Differentiating Instruction?
Welcome to TEACH Academy
Differentiating Instruction
Let's sit in Their shoes!
Technology = showing 
a video, right???
and the longer, the better!
"There's a QUIZ at the end!!!!!"
Or show a LONG PowerPoint...
"You better enjoy this!"
"We could do worksheets, you know!!!!"
START
Come on Brian...I have...
the pacing guide...
...curriculum guide...
...AYP...
...NCLB...
...SOLs...
...VGLAs...
...AYPs....
...remediation notebook...
...faculty meetings...
...electronic attendance...
...and I'm going
to lose my mind...
...it makes me feel 
dizzy!
Do you feel
like this guy?
Feedback time:
What are you thinking
right now?
You will now
take a quiz
over the
Pipe Organ
AYP=90%
Help!!!!
Arrggh!
We all approach learning differently
What's your style?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz?gclid=CLv33-W87aECFV195Qod51BVJQ
2.  How do I keep from going
over the edge????
How do we want to pack for the trip?
How can I go touring on my own 
today??
Where will
we end our
  journey?
Open the
trunk!
Boys
Cultural differences
Intelligences
Learning Styles
Guys like to be 
goofy!
http://www.andrewmcdonald.net.au/a-pictorial-guide-to-avoiding-camera-loss/
GAMES!!!!
humor!!!
Non-fiction
Movement/action
small talk: get to the point!
Quite often, boys do their best work when teachers establish authentic purpose and meaningful, 
real-life connections. In his 4th grade classroom, Mr. Hoyt talks to 10-year-old Clayton about his 
narrative fiction piece. Clayton doesn't feel the need to do any more work on his D+ paper. When 
Mr. Hoyt asks who his audience is, Clayton replies, “Just the class and you.” 

http://www.ascd.org/publications/educational_leadership/sept06/vol64/num01/Teaching_to_the_Minds_of_Boys.aspx
http://www.professorgarfield.org/pgf_home.html
http://prezi.com
http://www.professorgarfield.org/pgf_home.html
http://web.mac.com/tammy.w/MultipleIntelligences/Home.html
Girls
...it's important to note that gender is only one of several inborn factors 
contributing to a person's unique makeup. Other internal forces that 
shape who we are and how we behave include:

temperament (e.g., shyness, energy level) 
intelligence 
natural abilities (e.g., creativity) and disabilities (e.g., dyslexia, AD/HD) 

http://www.greatschools.org/parenting/social-skills/gender-differences-learning.gs?content=1121
In girls, the corpus callosum, which connects the two hemispheres (or halves) of the brain, is generally larger than in boys. This enables more "cross talk" between the hemispheres of the brain. Boys' brains, on the other hand, are structured to compartmentalize learning. As a result, girls are usually better than boys at multitasking and can make quick transitions between lessons and tasks (Havers, 1995). On the other hand, a boy's ability to compartmentalize learning might result in better clarity and focus in certain situations.
http://www.greatschools.org/parenting/social-skills/gender-differences-learning.gs?content=1121&page=1
Learning Menus
Museum Box
Visuwords
They brought children in to their fun lab in Providence, Rhode Island, to watch 
them interact with the structure. The girls came in and played constructively, 
they put the doll in the baby buggy, played with the house and the refrigerator
 and so forth. The boys came in and catapulted the baby carriage from the roof. 
And the surprised researchers said, my goodness, boys and girls really are different.

I told this story to the feminist lawyer Gloria Allred, she was enraged, she saw 
the boys catapulting behavior as some kind of predictor of violence.
And she said, if there are little boys playing with dollhouses that’s just one more reason 
we should be re-socializing them to play with dolls. Do you agree with her?

MR. KIMMEL: I probably would have been catapulting the baby carriages off 
the roof myself.
Today's path?
Research the "map"
collaborate
look around
linguistic
logical/mathematical
Aural
Body/Kinesthetic
visual/space
Social/Interpersonal
Solitary
Reflection:  http://www.flickr.com/photos/urbanwindow/4053189667/sizes/m/
Pictures and images
logic and reasoning
words and language
sound and music
body movement control
work with groups 
and people
work alone/
self awareness
Multiple Ranges of
abilities
Affect: refers to how students 
feel about themselves
Interest: refers to topics that students want 
to explore and their engagement in learning
Learning profile: refers to 
cognitive styles
Readiness: refers to students' 
skill levels and background
 knowledge
Ways to Stay on the D.I. Road
The message for today?
UDL
Assistive Technology
T/TAC
Thinkfinity
http://www.cast.org/research/udl/index.html
http://delicious.com/lcpsat
http://www.thinkfinity.org/
IPix
http://www.panoramas.dk/
E-books
http://www.gutenberg.org/etext/14848
http://www.fi.edu/learn/brain/stress.html
STRESS!!!!!!
Higher Level
http://mybrochuremaker.com/
Strengthening M.I.
http://www.everythingdi.net/mitech/snapshot.htm
http://daretodifferentiate.wikispaces.com/Choice+Boards
How do I get there?  http://www.teach-nology.com/tutorials/teaching/differentiate/planning/
We receive many 
types and events
Webquest:  http://educationaltechnology.ca/resources/webquest/templates.php
Implementation of D.I.:

1.  Engage students in their
own learning goals:
--learning contracts
--personal goal setting
--other ideas?
2.  Build on what students know:
--assessment
--provide a choice of ways to
engage with key content
3.  Engage multiple learning styles:
provide opportunities to build on 
strengths
4.  Use grouping wisely:
--Hint:  struggling students
get nervous around a group
of "with it" students
5.  Teach skills for success:
--reinforce learning skills (note taking,
summarizing, research, collaboration)
6.  Vary assessment strategies:
--portfolios
--performance assessments
Today we will focus on these
to differentiate using Technology:
Interest (engage)
Marzano
http://t4.jordan.k12.ut.us/professional_development/strategies/
Learning Profile
Content
Product
For the Teacher
Content
Process
by Products
For the Student
Interests
by Profile
by Readiess
Process
Readiness
Student-dependent
Student-dependent
Teacher-dependent
Options in:  content, topic, or theme
tools needed for production
methods or engagement
background knowledge/gaps in learning
options in amount of direct istruction
options in amount of practice
pace of instruction
complexity of activities
options in level of
analysis or
exploration
of a topic
Consideration of:
gender, culture,
learning
styles,
strengths, and
weaknesses
Activity choice boards
tiered activities
multi-level learning center tasks
similiar readiness groups
choice in group work
varied journal prompts
students choose mode of presentation
to demonstrate learning
independent study
varied rubrics
interest-based investigations
different levels of reading
or resource materials
small group instruction
multi-level computer programs
Web Quests
http://cmsweb1.loudoun.k12.va.us/50910068152053/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=91259
http://ppsblogs.net/brianmckee/workshops
Project Time