Differentiated Instruction

Differentiated Instruction Presented by: Michelle Sarich August 12, 2015

Warm Up Activity Use the sheet provided to fill in these answers about you! • My name is __________________________ • My favorite food is _____________________ • I like the color ________________________ • My favorite season is ____________________

What You’ve Been Promised Overview: The ability to differentiate instruction will allow all students to access the curriculum. The environment you set up to deliver your information as well as making small modifications to your already existing information will give you the ability to reach a bigger audience and get your message out! Participants will: • Develop an understanding of key vocabulary and a core understanding of differentiation • Identify several ways you can modify your curriculum and delivery method based on the needs of your group • Focus on the What, How and Take Away; • What does differentiation look like? • How do I do it (as quickly and painlessly as possible)? • Something I can take away and do in my next classroom

Overview of the Presentation • Core Competencies • Overview of Differentiated Instruction & Break Out • What are Differentiated Programs? • Howard Gardner’s Theory of Multiple Intelligences & Break Out • Differentiating Content & Break Out • Differentiating Process & Break Out • Differentiating Product & Break Out • Learning Atmosphere (Routine) & Break Out • Wrap Up and Questions

Core Competencies • Program content includes a combination of knowledge and skill-building activities that integrate topic-specific vocabulary. These activities use real-life experiences or authentic materials,* and allow students to reflect on their own actions and values. Content encourages healthy lifestyles, pro-social behaviors, school-community awareness building and relationship-building. • Facilitators use terminology appropriate to the content and at the correct level of student understanding. They are able to “code switch,” when necessary, as a way to bridge cultural distance, thereby leading to more effective communication with students. • Facilitators create a positive learning environment for all students through their body language, tone and activities. Facilitators have the skills to manage students positively and handle disruptions when/if they occur.

Differentiated Instruction Differentiated instruction allows for all students within a classroom to learn effectively, regardless of differences in ability. Differentiated Instruction… • Will maximize student growth and individual success • Will set high expectations for all students • Will structure student work so they require high level of critical thinking but permit a range of responses • Is flexible and can be modified with little disruption to the presentation

A framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in four different areas Content Process Products Learning Environment

Content What the student needs to learn or how the student will get access to the information Examples: • Graphic Organizers (see handout) • Work in varying degrees of complexity • Variety of presented models – material read aloud, read together or read to a partner • Entry & Exit cards (see handout)

Process Activities in which the student engages in order to make sense of or master the content Examples: • Digital texts • PowerPoint presentations • Films • Individual work • Small group work

Products Culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit. Examples: • Writing a letter or song • Creating artwork • Making a video • Creating a performance • Working alone or in a team

The Learning Envionment The way the classroom or program works and feels (YOU don’t have a lot of control over this but you can make an impact why you are there) What you do have control over: • Respect (of each other and all humanity) • Give an overview of what to expect • Follow through on what you’ve promised • Check for understanding multiple times • Adjust if what you’re doing isn’t working!

Break Out Any Questions? (wave me over if you need something) Use this time to fill in the information on your handout

What You’re Presenting? • Is it motivating • Are tasks engaging, satisfying, and personally challenging • Is the learning rewarding • Can the student become an autonomous learner • Is it relevant to them • Do they understand why they need to know this information

Howard Gardner Theory of Multiple Intelligences • Linguistic • Logical-mathematical • Musical • Bodily-kinesthetic • Spatial • Interpersonal • Intrapersonal • Naturalist

Multiple Intelligences • This is important when understanding that students possess different kinds of minds, and therefore learn, remember, perform, and understand in different ways. • He argues that students would be better served if presenters could teach in a number of ways and learning could be assessed through a variety of means.

Break Out Any Questions? (wave me over if you need something) Use this time to fill in the information on your handout

Learning Atmosphere (what you can control) Examples • Providing materials that reflect a variety of cultures and home settings • Setting out clear guidelines for independent work that matches individual needs; • Helping students understand that some learners need to move around to learn, while others do better sitting quietly and you, the presenter, should be okay with this too • In a classroom where the teaching theory is based on differentiated instruction, students should feel welcomed and safe. Remember: Real, authentic learning does not mean students are sitting and quiet – sometimes it’s movement and interaction that allows students to be able to really understand and apply it in the future!

Routine • Students are aware of the classroom rules and know routines and procedures or the time you are there with them. • There is a procedure for all your activities completed in the classroom. • If you are presenting more than one time – develop a routine that allow students to get help when presenters are busy with other students and cannot help them immediately; • These procedures should promote minimal noise, minimize unnecessary movement, encourage on-task behavior, have a plan for those who finish early, and promote independent work and responsibility. • Create a list of agreed upon group expectations and bring it back each time you visit that group of students • Involve the students in the creation of the learning space – they are more than just producers of work (they will make or break your experience) • CONSISTENCY!!!

Final Activity • Count out by ____ • Write your number in the top right box of your sheet • Meet with all of the people with the same number as you (all 1’s in one spot, 2’s in another) • Make new groups with one person from each number – this will take a second to figure out but once you have one person from each number you can find a spot and get started. If you still need a certain number wave me over This is an example of a jigsaw – it is my FAVORITE

Did You Get What You Were Promised? • Develop an understanding of key vocabulary and a core understanding of differentiation • Identify several ways you can modify your curriculum and delivery method based on the needs of your group • Focus on the What, How and Take Away; • What does differentiation look like? • How do I do it (as quickly and painlessly as possible)? • Something I can take away and do in my next classroom

Wrap Up Explanation of Hand Outs Any Questions?? For follow up or if you have additional questions or want specific help on your material please email me at mlsarich4@gmail.com

Differentiated Instruction