Welcome! ¡ Bienvenido !

1. Welcome! ¡Bienvenido! • Please fold a white card in half to form a “tent” and write your name on both sides. • Leave this card with your instructor at the end of each class.

2. Course Start Up • Registering for credit. • Contributing to Learning Environment – Food! • Course requirements

3. Today’s Goals / Objectives Content Objectives • Understand student variance • Try out activities that you can use to create a differentiated mindset among students • Know that reading, writing, and talking are learning non-negotiables. Language Objective: • Read, write, and talk about student variance

4. “The teacher’s overriding moral purpose is to meet the needs of students, even when it conflicts with personal preferences.”-Lorna Earle, Assessment as Learning

5. “We will not successfully restructure schools to be effective until we stop seeing diversity as a problem.”-Wiggins, 1992

6. How Not to Get Sued A Legal Primer.

7. Classroom Teachers and the Curriculum – Legal Precedent • As a general rule, courts consider classroom methodologies and techniques as the professional prerogative of teachers. Owasso ISD v Falvo (2002) • However, the education of school children is not left to the whim of individual teachers to teach what they please, whenever they please, and in any way they please. Peloza v Capistrano (1994)

8. Classroom Teachers and the Curriculum – Legal Precedent • Classroom teachers do not have a “constitutional right to require students to forgo a portion of their education they would be entitled to.” Palmer v Board of Education(1980) • Children who do not speak English are entitled to equal access to school curriculum. Lau v Nichols, (1974)

9. Reading, Writing, Talking • Select a “fact sheet” about students from the ones offered. • Using a highlighter and the symbols listed on the “Connections” chart, annotate the fact sheet you selected. • Share information in your small group. • As classmates share, take notes on key points on the Cornell notes page.

10. Maslow’s Hierarchy of Needs Academic learning requires students to work at the highest level of need satisfaction within their grasp. From Tomlinson, pg. 39

11. A Framework for Differentiation Part I • Who are you as learners? (Are you all alike or are there important differences?) • Given the differences we see, how should I teach you? • If our classroom is going to work for all of us, what will it be like? (How will it need to function? What roles will each of us play?) • How can I learn more about your starting points, interests, and best ways of learning?

12. Pre-Assessment…Getting to Know You Building Assignment Write Your Full Name Email Role Hobbies? Interests? ! ? . University Affiliation? Visual, Auditory, or Kinesthetic? Groupie or Soloist? # of Years Teaching Part to Whole or Whole to Part?

13. Stand Up, Hand Up, Pair Up Speak with a person you don’t know. What would you change on the index card to make this activity work with your students?

15. The Line Up Driving Organization Algebra Knitting Hosting a Party Speaking Spanish Scrapbook-ing Budgeting Sudoku Spelling Chess Keeping desk clean Writing Volleyball Skiing

16. Strengths and Weaknesses Bar Graph Bar 1 – Reading Bar 2 – Writing Bar 3 – Math Bar 4 – Science Bar 5 – History Bar 6 – Acting Bar 7 – Sports Bar 8 – Singing

17. Strengths and Weaknesses Bar Graph Bar 1 – Reading Bar 2 – Writing Bar 3 – Math Bar 4 – Science Bar 5 – History Bar 6 – Acting Bar 7 – Sports Bar 8 – Singing

18. A Framework for DifferentiationPart II • If we have a differentiated classroom, can it be fair? (What will ‘fair’ mean in this room?) • What will success in this class mean? (How will I know if you’re succeeding? How will you know?)

19. Final Thoughts • When was the last time you experienced something adjusted to your personal needs? • How did it make you feel?