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=**Differentiated Instruction: Beyond the Basics**= Participants will differentiate based on interest, readiness, and/or learning style using students’ prior knowledge and assessment results. Multiple instructional strategies will be addressed to customize the lessons for students. Additional methods of differentiation will be presented with a focus on creating a tiered lesson based on student readiness. Technologies will be used to enhance communication.


 * Presenters:** Lisa Small and Robert Small, Township High School District 211 **Grade Level:** High School   **Skill Level:** Introduction  **Target Audience:** Classroom Teachers  **Computer Platform:** Not platform specific - content applies to all platforms  **Onsite Equipment:** BYOL Format  **Software Needed:** Latest version of preferred browser
 * I. Logistics: Names/Goal/Breaks/Lunch/Washrooms/CPDUs/Collect Emails // (10 minutes) //**

**//Goal://** //**Participants will learn differentiated instruction through differentiated instruction.**//
Begin 8:00 Participants sign in Break 10:15 to 10:30 Lunch 12:00 tp 12:45 in Falcon Room End 2:30 Participants complete evaluation form and evidence of completion. Washroom Locations


 * II. Introduction: In our own words: Define differentiated instruction. //(10 minutes)// **

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 * III. Who are we? Who are they? Generations... //(15 minutes)// **

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[|Core Teaching Philosophies.docx]


 * IV. What is differentiated instruction? //(25 minutes)// **

a. Go to the "What is Differentiation" page on the left - complete one of the 4 options b. Take a break c. Come back and add your thoughts to the definition of differentiation to the "group" definition.

(Technology: collaborative editing)


 * V. How hard is differentiated instruction? //(15 minutes)// **
 * Based on the definition of differentiated instruction, brainstorm when differentiation occurs in the classroom.


 * What was differentiated?
 * **Content?** What you teach...curriculum
 * **Process?** How you teach...instruction
 * **Product?** What the student produces...homework, assessments, projects, etc.


 * VI. Three ways to differentiate //(5 minutes)// **


 * VII. Differentiating by Learning Style //(30 minutes)// **


 * Go to the "Differentiating by Learning Style" page on the left


 * VIII. Examples //(40 minutes)// **
 * Go to the "Examples" page on the left


 * IX. Differentiating by Interest //(10 minutes)// **


 * Go to the "Differentiating by Interest" page on the left


 * X. Examples //(30 minutes)// **
 * Go to the "Examples" page on the left


 * XI. Differentiating by Readiness //(20 minutes)// **
 * Go to the "Differentiating by Readiness" page on the left


 * XII. Examples //(15 minutes)// **
 * Go to the "Examples" page on the left

** ﻿ **
 * XIII. Differentiating Assessments //(15 minutes)// **
 * ﻿Is it fair to give different assessments?
 * How can one assessment be differentiated?


 * XIV. Examples //(10 minutes)// **
 * Go to the "Examples" page on the left


 * XV. Differentiating Homework //(10 minutes)// **


 * XVI **. ** Tiered Lesson or Unit //(15 minutes)// **

** ﻿ **


 * XVII. Grading Issues //(15 minutes)// **
 * ** Is everyone graded on the same objectives?﻿ **
 * ** Should a formative assessment such as a quiz or homework count for a grade? **
 * ** Is extra credit appropriate? **
 * ** What about a grading scale of A, B, C and incomplete or you're not done? **


 * XVIII. Acceptance in the Classroom //(10 minutes)// **


 * Different work, not more work.
 * Student acceptance of we don't all learn, enjoy or need identical educational experiences.
 * Clear "end game" from the teacher (objective, goals, etc.) with the expectation of all student will reach the "end game" and beyond.


 * XIX. Closing **