AGENDA

Differentiation Back to the Basics

We will greet teachers as they walk in and say something positive to each. Calming music will play as the enter and get breakfast. Each teacher will have an index card and they must write the city and state in which they were born.


 * I. Brain Teasers - Letter Combinations (5 min)**

- Teacher take DI Pre-Assess. - Discuss the importance of pre-assessments to determine students level of understanding of an upcoming topic. Use Pre-Assess. to guide instruction.
 * II. Pre-Assessment - Five Things I Know About DI. Five Things I am a Confused About. (15 min)**

The Basics of DI video PD360 (4 min 50 sec total) The Basics of Differentiation Differentiated Instruction Applied- Elementary Edition Segment 2 of 10 of this program. Differentiation is responding to the needs of students to help them progress in their learning. -Differentiation is valuable in the adaptation of learning to students with special needs. (0:56) -Differentiation works because it creates in all students a motivation to learn at higher levels. (1:23) -To identify student needs, interests and the intentional use of data assures the greatest possibility of designing effective teaching and learning. (2:00) -Pre-assessments to learning will help teachers key in to student readiness. (4:05)
 * http://www.pd360.com/index.cfm?ContentId=155 **

ACTIVITY FROM 3rd Grade


 * III. Surveys and Profiles (10 min)**

Interest Surveys - Use of interest surveys and examples Learning Profiles - To determine the way students learn (looking for a good video to combine III and IV)

There are two interest surveys under Pages and Files (to the right) and one Learning Profile survey. We will give these to teachers. Share the Summary of the Eight Intelligences from Kim Geddies. Project the summary, tables read and share.

"DOES ANYONE HAVE AN EXAMPLE OF HOW THEY HAVE USED INTEREST SURVEYS OR LEARNING PROFILE IN THE CLASSROOM?" We could provide two examples of how to incorporate interest surveys and learning profiles in a subject area. Example one: Teach the class about the attributes of geometric figures. You may use any materials in the class or bring things from home. Use specific examples of a 2-D and 3-D figure. Include the differences between 3-D and 2-D figures, as well as the attributes of at __least one__ figure from each group. You may draw pictures, create a song or rap, write a story or poem, make charts, diagrams or mobiles.

Example two:


 * IV. Formative Assessments and Summative Assessments (15 min)**

Discuss the purpose of formative assessments. Discuss how teachers may use them during the learning process to ensure that students are learning and differentiate instruction.

IDENTIFYING STUDENT READINESS VIDEO PD360 http://www.pd360.com/index.cfm?ContentId=842

Activity - BECOME THE EXPERT Play music and teachers must find a two partners that were born in another state or city. The partner must be from another grade level. When the music stops, each group will receive a type of formative assessment and examples. They have one minute to exchange with another group if they wish. The group will read and provide the class with an explanation and example of their Form. Assess. on chart paper. Each group will present.

ACTIVITY FROM 4th Grade

Use Page 5 of Kim Geddie's book. Differentiated Instruction: Know Your Students 1. Content 2. Process 3. Product 4. Affect and Learning Environment
 * V. DI (CONTENT, PROCESS and PRODUCT) - Kim Geddie (15 min) __SPRINKLE__**

__** Example one: Division in grade 4 **__
 * Some students will use base ten blocks. **
 * Some students will use different division algorithms (repeated subtraction, traditional, mult. to solve division). Different strategies will be used (draw a picture, t-chart, equations, table) **
 * Product will differ depending on the process used. **
 * With the inclusion of math menu (stations), activities for students at different levels may be set up to allow students to access the TEK at the comfort level. **
 * Menu Items - **
 * Division with manipulatives; students still choose the strategy but have the support of learning aid on the wall and manipulatives **
 * Division with problem solving board and samples of various strategies; solve problems related to various stories, subjects and real life situations (based in student interest surveys) **
 * Students write division word problems on a topic of their choice. A partner will solve and check the problem. Each problem will be placed in a division book for the class. **
 * The teacher will work with small groups on the skill at their level as well as facilitate learning at the menu stations. **

__** Example two: **__** Lynsela will give an example **

HOMEWORK!!

ACTIVITY FROM 5th Grade