wonder section of your paper.

Handout page 2

• Create three groups (Elementary, Middle School, High School)

• Share the Know and Wonder columns from your individual charts and transfer your group’s collective ideas to large chart paper

• Please pick 2 Knows and 2 Wonders to share

Established Goal: You will have the opportunity to learn how to teach a diverse group of students within one classroom

Understandings: You will understand that pre-assessments are the foundation to creating a differentiated classroom.

Essential Questions: Why should you differentiate? What materials are needed to differentiate?

You will learn strategies to differentiate your curriculum to meet

the needs of your students.

Differentiation is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs. In a differentiated classroom, variance occurs in the way in which students gain access to the content being taught. (Hall, Strangman, & Meyer, 2003).

Classroom Community◦ Positive Classroom Environment◦ Classroom Management

Routines & Procedures◦ Knowledge of Content Standards

Teacher – Student Connections◦ Knowledge of students likes & dislikes◦ Knowledge of what students know & don’t know

Handout Page 3

Teacher – Student Connections◦ Readiness◦ Interests◦ And/Or Learning Profile

Students skill level and background knowledge◦ Diagnostic Assessments

Pre-Assessments Free Response Journal Entry KWL Chart Essential Components Handout Inventories (See Packet)

Handout Page 4

Student Interest Inventory◦ What a student may want to explore◦ What motivates that student

Your Turn!◦ Classroom Practices Inventory (Packet Page 5)

Take a moment to complete the classroom practices inventory.

What is an “ah-ha” that you had while completing the inventory? Turn and share with your elbow partner.

Their Turn!◦ Student Inventory (Packet Page 7)

Compare & Contrast

Learning Styles:◦ Visual, Auditory, Tactile, Kinesthetic◦ Grouping Preferences

Individual, Partner Work, Group Work Grouping Students (Packet Page 13)

◦ Environmental Preferences Quiet vs. Noise Needs Personal Space

Differentiate Your Instruction by Adapting:◦Environment◦Process/Instruction◦Content◦Product

Essential Components Handout Packet page 4

Affective Domain (growth in feelings or emotional areas)

Psychomotor Domain (manual or physical skills)

Cognitive Domain (mental skills)

◦ Knowledge To create a more◦ Comprehension “holistic” lesson!◦ Application◦ Analysis◦ Synthesis◦ Evaluation

Literature Circles◦Novel Studies◦Book Club

Discussion Leader (1)

Illustrator (2)

Vocabulary Highlighter (3)

Passage Illuminator (4)

Connection Maker (5)

Literature Circles◦Novel Studies◦Book Club

Web Quests◦www.webquest.org

By Brandon, Alex, Nishant, C.J., and By Brandon, Alex, Nishant, C.J., and EvinEvin

There were many rats that carried diseases. Many of us lacked vitamin C, giving us scurvy. We stayed alive only because of Alex’s great medical skills.

Another major problem was the sea monster. Many of our crew members were picked up by the kraken, or giant squid. Fortunately, all the major officers survived.

Rationale: Learners learn best when they are given time to practice, discuss and try out new learning. This activity is a scaffolded processing activity designed to give participants an opportunity to practice applying their new learning.

 

Read and “annolight” the article individually.

Form groups based on grade level / content area.

Cube It! With the article in mind and differentiation as the topic, discuss the article using the one or two options your group rolls on the cube.

DESCRIBE IT: What does it look, sound, smell, feel, or taste like?COMPARE IT: What is it similar to? What is it different from?ASSOCIATE IT: What does it make you think of? How does it relate to your content area / grade level?ANALYZE IT: How is it made? How does it work? What are its essential features or components?APPLY IT: How does it fit into your experience? How can you use it?ARGUE FOR OR AGAINST IT: Is it a positive or a negative? Is it helpful or harmful? What are its pros and cons?

More Examples!!!!

oSummer ~ Elementary (K – 5)

oAndrea ~ Secondary ( 6 – 12)

Join your group and let’s share!!!!

Ticket Out:◦ Please fill out the Professional Development

Reflection Log and turn in. Homework:

◦ Try a differentiation strategy with your class.◦ Come prepared to next session with a subject or

lesson that you would like to differentiate. February 12, 2009, CV Adult School Room 15, 4 – 6

PM Please bring today’s packet with you next time as

well.