Differentiating Instruction to Create a Culture to Support Diverse Learners

1. Differentiating Instruction to Create a Culture to Support Diverse Learners

2. Put our KUDs in herePut our KUDs in here

3. Our Targets Participants will UNDERSTAND… The need for differentiated instruction to create a culture to support diverse learners That we are all leaders and learners and, as such, it is important that instruction be differentiated for both adults and students Put our KUDs in herePut our KUDs in here

4. Our Targets Participants will be able to DO the following… Identify two DI strategies that BLTs will study and implement in their Building PD Plan Begin development of a Building PD Plan that aligns with the District PD Plan and supports the study and implementation of DI in all classrooms Put our KUDs in herePut our KUDs in here

5. Session Overview What Is Differentiation? Why use it? Respectful Tasks, Know Your Target, Know Your Learner Differentiated Strategies Resources

8. Get Diane’s questionsGet Diane’s questions

9. The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way. Howard Gardner

11. DIANE: Student audio reading HANDOUTDIANE: Student audio reading HANDOUT

12. I tried to keep track of where the other kids were when they were reading. And I had the right page. I just didn’t hear where Kim stopped. Her voice is sooo quiet and the verb I was saying was too loud in my head! So it’s not true that I was day dreaming! And I’m not stuck up or arrogant or insolent or any of the things you said I was! I TRY to follow along but I CAN’T read that slow!! You said you got mad because I was wasting everybodies time. But I just asked “which paragraph Miss Brin?” Look at your watch and say it too. It takes 2 seconds. You could have said “the third paragraph.” That takes 21 seconds. I timed it too. Then Sarah and Amy R and Amy B would have 6 minutes to read aloud. Instead you yelled at ME for 6 minutes and they did not get to read any thing! Peter takes almost a whole minute to read “Ben heard the bear cough behind him.” I timed him. It’s a game I made up to pay attention instead of doing Greek or making up poems in my head. If I ask you what paragraph and you tell me it still takes me less than half a minute for me to read a whole paragraph. So I guess I don’t understand why you are mad or why you used 6 minutes to tell the class what a bad stupid mean person i am because I wasted their time for 4 seconds. I think YOU wasted their time!!! And I think YOU were mean to call me those names in front of everybody!!!! HANDOUTHANDOUT

13. Miss Brinn I want to do what you tell me! I don’t understand why I can’t keep reading at the end of a chapter. Or get out my other books. or study my Greek. Or draw or doodle or write in my journal. But you don’t want me to do that so I don’t. But I can’t sit and stare at the wall. If i try to do that I just start thinking about something else! I don’t know HOW to not think! I don’t know HOW to read slow! Please tell me what to do so it won’t make you mad at me all the time. And PLEASE don’t yell at me in class. love, your sad student, Anne HANDOUTHANDOUT

14. DIANE: student audioDIANE: student audio

15. “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

16. HANDOUTHANDOUT

18. Let’s delve deeper… How does a differentiated classroom differ from a traditional classroom? Matching activityMatching activity

19. “Differentiation is not so much the ‘stuff’ as the ‘how.’ If the ‘stuff’ is ill conceived, the ‘how’ is doomed.” Carol Ann Tomlinson

22. Foundations of Differentiated Instruction:RESPECTFUL TASKS Respectful tasks recognize student learning differences. The teacher continually tries to understand what individual students need to learn most effectively. A respectful task honors both the commonalities and differences of students but not by treating them all alike.

23. Foundations of Differentiated Instruction:RESPECTFUL TASKS A respectful task offers all students the opportunity to explore essential understandings and skills at degrees of difficulty that escalate consistently as they develop their understanding and skill.

25. Foundations of Differentiated Instruction:KNOW YOUR TARGET Formative assessment connection Formative assessment connection

26. KUD’s KUD’s

29. Discussion Question Good end to this session…Good end to this session…

30. Six of many DI Strategies Student Choice Tiered Activities Learning Contracts RAFTs Anchor Activities Multiple Intelligences

31. HANDOUT of strategiesHANDOUT of strategies

36. What is a RAFT? RAFT stands for… Role Audience Format Topic

37. Parts of a RAFT

38. Courage – RAFT Project  Created by Kathleen Kryza – www.kathleenkryza.com Used with permission Know: Attributes of courage Understand: People show courage in different ways and for different purposes Do: Create a project from the perspective of a character that shows understanding of the concept of courage

39. Courage – RAFT Project Created by Kathleen Kryza www.kathleenkryza.com Used with permission Role – A character from Iron Will, White Fang or novel with a theme of courage Audience – Teenagers today Format – Song/Poem/Rap, Comic Strip, Motivational Speech, Public Service Announcement, Children’s Book Topic – Share what this character learned about courage, and give advice about how to be courageous in today’s world.

40. DNA Raft

41. What Do I Do If I Finish Early? Read – comics, letters, books, encyclopedia, poetry, etc. Write – a letter, poetry in your Writer’s Notebook, a story, a comic, etc. Practice your cursive or calligraphy Keyboarding Help someone else Create math story problems or puzzles Work on independent study of your choice Play a math or language game Find out how to say your spelling words in another language Practice ACT / SAT cards Solve a challenge puzzle with write it up Practice anything! Get a jump on homework Use your imagination and creativity to challenge yourself!

42. Differentiation According to Sternberg’s Intelligences Know: What makes a Tall Tale Definition of fact and exaggeration Understand: An exaggeration starts with a fact and stretches it. People sometimes exaggerate to make their stories or deeds seem more wonderful or scarier. Do: Distinguish fact and exaggeration Analytical Task Listen to or read Johnny Appleseed and complete the organizer as you do. Practical Task Think of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall tale about something that happened. Write or draw both the factual or true version of the story and the tall tale version. Creative Task --- RAFT Assignment Role Audience Format Topic Someone Our Diary entry Let me tell you in our class class what happened while Johnny A. and I were on the way to school today….

46. SUE:SUE:

49. Where are you on the continuum of DIFFERENTIATION? What will it take for you to move? What roadblocks are in your way? How can you remove them?

50. My teacherdid not careas much aboutpage 51as she didaboutME! S. Kronos HANDOUT of DI resourcesHANDOUT of DI resources