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Welcome Back!

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Theory Into Practice™ Module III: Low-Prep, High-Impact Strategies!

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DIFFERENTIATED INSTRUCTION CONTINUUM

Not

Differentiated

Highly

Differentiated

AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning

“One-Size-Fits-All”

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DI doesn’t mean just using a variety of teaching strategies. Sometimes

you must structure the actual PROCESS of learning for the needs

of your students.

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SOMETIMES WE NEED TO MARCH TO THEIR TUNES RATHER THAN EXPECTING

ALL OF THEM TO MARCH TO OURS.

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“Fair is giving students what they need.”

- Carol Ann Tomlinson

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Low Prep/High Impact Strategies

• Wikki Stix

• We Have Who Has

• Show Don’t Tell

• Games (Civil War)

• Penny For Your Thoughts

• Cubing

• Back To Back

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WIKKI STIX

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WE HAVE, WHO HAS?

We have 5!

Who has six times this?

We have 30!

Who has one half this?

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GAMES!

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SHOW, DON’T TELL

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Astound: To fill with wonderConfine: To keep within limitsElusive: Hard to describe or understandExtinguish: To put out, do away withLongevity: A long durationPersistent: Refusing to give upRemote: Far off in place or timeSpectacular: ImpressiveTaunt: To insult or ridiculeVital: Having to do or necessary

SHOW, DON’T TELL

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Penny For Your Thoughts!

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Benefit (Heads) Challenge (Tails)

#1 = Differentiated Instruction

#2 = Pre-Assessment

#3 = Formative Assessment

#4 = Summative Assessment

#5 = Standards

#6 = D.I. Continuum

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2. Summarize A 45-minute class period in a differentiated class.

1. Define If a new participant walked in, how would you define differentiation to him/her?

3. AssociateA household object that reminds you of differentiation.

4. PredictWhat might happen if you differentiated for every student.

5. AnalyzeDistinguish between DI and more traditional instruction.

6. RecommendDI to a school board. What would you say?

CUBE PATTERN

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A CUBE HAS SIX FACES WITH A DIFFERENT ACTIVITY ON EACH FACE

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BLOOM’S TAXONOMY

• KNOWLEDGE LEVEL: requires students to learn information

• COMPREHENSION LEVEL: requires students to understand information

• APPLICATION LEVEL: requires students to use the information

• ANALYSIS LEVEL: requires students to examine specific parts of the information

• SYNTHESIS LEVEL: requires students to do something new and different with the information

• EVALUATION LEVEL: requires students to judge the information

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Lecture

Reading

Audio-Visual

Demonstration

Discussion Group

Practice by Doing

Teach Others/Using Your Learning

5%

10%

20%

30%

50%

75%

90%

Average Retentions

LEARNING PYRAMID

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PAUSE TO PROCESS

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Exit Cards

1. What squared with something

you already knew?

2. What did you see from a new angle?

3. What new direction will you go

in? What action will you take?4. What is a question going around

in your mind?(Adapted from Bob Pike, Creative Training

Techniques)