Free Powerpoint Templates

1. Differentiating Instruction to Maximize Student Growth by Jacque Melin www.formativedifferentatied.com Free Powerpoint Templates

2. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to : content, process, and product According to students’ readiness levels, interests, and learning profiles

3. “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” – Carol Ann Tomlinson What is Differentiated Instruction?

4. Know the Student – A resource from Solution Treehttp://www.solution-tree.com/free-resources/RTIatWork

6. Learning centers Wholegroup, small group, facilitating, workshops, acting, singing, moving, drawing, reading, writing, calculating, etc..…. Student choices in the types of assignments they do. Keeping data on skill mastery and re-teaching those who need it, while challenging those who don’t. Different types of delivery, processing, student output, Student’s are receiving feedback on a regular basis (systematic approaches). Differentiated Instruction Looks Like…

7. Teaching the same way everyday. Using the same tools everyday. Moving forward and never re-teaching. Only data kept is a grade book. Only feedback students get is the grade on the paper. All students are doing the same assignment. Differentiated Instruction does not look like….

8. Lev Vygotsky individuals learn best in accordance with their readiness to do so (Allan & Tomlinson, 2008). The Theory Behind It….

9. The philosophical idea that interest based options seize on intrinsic motivation According to Jerome Bruner (as cited by Allan & Tomlinson, 2000), when interest is tapped, learning is more likely to be rewarding and the student becomes a more autonomous learner. Howard Gardner, developed the theory of multiple intelligences. His theory states that people have different intelligences and learn in many different ways. Robert Sternberg also states that individuals are either more analytical, creative or practical in their thinking. The Philosophy Behind It….

10. Movie Time – Differentiation in Action • https://www.teachingchannel.org/videos/academic-choice-lesson

12. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles

13. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Accommodations: • actual teaching supports and services that special education students may require to successfully demonstrate learning • intended to reduce or eliminate the effects of a student's disability • do not decrease learning expectations • are noted on a student's Individualized Educational Plan (IEP). • Examples: taped books, math charts of the times tables, additional time, oral vs written quizzes and tests, preferred seating, and adapted keyboards.

14. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Accommodations: • actual teaching supports and services that special education students may require to successfully demonstrate learning • intended to reduce or eliminate the effects of a student's disability • do not decrease learning expectations • are noted on a student's Individualized Educational Plan (IEP). • Examples: taped books, math charts of the times tables, additional time, oral vs written quizzes and tests, preferred seating, and adapted keyboards. • Modifications: • changes made to curriculum expectations in order to meet the needs of the special needs student • made when the expectations are beyond the student’s level of ability • may be minimal or very complex depending on the student’s learning needs • must be clearly acknowledged in the IEP.

15. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles

16. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Enrichments • "learning activities providing depth and breadth to regular teaching according to the child's abilities and needs“ • are normally in addition to and different from the regular classroom activities by way of offering challenge.

17. Differentiated Instruction: teaching in a way to meet the needs of all students with differing abilities in the same class (special needs to gifted). Teachers plan and implement a variety of approaches to: content, process, and product According to students’ readiness levels, interests, and learning profiles • Enrichments • "learning activities providing depth and breadth to regular teaching according to the child's abilities and needs“ • are normally in addition to and different from the regular classroom activities by way of offering challenge. • Acceleration: • instruction that aligns gifted and talented students' abilities and learning needs more closely to the curriculum. • "In practice, acceleration occurs when children are exposed to new content at an earlier age than other children or when they cover the same content in less time (curriculum compacting).”

18. Scaffolding • Scaffolding: Using a variety of instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.  • Common Scaffolding Strategies: • students get a simplified version of a lesson, etc. and then complexity, difficulty, or sophistication is increased over time • teacher describes or illustrates a concept, problem, or process in multiple ways to ensure understanding • students are given a vocabulary lesson before they read a difficult text

19. Building a Choice BoardWhat you need to think about!! • Standards/Learning Targets • Student Profiles – readiness levels, interests, learning profiles • Accommodations, Modifications, Enrichment, Scaffolding, etc. • Resources needed • Time • Partner work? Alone? • Grading

20. Pretending I’m a 4th grade teacher…. • Teaching a Social Studies unit on the Underground Railroad and incorporating ELA CCSS.

21. Standards Social Studies • 4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and the United States. (G, C, E) • P2.4 Know how to find relevant evidence from a variety of sources • P3.4 Explain the challenges people have faced and actions they have taken to address issues at different times and places. English/Language Arts • CCSS.ELA-LITERACY.RI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • CCSS.ELA-LITERACY.RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • CCSS.ELA-LITERACY.SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

28. YOUR TURN • Work with “same grade level” partner. • Use a book that both are familiar with for your grade level. • Come up with ideas for a TTT board (designing it as just described).

29. OTHER DIFFERENTIATED STRATEGIES

30. Thinkdots or cubing

36. S H A P E

38. Choice Boards • Help to manage a differentiated classroom • Independent work • Used to extend and refine learning targets

39. Tic tac toe boards

40. Rhyme : Tic-Tac-Toe Board • TARGETS: • I can recognize if two words rhyme. • I can supply a rhyme for a given word. • I can isolate and name the ending sound of a pair of rhyming words. • I can produce and verbalize a pair of rhyming words. • I can identify the letters that make up the ending sound of a rhyme. • I can identify word family words that rhyme.

44. Learning menus

45. Novel (Maniac Magee: Learning Menu Target: I can explain the vocabulary, main character, setting, and main theme of the novel.

47. Goal – 7 Points

48. Ned rode his bike 7 miles to the library.He took a shortcut on the way home which was only 5 miles long.How many miles did Ned ride altogether? Anne ate 6 cookies.Samantha ate 4 more cookies than Anne.How many cookies did Samantha eat? Angela had 8 computer games.She got 3 more for her birthday.How many computer games did Angela have then? Henry gave 5 stickers to his younger brother. Now he only has 9 stickers.How many stickers did Henry have at first? Derek and Larry have 15 books together.6 of the books belong to Derek. How many books does Larry have? Lisa made 8 apple muffins for the bake sale. Trevor made 6 banana muffins.They sold 5 muffins altogether. How many muffins were left? 1 Point Questions

49. Carl bought 18 stickers. He used 9 of them that afternoon.He used 3 more after dinner. How many stickers did Carl have left? Alex found 12 pennies on the playground.He spent 5 pennies.Then he found 3 more. How many pennies did Alex have then? Chris found 14 colorful leaves at the park. He gave 4 to his sister. Later he found 6 more. How many leaves did Chris have then? Suzanne has 8 pairs of white socks and 6 pairs of blue socks. Her sister has 12 pairs of white socks.How many pairs of socks does Suzanne have? Scott, Frankie, and Corey played in the snow for 4 hours. Scott made 5 snowballs and 2 snowmen. Corey made 7 snowballs. Frankie made 4 snowballs and a snow fort. How many snowballs did the boys make? Alan has 10 pennies.Bonnie has 6 fewer pennies than Alan.Jack has 5 more pennies than Alan.How many pennies does Bonnie have? 3 Point Questions

50. Scott had $15 in his wallet. He spent $8 for a toy. He earned $5 for doing a chore. He spent $3 for lunch. How much money did Scott have left? A bag contains 20 marbles. 7 are red, 5 are blue, 2 are yellow, and the rest are green. How many green marbles are in the bag? Angela opens a saving account with $12. She then deposits $5. She withdraws $9 and then later deposits $6. How much does Angela have in the account then? Anthony has saved $8. He gets $4 more for his allowance. He spends $3 for a toy. He gets another allowance of $4. How much money does Anthony need to buy a $20 robot? Ben walks from school to Danny’s house which is 6 blocks east of the school. Ben then walks 11 blocks west to his own house. How many blocks away does Ben live from school? Jordan found one seashell at the beach on Monday. She found 2 seashells the next day. If Jordan finds 2 seashells every day after that, how many days until Jordan has 21 seashells altogether? 6 Point Questions