Differentiated InstructionEmbracing Multiplicity

Fall Staff DevelopmentPresented by:

Caice Gallaher and Cheryl Pond

Agenda (1/2 day)Welcome

Learning Styles InventoryVideo

Jigsaw (Differentiation Strategies)Break

Question/AnswerVideo

Thinking Outside the Box (Differentiated Content)Gallery Walk

ClosureExit Ticket/Evaluation

Agenda (full day)Welcome

Learning Styles InventoryVideo

Jigsaw (Differentiation Strategies)Break

Question/AnswerVideo

Thinking Outside the Box (Differentiated Content)Gallery Walk

Exit TicketLunch Break

Menus, Choice Boards and RubricsGroup Work

Gallery Walk and Share TimeEvaluation Ticket

What is Your Style?

• Learning Styles Inventory• Four Corners

– Group projects –What is Differentiation?– Presentations

What is Differentiated Instruction?

http://ttc-rocket/SafeVideos/Video.aspx?id=8IjHGqOZEng

The key

• The key to a differentiated classroom is that all students are matched with tasks compatible with their individual learner profiles

Differentiating

• Content – MULTIPLE options for taking in information

• Process – MULTIPE options for making sense of the ideas

• Product: MULTIPLE options for expressing what they know.

Differentiation

Always

Never

Teaches Up

Waters Down

for Education

IN OUT Applying Knowledge Problem Solving Dialogue Facilitating Critical Thinking Simulation Teams Hands On Individualized Learning Self-Directed Learning

Regurgitating Facts Rote Learning Lecture Telling Memorizing Observation Sole Practitioners Passive Listening One Size Fits All Top Down Learning

Peer Collaboration

• Discuss your definition of differentiated instruction with your elbow partner

• Share your views with the group

Jigsaw

• Groups by color• Each color group is responsible for the

information provided. You will present this information to your home group.

• Return to your home group and share out information gained from your color groups.

• Create a differentiation T-Chart– What it is /What it is NOT

Note Taking on the FlyWhat

Describe your strategy

Why

Why would teachers use this strategy?

How

What are the steps in applying this strategy?

Illustrate

Draw representation and be able to explain your thought

process.

Break

• Be back in 10 minutes

Discussion

• Compare the two group activities. – How was it different working with like

learning styles vs. multiple learning styles?• What part of each lesson was differentiated?

What kids are saying about Differentiation

http://video.ascd.org/services/player/bcpid47884069001?bckey=AQ~~,AAAAAmGjiRE~,escbD3Me8-wNwVrrLtP1hZJzLSzWzxGl&bctid=60305095001

At its most basic level, differentiating instruction means “shaking up” what

goes on in the classroom so that students have

multiple options fortaking in information, making sense of

ideas, and expressingwhat they learn.

Think-Pair-Share

• Think about the information presented• Talk to your partner about what you heard

and why we should differentiate• Share ideas with the group

There are Lots of Ways to Differentiate

Low Preparation Differentiation

• Choice of books• Homework Options• Use of Reading Buddies• Work Alone OR Together• Flexible Seating• Varied Supplemental

Materials• Think-Pair-Share• Open-ended activities

High Preparation Differentiation

• Independent Study• Multiple Texts• Multiple Testing Options• Interest Centers• Choice Boards• Simulations• Group Investigations

Thinking Outside the Box

• Look inside your box• Work with your group to think of ways to

differentiate • Create a sample on the chart paper provided• Post your chart paper

Gallery Walk

Closure

• How was this workshop differentiated?

Exit Ticket

• Complete your evaluation• Provide at least one thing you learned this

session that you will use in your classroom in the comment section

Menus/Choice Boards

• Empowering students through CHOICE while ensuring adherence to important LEARNING GOALS.

What are Menus and Choice Boards?

• Learning menus outline a variety of instructional options targeted toward important learning goals.

• Students are able to select the choices which most appeal to them.

• The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.

Kinds of Menus

• MENU: Main Dishes, Side Dishes, and Desserts (for younger learners)

• AGENDA: Imperatives, Negotiables, and Options (for older learners)

• THINK TAC TOE: Complete a row, column or diagonal line of activities.

• (all three options can be differentiated according to interest or learning profile)

Menus/Choice Boards and CSCOPE

• Performance indicators• Project Ideas• Presentations• Assignments that require application, analysis

or evaluation of knowledge• Creating something new

Rubrics

• Provide expectations for finished work• Provide guidance for students• Provide grading criteria for both teachers and

students

– Every Menu/Choice Board should include a rubric for assignments

Your Turn

• Study the samples of menus/choice boards and rubrics

• Investigate CSCOPE/Curriculum provided• Design a menu/choice board with a rubric that

you can implement immediately and repetitively– Combine Performance Indicators and other

projects as desired to provide students with choices for applying content knowledge

Let’s Share!

• Walk the room – Discuss other opportunities to incorporate

menus/choice boards– Take pictures of anything you would like to

remember later– Share email and contact information– Discuss ways to work together in the future

Exit Ticket

• Complete your evaluation• Provide at least one thing you learned this

session that you will use in your classroom in the comment section