Welcome!

Choose a place to sit.

Have your handouts available for
reference.
Greet others sitting near you.
Reflect on your knowledge of
differentiated instruction.
Select ONE professional/personal goal for
our session.
Be ready to start when you hear the
chimes.

Putting the Pieces

Together:
Differentiating Instruction
in a Brain-Compatible
Classroom
Sue Pearson
email: susanpiti@aol.com

Dump the Pieces out of

the Box
How would
you define*
differentiated
instruction?

*Turn to a
partner-30
second share
for each

What is Differentiated
Instruction?
Differentiated instruction is when
you are consistently and
proactively creating different
pathways to help all your
students be successful!

Goals of Differentiated
Instruction
Maximize each student's growth by
meeting each student where he or
she is and helping the student to
progress. Offer relevant
strategies/materials that provide
rigor.
Offer several different learning
experiences in response to
students' varied needs (Tomlinson,
2000).

Why Differentiate?
Unique brain in each students
head
Wide range of abilities in each
class
Gender research
State mandates
Time crunch!

Differentiating Instruction
What you need to know:
Students
Emotional state
Readiness
Interests
Abilities
Learning style
Multiple Intelligence
preferences

You differentiate by:

Building relationship
Opening pathways to the
brain that construct
meaning
Providing rigorous topics
Demonstrating relevance of
those topics
Encouraging students to
interact with the content
they are learning

Four Piece Puzzle!

STUDENT
ENGAGEMENT

QUESTIONING
SKILLS

ONGOING
ASSESSMENT

FLEXIBLE
GROUPING

Getting to the
You

of the Matter!

have a heart-shaped pattern of

8 pieces.
After each category group is shared,
you will have time for reflection.
Select 1-2 strategies from that
category; write the strategy name
on a puzzle piece.
Try these when you return to school.

Brain Basics: Student

Engagement
The brain:
Is shaped by environmental input
benefits from a novel, complex and
enriched environment
The type of environmental input can
make a difference with respect to the
health of that brain.

Student Engagement
Learning is NOT a spectator sport!
Engage your students by including:

Movement

Interaction with others

Interaction with the content

Interest Groups/Centers

Students take interest inventory. Go to:

http://tinyurl.com/kohpbd

Students work in small groups based on

their interests
These groups can also be
organized by skill level.

Sample Inventory
Questions
Activities outside of school
1. What do you like to do in your free time?
2. What do you usually do after school? On weekends?
3. What are your favorite games?
4. What special tools or playthings do you have at home?
5. Is there a tool, item or plaything you wish you had? If
so, what and why?
6. Do you have pets? If so, what kind? How many?
7. Do you collect things? If so, what and why?

Clock Partners

Daily Appointment Calendar

Name_____________________
8:00 A_____________
9:00 A_____________
10:00 A_____________
11:00 A_____________
12:00 P_____________
1:00 P_____________
2:00 P_____________
3:00 P_____________

4:00P______________
5:00P______________
6:00 P_____________
7:00 P_____________
8:00 P_____________
9:00 P_____________
10:00P ____________
11:00P ____________

THATS ME!
Finding commonalities is a brain-compatible way to
make the brain feel safe.
Listen to my statement.
If that statement is true for you, stand and say
Thats me!
Variation: Teacher makes statements relating to
topics of study. . .I can name 3 causes of the Civil War

Timed-Pair-Paraphrase
Meet with ____appointment partner.
Decide who has the longer foot.
Big Foot shares first about ____________:
2 minute limit.
Little Foot shares-I heard you say . . .
Several Little Feet to share with the class.
Reverse Process.
Kagan, Cooperative Learning Structures, 1994, 1998

K-W-L Carousel
(Know, Want to Know, Learned)
Determine major topics of study.
Write each topic on a separate chart paper.
Divide students into same number of groups as topics (chart
papers).
Provide a different color marker for each group and send to one of
the charts.
Group appoints a recorder; visits each chart. Checkmarks same
items; add new ones.
Return to original chart and reflect. Reporter gives summary.
Think of questions related to topics; add to chart.
Return at end of unit and add info in the Learned column.
Students already know content? Provide independent work projects on topic.

Settling of the West

(Know, Want to Know, Learned)
Ways of Living
K

Food
K

Location
L

SNOWBALL FIGHT!
Reflection is a brain-compatible way to cement learning.
Student writes name and something learned in class on paper.
Bring paper and form circle.
Wad paper up into a ball shape.
On teachers signal, throw snowball into center of circle.
Signal to stop.
Student picks up snowball nearest to him/her and reads/writes
comments. Repeat.
Group share of info. Note incorrect info and discuss.
Variation: Teacher writes topics, wads up paper. Students pick,
write, toss and discuss.
Syracuse, NY ~ Golden Snowball Award-record-192.1 inches 92-93

MINGLE TO MUSIC
Providing movement and music is a brain-compatible
way to move content into long-term memory.

When the music starts, move around the room.

When the music stops, freeze in place.
Ask question with number answer-how many
blind mice were there?
Students form groups of that number. Left over?
Lost & found-join any group.
Give students content to discuss. Repeat.

Independent Study
An opportunity for students to select a topic of
personal interest for the purpose of creating
something new with the gathered information.
Important pre-skills: note-taking, outlining,
interview skills, letter writing skills, research skills
(to locate, record and organize information) are
essential.
Instruct in keeping a process journal/log,
creating/following a timeline, and product options.

Time to Choose
Clock/Appointment

Partners

Thats

Me
Timed-Pair-Paraphrase
K-W-L Carousel
Snowball Fight
Mingle to Music
Independent Study
*Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

Brain Basics: Questioning

Strategies
The brain :
Cannot remain passive; has to stay
active
Becomes engaged when asked the
right questions
Benefits from questions, cues, and
advanced organizers
Puzzles over inconsistencies

Questioning Strategies
Did you know. . .?

80 questions an hour.*
On average, teachers ask ____
Students (entire class) ask ____!*
2
_____%
of the questions are at knowledge and
80
comprehension levels**
2 seconds
Teachers wait an average of _______________
before calling on student,
That students automatically differentiate themselves
by the questions they ask? E.g. capital punishment.
*Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

Types of Questions
CLOSED:
Does everyone understand how to do this?
When did the Civil War take place?
What is the answer to #7?
Who was the main character?

OPEN:
How will you explain to a partner what to do next?
What historical actions sparked the Civil War?
Explain your thinking for problem #7.
Why did the main character in this story behave this way?

B
L
O
O
M
S

V
E
R
B
S

Evaluation:

How would you create

a?

Analysis:

How is this alike/

different from?

Application:

Synthesis:

Why do you
agree/disagree?

Comprehension:

How could you use?

Given ___ what would

you predict___?

Knowledge:

Who, what, when,

where is___?

Benjamin Blooms Taxonomy

Step-by-Step
Allow sufficient response time.
Randomly call on students (popsicle sticks).
Explain that you will not call on anyone until at least half
the hands are raised.
Occasionally call on students who do not have hands
raised. Allow one pass.
Ask students how they came to their answer (correct or
incorrect-its the thinking were after).

Fast Food Quickies ~ Chew

On It

Pair off and discuss with a

partner what has been
learned (Think-pair-share)

Play a game such as

Jeopardy or Wheel of
Fortune

Participate in a whip-the
process of your going
around the class and
getting quick responses to
questions. *Be sure to give
process time before
starting the whip

Going Around in My Brain

Enlarge to
poster size.
Laminate.
Students write
their questions
on Post-it
notes and stick
to chart.

GIVE ME

Meet with _____ appointment partner.

Students touch own hands as they share
information about the story they just read.
Model with book. Give graphic organizer and ask
students to fill in their own answers to the questions.
Give students hand organizer to complete.

Give Me Five!
t
s
a
tw
a
h
W

t?
u
o
ab
y
l
t
os
m
s
hi

xt?
e
n
n
pe
p
a
h
t
migh
t
a
h
W

ven the info

gi
t
sn
wa
I
gh
ou
th
en
ev
w,
no
ow
What do I kn
Wh
at m
ent

in the text?

What does this

remind me of?
al p
ictu

re d
oI

see
?

I HAVE . . .WHO HAS . . .?

One card for each student
One question on bottom. Answer
to another question on top.
Make sure question on one card
has an answer on another card.
Call on one student to start the
game by saying Who has (reads
the question)
Student who has the answer
responds with I have_________.
That student reads his/her
question and finds answer and
so on.
Keep going until the original
student has an answer to his
question.

I have . . .
48
Who has . . . .?
9X6
Variety of content areas;
Can be arranged

Question Tic-Tac-Toe
Provides a menu of questions that help students
think at different levels of Blooms Taxonomy.
Allows you to differentiate assignments.
Give students a chance to create end products
appropriate for their learning styles and MIs
Create a list of end products appropriate for MIs
Post on bulletin board. Students choose at least 3.

Question Tic-Tac-Toe
Knowledge
(write, list, define, label)

Analysis
(analyze, categorize, solve)

Comprehension
(outline)

Comprehension
explain, compare, summarize

Application
(apply, list, diagram)

Synthesis
Evaluation
(adapt, compose, create) (judge, recommend, forecast)

Evaluation
(debate)

Synthesis
(compose)

According to Howard
Gardner
An intelligence isnt strong or weak; it is
developed or less developed.
The Intelligences are used to solve
problems and produce products in one or
more cultures.
They provide opportunities for us to give
information out-not take it in!
One can develop a less developed
intelligence.

Multiple Intelligences

http://surfaquarium.com/Mi/inventory.htm
http://tinyurl.com/n6xopw
Howard Gardiner, Harvard, Project Zero

Questions to Ask Yourself

What are the standards

I am addressing and
assessing in this
content?

What are the concepts

and skills to be
mastered?

Is there a guiding
question that might shape
the study of this content?

How can I make this

content relevant to my
students?

How will I figure out

what my students
already know?

What will be
meaningful ways for
students to access this
content?

Time to Choose
Step-By-Step
Fast

Food Quickies
Going Around in My Brain
Give Me Five
I HaveWho Has?
Tic-Tac-Toe
Multiple

Intelligence Surveys

*Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

Brain Basics: Flexible Grouping

The brain :
Of each student can be stimulated
Feels safe in flexible grouping that
encourages a sense of community
Can learn to make things automatic
when at its own level or beyond
Receives information through a variety
of strategies within the group

Flexible Grouping
Whole

group
Small groups-varying degrees of
readiness
Small groups of like-readiness
Interest groups
Independent
*Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

Groups-General Info
Pairs

(maximizes participation)
Triads/Quads (more ideas/diversity)
Groups of 5 (need structure)
Names Matter-skip the
and
;
name according to content; e.g.,
Punctuation Group, Equation Club
*Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

Group Roles
Leader: facilitates; keeps group going
Timekeeper: monitors time
Materials Manager: Gets materials
Recorder: Summarizes group work in writing
Reporter: Summarizes group work orally
Scout: Seeks info from other groups
Encourager: Cheerleader for group

*Kagan, Cooperative Leaning, 1999 ** Johnson, 1995

Groups-Accountability
Teach

collaborative strategies
Set agreements
Mingle as groups are working
Daily reflection
Individual/group evaluation
*Other considerations: try all boy/girl groups-brain
research (Michael Gurian)

Take Your Choice

Fair is not equal

T-Chart: what fair looks
like, sounds like, and feels
like
Journal prompts-writing
about friends and
fairness experiences
Develop a concept map of
fairness

Project Designdemonstrate fairness in

creating the project by
assuming different parts of
the project
Literature: find stories or
passages that deal with
fairness

Brainstorming: How to Use

1.
2.

3.

For a singular topic; develops vocabulary

Develop a list BEFORE reading; generate
ideas, make connections to what they think
will be in the content.
Review content: after completing a
lesson/unit, invite students to work w/clock
partner. Create list of words
related to that topic.

Brainstorming A to Z
Topic: geography

A: angle_______
B___________
C: circle______
D___________
E___________
F___________
G___________
H___________
I____________

J____________
K____________
L____________
M____________
N____________
O____________
P____________
Q____________
R____________

S____________
T: triangle_____
U____________
V____________
W___________
X____________
Y____________
Z____________

Numbered Heads Together

Put students into groups of 4.

Count off 1, 2, 3, 4.
Pose question/raise issue for discussion
Put heads together; provide process time;
make sure everyone knows the answer.
When you call out a number, that person in
each group will stand (try spinner).
Call on one student for an answer or ask for a
choral response.
Multiple Content Areas and grade levels-Kagan; Cooperative Learning 1999

4-6-8
CHARACTERS
1. Harry Potter
2. Hank the
Cowdog
3. Fudge
4. Wilbur

SETTINGS
EVENTS
1. in school
1. losing money
2. at the football 2. getting scared
game
3. hanging out
3. at the movies 4. having a party
4. in the park
5. going skating
5. at the mall
6. playing ball
6. at the beach
7. finding cash
8. seeing old
friend

Think-Tac-Toe
Nutrition Unit

Design a survey to
determine class eating
habits. Make a graph of
your findings and share.

Make a poster that

compares nutritional
values of several foods.
Include fats, etc. Display
for the class

Read an article about

the importance of eating
nutritious foods. Write a
one page summary.

Write a rap or song abut

what constitutes a
healthy diet. Perform it
for the class.

Create a collage of
pictures of healthy
foods. Include 2 from
each food group. Share.

Design a PowerPoint
presentation (5-8)
showing five healthy
meals. Show to class.

Collect 10-20 food

labels. Compare and
contrast healthy and
non-healthy foods.

Write a letter to the

editor about the
importance of healthy
eating. Mail to him/her.

Create menus for one

week of healthy eating.
Explain your menus &
choices to the class.

Time to Choose
A to

Z: Brainstorming
Numbered Heads Together
4-6-8
Think-Tac-Toe

Brain Basics: Assessment

The brain:
Needs 29-50 times of doing
something (pattern) before it becomes a
program (repeatable at will); depends on
prior experience
Needs immediate feedback-e.g.,
homework, class work, tests
Wants to know what it is being assessed on
Should be assessed on what is
valuable learning for life

Ongoing Assessment
Guides

and drives instruction

Assess before, during and after instruction
Provide numerous opportunities for
students to demonstrate their skills in
many formats (MI)
Give timely feedback
Discuss correct/incorrect

4-H WAY (Assess Attitude)

Pre-assess students
thoughts, attitudes
and concerns
Reset their brains
acknowledge how
they feel
Australia-quiet area,
executive timer,
guest book, music
(40-60- beats per
minute)

Greetings the 4-H

Way
Would you like a
Handshake,
Hug,
High Five
Or
How would you
like to be greeted?

Mind Your Own Business

Invite

students to design their own

business cards (index card/real cards)
Post expertise in academic & nonacademic areas. Identify strengths.
Add clip art.
Hand out or post.

Sample Business Cards

Line Up!
I know a lot
about this
topic

I know
something
about this
topic

I know little or
nothing about
this topic

Pre-assessment

Line Up!
I know a lot
about this
topic

I know
something
about this
topic

I know little or
nothing about
this topic

Pre-assessment

Cup It!

Provide one red, one

green, and one yellow cup
for each student.
When you ask a question,
students stack their cups
so that the top cup
indicates how much he/she
knows.
In the beginning, call on
students with the green
cup on top.

Student knows the

answer
Student thinks he
knows some of
answer
Student does not
know the answer

Signal Cards!

Use 3 index cards (5X8) per

student.
Label one YES, one
MAYBE and one NO.
When you ask a question,
students hold up card that
indicates whether or not
they know the answer.
Call on students with
YES cards to hold them
accountable.

YES
MAYBE

NO

Time to Choose
4-H
Mind

YES

Your Own
Business
Line up!
Cup It!
Signal Cards

From Here to There

How did I think
of my
classroom
routine before
this session?

What insights did I

have today about
differentiated
instruction?

How do I think
of my
classroom
routine now?

What questions do I
still have about
differentiated
Instruction?

Final Reflection
Our

time together is coming to an end.

Reflect

on the final quotation.

Reflective Quotation

I never teach my
pupils.
I only
attempt to provide
the conditions in which
they can~ Albert
learn.
Einstein ~

Contact Me?
Sue Pearson
susanpiti@aol.com
3340 Makyes Road
Nedrow, NY 13120