Differentiated
Instruction
Embracing
Multiplicity
Fall Staff Development
Presented by:
Caice Gallaher and
Cheryl Pond
Agenda (1/2 day)
Welcome
Learning Styles Inventory
Video
Jigsaw (Differentiation Strategies)
Break
Question/Answer
Video
Thinking Outside the Box (Differentiated Content)
Gallery Walk
Closure
Exit Ticket/Evaluation
Agenda (full day)
Welcome
Learning Styles Inventory
Video
Jigsaw (Differentiation Strategies)
Break
Question/Answer
Video
Thinking Outside the Box (Differentiated Content)
Gallery Walk
Exit Ticket
Lunch Break
Menus, Choice Boards and Rubrics
Group Work
Gallery Walk and Share Time
Evaluation 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
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 Fly
What
Why
Describe your strategy
How
What are the steps in applying
this strategy?
Why would teachers use 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~,escbD3Me8wNwVrrLtP1hZJzLSzWzxGl&bctid=60305095001
At its most basic level, differentiating
instruction means “shaking up” what
goes on in the
classroom so that students have
multiple options for
taking in information, making sense of
ideas, and expressing
what 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
High Preparation Differentiation
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Choice of books
Homework Options
Use of Reading Buddies
Work Alone OR Together
Flexible Seating
Varied Supplemental
Materials
• Think-Pair-Share
• Open-ended activities
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
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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