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Choose from one of these learning styles:
1. I learn best alone where I can read and work
quietly.
2. I learn best in a group where I can share and
discuss.
3. I learn best when I can relate to the subject
visually.
Using the assignment sheet you picked up when
you entered, complete the activity.
Differentiated Instruction
In-service
August 6, 2010
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DI is tracking
DI is unfair
DI is the same as
individualization
DI should be done
everyday in every
class.

Purpose
Achieve a deeper understanding
of DI
2. Experience DI-type activities
3. View actual teaching
4. Commit!
1.
The RTI-DI Connection
FROM (old)
Students Viewed as Winners & Losers

Intelligence fixed

Curriculum expectations vary

Fixed groupings/tracking

Self-contained option

Academic focus only
Learners as Empty Vessels

Teachers lecture

Isolated facts

Focus on rote learning
Teacher as Expert

Focus solely on teaching

Minimal collaboration

Teacher “directs ”

Teacher-centered
TO (New)
All Students Can Succeed

Accommodations implemented

Rigorous curriculum for all

Flexible grouping

Fully inclusive

Focus on the “whole” child
Active Learners

Students engaged

Connected, relevant learning

Emphasis on comprehension
Teacher as Facilitator

Teaching & Learning both valued

Co-teaching model

Teacher “coaches”

Student-centered
FROM (old)
TO (New)
Uniform Lessons

“One size fits all”

Singular teaching style

Rigid timelines

Whole class activities
Summative Assessment

Rely on testing only

Data stored

Grading by teacher

Criteria vague
Unilateral Decision Making

Parent/teacher conferences

Pull-out support services

Top-down structure
Lessons which Accommodate

Instruction differentiated

Multi-modal instruction

Varied pacing

Learning centers
Formative Assessment

Multiple ongoing measures

Data utilized

Student self-evaluates

Use of rubrics
Collaborative Partnerships

Parents as full partners

Push-in support services

Bottom-up model
WAIT TO FAIL
RESPONSE TO
INTERVENTION
Classroom Practices Inventory
DI-What is it?
WHAT IT IS
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



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Proactive
Qualitative
Rooted in assessment
Student centered
Blend of whole, group
and individual
A way of THINKING
WHAT IT IS NOT






NOT individualization
NOT chaotic
NOT tracking
NOT teaching to the
lowest
NOT adding extra work
for advanced
NOT a strategy
Components of DI

While Reading, code the text:





 (Confirms what you thought)
 (Contradicts what you thought)
 (New to you)
 (Confusing)
TURN and TALK by sharing your observations
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Preparation
Assessment
Learning Profile
Interest Profile
Student Readiness
Classroom management

Content

Vary text and resource materials
 Interest
 Readiness
 Learning profile

Process (how students process the information)



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Match complexity of activity to student readiness
Give students choices based on their interest
Encourage students to make sense of an idea in a
preferred way of learning (verbally, creatively, etc)
Product (help students rethink, use, and extend
what they have learned over a long period of time)
COMPONENTS
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
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Preparation
Assessment
Learning Profile
Interest Profile
Student Readiness
Managing the
Classroom
HOW TO



Differentiate Content
Differentiate Process
Differentiate Product
Use the NON-NEGOTIABLES Graphic Organizer

Please complete the EXIT CARD before leaving
today