Why? What? and How? Dissecting Differentiation

1. Why? What? and How? Dissecting Differentiation Bethany GollSouthfield Public Schools Sara Delgado Grosse Pointe Public Schools

2. There is no one book, video, presenter, or Website that will show everyone how to differentiate instruction. Let's stop looking for it. One size rarely fits all. Our classrooms are too diverse and our communities too important for such simplistic notions. Rick Wormeli

3. Quick Write Write for 5 minutes about which of the following statements reflect your teaching philosophy. It is the learner’s responsibility to learn what is taught in class. It is the the teacher’s responsibility to adapt instruction based on learner’s needs. What do YOU believe? Why?

4. Now… Reflect on a time that you were in need and someone did or didn’t adapt to help you, how did that make you feel? For example • Technology use: computer, SMART board, etc. • Traveling or moving to a new place

5. Share your stories at your table

6. Our classrooms consist of students with varying • Levels of readiness • Interests • Learning modalities • Personalities • Other unique needs • It is the the teacher’s responsibility to adapt instruction based on the learner’s needs. Differentiated Instruction philosophy holds the following to be true:

7. What? An Overview of Differentiated Instruction http://www.youtube.com/watch?v=8IjHGqOZEng&feature=endscreen

8. Let’s get more specific… What exactly does Differentiated Instruction entail? The True/FalseGame At your table you will find True/Falsepaddles. Hold up the side of the paddle that indicates your answer for the following statements. Taken from: Total Participation Techniques: Making Every Student an Active Learner. PersidaHimmeleand William Himmele

9. Continual assessment of students’ progress should be used to inform planning and adjust instruction. ANSWER: TRUE! While summative assessments provide teachers with final grades, formative (ongoing) assessments inform teachers about learners’ needs in order to plan further instruction.

10. High-quality curriculum is a necessity in a differentiated classroom. ANSWER: TRUE!

11. Group work is the only way to differentiate the learning process. ANSWER: FALSE! Flexible grouping is a hallmark of a differentiated classroom. Flexible grouping allows students to access a wide variety of learning options and work arrangements; however, whole-group and individualized instruction are also used in differentiated classrooms.

12. Building community within the classroom is not essential to Differentiated Instruction after the elementary level. ANSWER: FALSE! A strong classroom community is a cornerstone of D.I. regardless of students’ ages.

13. For the needs of the learners, multiple instructional strategies should be implemented. ANSWER: TRUE!

14. Let’s Summarize Please refer to the Cloze Notes activity sheet at your tables

15. How? How exactly do you implement this in your classroom? Keep in mind the initial statement… There is no one book, video, presenter, or Website that will show everyone how to differentiate instruction. Let's stop looking for it. One size rarely fits all. Our classrooms are too diverse and our communities too important for such simplistic notions. - Wormeli But, here are a few tips to get you started.

16. The Five by Five Approach to Differentiated Success Carol Tomlinson via Larry Ferlazzo Start small. Begin with whatever steps feel right to you. Differentiation isn't so hard. Change is. Go in a direction that's likely to result in some success. Start with one subject or one class. Start with 10 minutes a day or 15 minutes a week. Just start.

17. 2) Study your students. The more you see them as distinct individuals--the more you understand them as human beings--the clearer your motivation will be.

18. 3) Use formative assessments regularly (ones you develop to be close to your teaching--not standardized ones). As you see where your students are in relation to your learning goals, you'll understand more clearly what you need to do next to help students move ahead from their starting points.

19. 4) Invest time in thinking through classroom routines--giving directions, handling transitions, starting and stopping tasks, using materials effectively. Envision how you want things to work and help your students do the same.

20. 5) Make the students your partners in creating a classroom that works well for everyone. Don't do differentiation to them, do it with them. Explain your thinking and ask for their input. Enlist their help in making sure the classroom runs smoothly. Get their input on which approaches work best for them.

21. Trading Cards On a note card, write down 1 practice from your classroom that aligns with the differentiated instruction philosophy. Be prepared to trade your card with a colleague

22. One real classroom example Math Workshop

23. How? • Develop Expectations • Pre-Test/Flexible groups • 4 stations: (teaching center, fact practice, game, math boxes) • Roadblocks/Challenges • What’s Next?

24. Math Workshop Class Expectations • Stay focused on the task at hand • Teacher should not be interrupted • Avoid restroom breaks during center time • If you finish early, be proactive in finding another activity • Use Whisper Voices • Begin to clean up right away when you hear the bell

25. Student perception results To see more results or to take home a copy of the inquiry abstract, check out the display board in the front of the room. I participated in group discussions with other classmates I felt confident asking questions to Check my understanding I stayed on task during math games I liked working by myself in math I liked working in groups in math

26. Reteach and Enrich An example of Differentiated Instruction at Mesquite Elementary http://www.youtube.com/watch?v=J8DQugVxHv0

27. Summarize your learning Reflecting on your learning today… Let’s take a poll. Write a word or phrase that describes your responsibility to your students’ learning needs.