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Differentiated Instruction
“
We have to know where we want to end up before westart out
–
and plan to get there. That is, we must havesolid curriculum and instruction in place before wedifferentiate them.
”
~
Carol Tomlinson Presented by: Cheryl Dick
cdnixa@gmail.com www.cherylsclassroomtips.com
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Daily Schedule
September 19, 20118:15 Overview of DI10:30 Break 10:45 Student Readiness, Learning Profiles, Multiple Intelligences11:30 Lunch 12:15 Types of Grouping, Managing Groups, Anecdotal Records1:45 Break 2:00 Anchor Activities, Learning Contracts3:00 End September 20, 20118:15 Assessment 10:30 Break 10:45 Low Preparation, High-Impact DI Strategies11:30 Lunch 12:15 More Low Preparation, High-Impact DI Strategies1:45 Break 2:00 Tiering and Curriculum Compacting3:00 End September 21, 20118:15 Using Technology to Differentiate10:30 Break 10:45 Using Basal to Differentiate11:30 Training Ideas and Presentations Tips1:45 Break 2:00 Putting the Pieces Together 3:00 End
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Differentaited Instruction Modules
1.
Introduction 2.
Assessment 3.
Low-Preparation, High-Impact Strategies, Materials, and Activities4.
Differentiating Content: Tiering and Curriculum Compacting5.
Managing the DI Classroom
Differentaited Instruction Definitions
•
It
’
s consistently and proactively creating different pathways to help all your students to be successful.
~
Betty Hollas
•
Differentiating Instruction is doing what
’
s fair for students. It
’
s acollection of best practices strategically employed to maximizestudents
’
learning at every turn, including giving them the tools tohandle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It
’
s whatever works to advance the student. It
’
s highly effective teaching!
~
Rick Wormeli
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