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Maximizing Learning Through Differentiated Instruction Workshop

Join our workshop to enhance understanding of time and movement in learning, differentiate process and product, and improve lesson planning. Explore useful resources and strategies to optimize brain potential through movement. Engage in peer reviews and hands-on activities.

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Maximizing Learning Through Differentiated Instruction Workshop

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  1. Differentiated Instruction:Adapting the Product Workshop 3 Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara.fridley@k12.sd.us kathleen.a.west@k12.sd.us

  2. Workshop Outcomes • Increased understanding of the importance of time & movement to learning • Increased understanding of how to differentiate the “process” & the “product” • Share and reflect on lesson planning

  3. Review Building Blocks for Learning • Movement • Minds in Motion • http://doe.sd.gov/oess/schoolhealth/mindsinmotion/ • Boost Up • http://www.actg.org/programs/boost-up/boostup_main.htm • Time Management

  4. The Body, Movement, and the Brain • Essential Question – How can movement help the brain reach its potential? • The Brain-Compatible Classroom • Chapter 3 (pg 41) • What can you take from this resource back to your own classroom?

  5. Time, Time, and More Time • Essential Question – What role does TIME play in the classroom? • The Brain-Compatible Classroom • Chapter 5 (pg 75) • What can you take from this resource back to your own classroom?

  6. Differentiating Textbooks • Answer By The Number • Use small Post-It or highlighting tape • Review end of chapter questions • Locate paragraph(s) with answers • Write question number on Post-It & place it in margin next to paragraph • Cross-reference by placing page number by question

  7. Share & Reflect on Lessons • Peer Review of Lessons • Indicators of teaching for understanding • Rubric

  8. Time For Lunch Return at 1:00

  9. Key #3 – Adapt Product • Students have choices of product • Students use key skills to create product • Bloom’s Taxonomy • Multiple Intelligence Theories • Common focus • Vary student activities • Vary complexity

  10. R.A.F.T.S. • Writing strategy (used in 6 + 1) • Puts students into authentic roles to prove content understanding • Helps them focus • Adaptable to all grade levels & content areas

  11. R.A.F.T.S • R – role of the writer • A – audience for the piece of writing • F – format of the piece of writing • T – topic of the piece of writing • S – strong verbs to direct purpose

  12. Designing R.A.F.T.S. • Role • helps writer decide point of view and voice (6 + 1) • Audience • reminds writer to communicate ideas to someone else • Helps writer determine content and style • Format • helps writer organize ideas • Determines conventions of format (letter, story, lab report, etc.)

  13. Designing R.A.F.T.S. - more • Topic • Helps writer focus on main idea • Helps writer organize or select appropriate supporting details • Strong Verbs • Directs the writer’s purpose (persuade, compare, defend, etc.)

  14. Watch the ASCD Video

  15. Homework for April • Email final version of first lesson to Sara to post on ESA web page • Create 1 R.A.F.T.S. activity for your classroom to share with the group

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