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Guiding Questions
As you walk in use the post-it notes toAs you walk in, use the post it notes to answer the questions located around the roomthe room.
Differentiated InstructionDifferentiated Instruction
Logo Areas of Specialty
NameDepartmentTeaching Assignment
SloganYears of Service
That’s Me!I develop lessons based on the interest of• I develop lessons based on the interest of my students.
• I address the learning styles of my students• I address the learning styles of my students• I incorporate project-based learning in my
lessonslessons.• I use a variety of tiered activities in my
classroomclassroom.• I provide students with choice in the
activities that they participate.activities that they participate. • I group students by their readiness levels.• My students are assigned to groups basedMy students are assigned to groups based
on their learning needs.
Rationale for Why We Are Here Today“If h l i t t bli h l i hi h l l t h“If a school is to establish classrooms in which regular classroom teachers effectively address needs of academically diverse learners, intensive and
sustained staff development will be required. Teachers need assistance in developing a rationale for differentiated instruction help and support indeveloping a rationale for differentiated instruction, help and support in
unlearning entrenched patterns of whole-class instruction which assume that all students need to learn the same information in the same way at the same time and over the same duration, and ongoing support as they develop new ways toand over the same duration, and ongoing support as they develop new ways to
think about their students and instruction.”
“There is a need for concrete assistance in enacting differentiation. We need somebody to sit down with us regularly and show us ways to do this with our own [grade-level curriculum]…it makes no sense at all until you start using it.
We need somebody who can work with us in our classrooms on ffdifferentiation…we need accessible on-site leadership.
Tomlinson Carol Ann Deciding to DifferentiateInstuction inMiddle School: One School’s Journey Gifted Tomlinson, Carol Ann. Deciding to DifferentiateInstuction inMiddle School: One School s Journey. Gifted Child Quarterly, V39, No. 2 (Spring 1995)
Outcomes
• Become familiar with the principles of differentiated instructioninstruction.
• Create multiple paths so that students of different p pabilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning p p p y gprocess.
E t bli h t i f t hi t t i• Establish a repertoire of teaching strategies.
Agenda• Guiding Questions • That’s Me• Outcomes• Norms
Defining Differentiated Instruction• Defining Differentiated Instruction• Why Differentiate• Principles of a Differentiatedp
Classroom• Multiple Intelligence Inventory• Tiered Instruction• Tiered Instruction• Flexible Grouping• Gallery Walk
C bi R C d A h A ti iti• Cubing, Response Cards, Anchor Activities• Exit Card
NormsParticipate activelyp yAsk questionsAsk questionsLearn by doingLearn by doingSet your learning intoSet your learning into actionaction
Florida Educator A li h d P tiAccomplished Practices
Quality of instruction1 Instructional Design and Lesson Planning Applying1. Instructional Design and Lesson Planning. Applying
concepts from human development and learningtheories, the effective educator consistently:
Ali i t ti ith t t d t d t d d t tha. Aligns instruction with state-adopted standards at theappropriate level of rigor;
b. Sequences lessons and concepts to ensurecoherence and prior knowledge;
c. Designs instruction for students to achieve mastery;d Selects appropriate formative assessments tod. Selects appropriate formative assessments to
monitor learning;e. Uses diagnostic data to plan lessons; andf Develops learning experiences that require studentsf. Develops learning experiences that require students
to demonstrate a variety of applicable skills andcompetencies.
Florida Educator Accomplished Practices
3 Instructional Delivery and Facilitation The effective3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
a. Deliver engaging and challenging lessons;b. Deepen and enrich students’ understanding through
content area literacy strategies verbalization of thoughtcontent area literacy strategies, verbalization of thought, and application of the subject matter;
c. Identify gaps in students’ subject matter knowledge;y g p j g ;d. Modify instruction to respond to preconceptions or
misconceptions;
e. Relate and integrate the subject matter with other disciplines and life experiences;
f Employ higher order questioning techniques;f. Employ higher-order questioning techniques;g. Apply varied instructional strategies and resources, including
appropriate technology, to provide comprehensible instruction, and to teach for student understanding;
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences inlearning needs and recognition of individual differences in students;
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and
j. Utilize student feedback to monitor instructional needs and toadjust instructionadjust instruction.
Florida Educator Accomplished Practices
4 A t Th ff ti d t i t tl4. Assessment. The effective educator consistently:a. Analyzes and applies data from multiple assessments and measures to
diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;learning objectives and lead to mastery;
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
d M difi t d t ti diti t d t l id. Modifies assessments and testing conditions to accommodate learningstyles and varying levels of knowledge;
e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
f. Applies technology to organize and integrate assessment information.
Florida Educator Accomplished Practices
5 Continuous Professional Improvement5. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness
of instruction based on students’ needs; b. Examines and uses data-informed research to improve instruction
and student achievement;c. Uses a variety of data, independently, and in collaboration with
colleagues, to evaluate learning outcomes, adjust planning andcontinuously improve the effectiveness of the lessons;continuously improve the effectiveness of the lessons;
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
Florida Educator Accomplished Practices
e Engages in targeted professional growth opportunities and reflectivee. Engages in targeted professional growth opportunities and reflective practices; and
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
Schedule an appointment!
First appointment Second appointment
Third Fourth appointment appointment
Defining Differentiated InstructionInstruction
Definition Characteristics
Differentiated InstructionInstruction
Examples Non examplesExamples Non-examples
Frayer Model
First Appointment
Meet with your first appointment to compareMeet with your first appointment to compare your definition of differentiated instruction. What are the similarities and differences?What are the similarities and differences?
Two Column NotesWhat you would see and hear in a differentiated classroom?
See Hear
“TELL ME AND I WILL FORGET. SHOW ME AND I MAY REMEMBER. INVOLVE ME AND I WILL UNDERSTAND."
-Ancient Chinese Proverb
Differentiated Instruction
Th Hi h t L l f T hiThe Highest Level of Teaching(Founder: Carol Ann Tomlinson)( )
Why Differentiate?
“That students differ, may be inconvenient,That students differ, may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price ofdiversity is the inevitable price of productivity, high standards and fairness to the students”.t e stude ts
-Theodore Sizer
Differentiate “Why”Differentiate Why …
• Classrooms today include students with a wide range of disabilities (Mathes, et al, 2003)
• Differentiated Instruction maximizes students’ learning by meeting each student where they are and taking them y gforward (Hall 2002)
What are the kids saying?
When I feel lost in class…When I feel lost in class…– I play with my hair.– I wish the teacher would know how I feel and would help me.– I want to go home and watch TV.– I get mad.– I feel scared. Sometimes I try to listen harder but mostly it doesn’t work.
Wh t d it f l lik h lWhat does it feel like when classes move too slowly…
– I color my nails with a pen.y p– One thing my sister taught me to do is to listen to music in my head or to think
back to a movie, to its funny parts.
Consider this…
When a teacher tries to teach something to gthe entire class at the same time, chances are… – 1/3 of the kids already know it– 1/3 of the students will get it
1/3 of the kids won’t get it– 1/3 of the kids won t get it
– SO, 2/3 of the students are wasting their time.
– Lillian Katz
Consequences of not Differentiating• Socrates was a famous Greek teacher who went around giving
people advice. They killed him. Socrates died from an overdose of wedlock.
• Bach was the most famous composer in the world, and so was Handel. Handel was half-German, Half-Italian and half English. He , gwas very large Bach died from 1750 to the present. Beethoven wrote music even though he was deaf. He was so deaf he wrote loud music. He took long walks in the forest even when everyone was calling for him. Beethoven expired in 1827 and later died for this.
• I am not sure how clouds get formed. But the clouds know how to do git, and that is the important thing.
• Writing at the same time as Shakespeare was Miguel Cervantes HeWriting at the same time as Shakespeare was Miguel Cervantes. He wrote Donkey Hote. The next great author was John Milton. Milton wrote Paradise Lost. Then his wife died and he wrote Paradise regained.
Key Principles of Diff ti t d I t tiDifferentiated Instruction
• Respectful tasks • Teacher honors t d t diff• Meaningful tasks student differences
• Content critical• Teachers/Students
collaborate
Content critical
• Flexible grouping• Flexible grouping
26
According to Students…
Readiness –Readiness • Refers to readiness for a given skill, concept, or way of
thinking.
Interests and Attitudes –• Have to do with those things that learners find relevant,fascinating, or worthy of their time.
Learning Profile and Need –• Refer to things such as learning style, intelligence
preferences, how the learner sees himself in relation to thepreferences, how the learner sees himself in relation to therest of the world.
Differentiation of InstructionIs a teacher’s response to learner’s needsIs a teacher s response to learner s needsguided by general principles of differentiation
Respectful tasks Flexible grouping Ongoing assessment
Teachers Can Differentiate Through:Teachers Can Differentiate Through:
C t t P P d tContent Process Product
According to Students’
Readiness Interest Learning ProfileReadiness Interest Learning Profile
What’s the point of differentiating in these different ways?
Learning Readiness Interest Learning Profile
Growth Motivation Efficiencyy
The Differentiated Instruction
Curriculum• NGSS Standards
Decision-Making Process
Students
Pre-assessment• Readiness/Ability • Interest/Talents • Learning Styles
How can I differentiate instruction and align lesson outcomes and tasks
to learning goals?g gContent
•What the teacher plans to teach
Process•How the teacher plans instruction
Product• Assessment of the learning
teach •Management of flexible groups
Review the Data Link To Next Concept, Lesson or Unit
Differentiate “How”Differentiate How …
1. Determine standards and lesson objective
2. Examine established benchmarks
3 Review and analyze assessment data3. Review and analyze assessment data
4. Create the instructional activityy
5. Document student progress
31
Differentiate “How”…Instructional Groupings
• Whole Group Instruction• Small Group Instruction – Same Ability• Small Group Instruction- Mixed Abilityp y• Student Pairs• One on One• One on One
32
Differentiate “How”… Fl f I t tiFlow of Instruction
• Whole Group– Shared learning
experiences– Inclusion of all
33
Whole GroupWhole GroupInstructional Strategy
• Explicit Instructionp
I Do
DoWe We WeWe We We
You DoWe jx We
Differentiate “How”… Flow of Instruction
Small Gro p Same Small Gro p• Small Group – Same Ability– Meets individual needs
• Small Group –Mixed Ability– Promotes Student– Meets individual needs
– Students can express what they know
– Promotes Student Choice
– Responds to – Students can receive
feedbackG i
Students Interests– Addresses Learners
Social Needs– Groups vary in membership
– Often used for reading
Social Needs
O te used o ead gand math
35
Differentiate “How”… Flow of Instruction
• Independent Workp– Allows for generalization and maintenance
of concepts– Provides opportunities for students to
explore curricular topics of interest in depth
36
THE FLOW OF INSTRUCTION IN A DIFFERENTIATED CLASSROOM
1 3 5 7 9
Teacher and whole class begin exploration of a topic or concept
Students and teacher come together to share information and pose q estions
The whole class reviews key ideas and extends their study through sharing
The whole class is introduced to a skill needed later to make a
t ti
The whole class listens to individual study plans and establishes baseline
it i f
1 3 5 7 9
pose questions sharing presentation criteria for success
Students engage in further study using varied materials based on readiness and
Students work on varied assigned tasksdesigned to help them make sense of key ideas at varied
In small groups selected by students, they apply key principles to solve teacher generated
Students self-select interest areas through which they will apply and extend their understandingson readiness and
learning stylekey ideas at varied levels of complexity and varied pacing
teacher-generated problems related to their study
their understandings
2 4 6 8
A differentiated classroom is marked by a repeated rhythm of whole-class preparation, review, and sharing, followed by opportunity for individual or small-group exploration, sense-making, extension, and production.
Tomlinson, 1995
Second Appointment
Meet with your second appointment to discuss th b fit f diff ti ti i t tithe benefits of differentiating instruction.
What might be some challenges?What might be some challenges?
Learning Style Activity
Multiple Intelligence Inventory
• Complete the Multiple Intelligence Inventory independently.
• After you have determined your multiple intelligence level, write your name on a post-it note and stick it under thewrite your name on a post it note and stick it under the appropriate column.
G t i t ith i il i t lli R d th• Get into groups with your similar intelligence. Read the “Three Little Pigs” newsletter. After reading the newsletter, present your information to the class in a way that
k l d i t lli !acknowledges your intelligence!
The True Story of Three Little Pigs
Differentiated InstructionWhat it is/What it’s not
As you walk back in, use the post-it notes; one to write a statement about What DI is, and one to write
t t t b t Wh t DI i ta statement about What DI is not
Animal School
As teachers our goal is to make the curriculumAs teachers, our goal is to make the curriculum accessible to all students. Differentiation makes this possible but before we can begin to differentiate, we p g ,must come to know our students.
Discovering what your students already know before beginning a unit of study can be accomplished through the use of pre assessmentsthrough the use of pre-assessments.
The use of interest inventories and multipleThe use of interest inventories and multiple intelligence checklists provides important information about students’ learning profile.
Third AppointmentMeet with your third appointment to discuss:
Wh i ?• What are some pre-assessment options?• How does one select an appropriate pre-
assessment option?• How does one use pre-assessment data?p• What are some of the practical realities
associated with pre-assessment?associated with pre assessment?
Tiered Instruction
• Provides teachers with a means ofProvides teachers with a means of assigning different tasks within the same lesson or unit.lesson or unit.
The tasks will vary according to the students’The tasks will vary according to the studentsReadinessInterestLearning Profile
What can be Tiered?
Content • AssignmentsContent g• Activities• Homework
ProcessHomework
• Centers• ExperimentsProcess Experiments• Materials• Assessments
Product• Assessments• Writing prompts
Planning Tiered ActivitiesA Four Step MethodA Four Step Method
Step 1. Identify key concepts and skills (i.e., NGSSS)
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
Step 2. Think about students and/or assessment to determine:– Readiness level– Interests– Learning Profile
Planning Tiered Activities cont.
Step 3. Create an activity for “on – level” learners that is…Interesting– Interesting
– Challenging– Causes students to use key skill(s) to understand the major idea or
concept.
Step 4. Adjust the activity accordingly. Remember…
You may not need to adjust the activity if you are differentiating by interest or by l i fil H if diff ti ti b di ill d tlearning profile. However, if you are differentiating by readiness, you will need to adjust for “struggling learners” and “highly able” learners.
Struggling learners On-level learners Highly-able learners
Adjusting the task
Flexible grouping isFlexible grouping is at the heart of differentiateddifferentiated instruction
Why is flexible instructional grouping a h ll k f h diff i d l ?hallmark of the differentiated classroom?
• It is a critical management strategy in theIt is a critical management strategy in the differentiated classroom.
• It allows a better instructional match between students’ needs and what you want students to know, understand and be able to dounderstand, and be able to do.
• It lets you tailor learning activities according to y g gstudents’ needs and learning preferences, and, in the process, gives you time to provide additional instruction or extend learning experiences toinstruction or extend learning experiences to particular students or groups.
Flexible Grouping• Flexible grouping is an opportunity for students to work
with a variety of students, through whole group or in many different forms of small groups The key to flexibledifferent forms of small groups. The key to flexible grouping is in the name… FLEXIBLE. Students have the opportunity to be in different groups depending on the activity.
• initially use the whole group for instruction
• divide group for practice or enrichment
• not used as a permanent arrangement
• use groups for one activity, a day, a week, etc.
“Flexible grouping is the cornerstone of successful differentiated instruction”.Flexible grouping is the cornerstone of successful differentiated instruction .
-Carol Ann Tomlinson
Fourth Appointment
• Meet with your fourth appointment toMeet with your fourth appointment to discuss how you might develop a tiered lesson or how you might use flexiblelesson or how you might use flexible grouping. What are some benefits? What might be some of the challenges?g t be so e o t e c a e ges
Dinner Menu
Provides studentsProvides students with some choice
Can be tiered by di l ireadiness, learning
style or interest
Dinner MenuWith bj t ll d lWith your subject area colleagues, develop activities for a lesson using the dinner menu f tformat.
Identify: 1. Standard (area of study)2. Appetizer (Everyone shares; a collaborative or
group activity)3. Entrée (Students must select one)4. Side Dishes (Students must select at least two)5. Dessert (Can be optional) assessment or could be
activity designed for advanced students)
Exit CardsExit Cards (AKA “Tickets out the Door”) are used to gather information on student readiness levels interestsgather information on student readiness levels, interests, and/or learning profiles. They can be used as quick assessments to see if the students are “getting it”.
The teacher hands out index cards to students at the end of an instructional sequence or class period The teacherof an instructional sequence or class period. The teacher asks the students to respond to a predetermined prompt on their index cards and then turn them in as they leave th l t iti t th bj tthe classroom or transition to another subject.
The teacher reviews the student responses and separatesThe teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.
Exit Cards Groupings
Group 1 Group 2pStudents who are struggling with the concept or skill
pStudents with some understanding of concept or skillp concept or skill
Group 3Students who
READINESS GROUPS
understand the concept or skill
Exit Card SamplesNotice how these exit cards have been differentiated by readiness. Each student is still expected to know
about similes and metaphors, but their individual p ,questions are based on their skill level and their degree
of knowledge.
Explain the difference between simile and metaphor.
“Happy as a clam” is an example of a
Give some examples of each as part of your explanation
example of a (CIRCLE THE CORRECT RESPONSE)
Simile Metaphor
Exit Card 3-2-1 Summarizer
After reading over my rough draft…After reading over my rough draft…
• 3 revisions I can make to improve my draft3 revisions I can make to improve my draft.
• 2 resources I can use to help improve my2 resources I can use to help improve my draft.
• 1 thing I really like about my first draft.
Response Cards• Response cards are another form of quick assessment.
Each student has a card and indicates their understanding of a topic by holding up the appropriate response. Response cards:
1. Increase participation level of all students2 Increase on-task behavior2. Increase on task behavior3. Provide immediate feedback4. Are highly motivating and fun!g y g
Just ThinkIf response cards were used instead of
hand raising for just 30 minutes a day, each student would make more than 3 700 additional academicJust Think... would make more than 3,700 additional academic responses during the school year.
Types of Response Cards
Preprinted Student made Write-on boards
FACT OPINION POSITIVE NEGATIVE
Solid LiquidSolid LiquidGas Plasma TRUE FALSE
Differentiated InstructionTrue or FalseTrue or False
* Use your response card to answer the question
1. No two children are alike.2. No two children learn in the identical way.2. No two children learn in the identical way.3. An enriched environment for one student is
not necessarily enriched for another.y4. In the classroom we should teach children to
think for themselves.5. There are only three styles of learning.
Yellow-true Green-false
A Quick QuizAgree or Disagree
S d l i diff l• Student learning differences are real.• “Fair” means treating all kids alike.
I t lli i fi d• Intelligence is fixed.• Students don’t learn what the teacher doesn’t
directly overseedirectly oversee.• Before we differentiate, we must diagnose
student readiness, interest, and learning , , gprofile.
• Every student deserves to make continuous progress.Yellow- agree green- disagree
Anchor Activities
Anchor activities are ongoing assignments thatAnchor activities are ongoing assignments that
students can work on independently throughout
a unit, grading period, or longer.
Some examples of Anchor Activities• Brain Busters• Learning Packets
Acti it Bo• Activity Box• Learning / Interest Centers• Vocabulary Work• Accelerated Reader• Investigations• FCAT Practice activitiesFCAT Practice activities• Magazine articles with generic questions or activities• Listening stations
Research questions or Projects• Research questions or Projects• Commercial kits and Materials• Journals or Learning Logs• Silent Reading• Websites
The Purpose of an A h A ti itAnchor Activity
Provide meaningful work for students when they…g y•Finish an assignment or project
•When they first enter the class
•When they are “stumped”
Provide ongoing tasks that tie to the content and instruction.
Free up the classroom teacher to work with other groups of students or individualsother groups of students or individuals
Cubing• A cube consists of 6 commands – one on each of
its 6 faces followed by a prompt that describes the task the student should dotask the student should do.
• Can be used to differentiate activities on the basisCan be used to differentiate activities on the basis of student's readiness. For example, using 2 or more cubes with the same commands, modify the prompts or tasks so that they are at different levelsprompts or tasks so that they are at different levels of difficulty.
• Can be used to differentiate activities based on students’ interests or learning profiles.
Cubing continued…
• Designed to help t d t thi k b t
• Satisfies hunger to do students think about a topic from different angles
something different
Eli i t b d
• Game – like motivates children
• Eliminates boredom and lethargy resulting from unnecessary drill children
• Recognizes large i f k l d
and practice
Oft d treservoir of knowledge and skills of some learners
• Often used to reinforce, extend or demonstrate learningg
Graphic Organizers
• Aides comprehension, concept development and p , p plearning
• Highlights key vocabulary• Provides an organized, visual display of
knowledge• Focuses attention on key elements• Helps integrate prior knowledge with new
knowledge
Flow chartweb
Examples of Concept (Mind) Maps
Concept Map
• Learning Stylesg y
Bodily KinestheticKinesthetic
Concept Map & Gallery WalkConcept Map & Gallery Walk• Read the article on differentiatedRead the article on differentiated
instruction.• With your assigned group members create• With your assigned group members, create
a concept map using pictures only.Be prepared to “A Point” a leader who will• Be prepared to A-Point a leader who will share the concept map with others during a Gallery WalkGallery Walk.
Think – Tac - Toe
Complete a character l i f th i
Complete a character t d
Name and draw a h i likanalysis for the main
character of your storyreport card person who is like one
of the characters from the book
Build a miniature stage setting for your story
Draw a picture describing at least 3 settings from the story
Make up a limerick or cinquain poem about the setting of yourstory settings from the story the setting of your story
Use a sequence chart Write a new beginning Make a game board qor timeline to describe at least 7 events
g gor ending to the story
gabout your story. Include key events (in order)
Think – Tac - Toe
Write the first 10 d th t t
Identify and d ib th
Find 5 words within th d
Meet with your first appointment to complete the Think –Tac- Toe
words that come to mind when you hear the word “TEACHER”
describe three strategies modeled in this session
the words Differentiated Instruction
TEACHERIdentify an activity that can be used with a Venn
Ten words that rhyme with “LEARN”
Identify four positive consequences that can be used forwith a Venn
DiagramLEARN” can be used for
rewarding appropriate behaviorbehavior
Identify three strategies for assessing prior
List three effective procedures that can be used for getting
List three ways to differentiate instructionassessing prior
knowledgebe used for getting students’ attention
instruction
RAFT Activity
• RoleRole• Audience
Format• Format• Topic
• See the Raft Activity Handout and complete See e a c y a dou a d co p e ewith your second appointment
Give One/Take One
Idea #1 Idea #2
Idea #3 Idea #4
What It Is/What It’s NotDifferentiated Instruction IS:• Using assessment data to plan
Differentiated Instruction Is NOT:g p
instruction and group students• Teaching targeted small groups
U i fl ibl i
• Using only whole class instructionU i ll th t• Using flexible grouping
(changing group membership based on student progress, i t t d d )
• Using small groups that never change
• Using the same reading text interests, and needs)
• Matching instructional materials to student ability
with all students• Using the same independent
seatwork assignments for the• Tailoring instruction to address
student needs
seatwork assignments for the entire class
Vaughn Gross Center for Reading and Language Arts, 2005
As you begin….
• Examine your philosophy about individual needsindividual needs
• Start small• Grow slowly – but grow!• Envision how an activity will looky• Step back and reflect
79
In my Differentiated Classroom
• Everyone will feel welcomed• Mutual respect will be non-negotiable• Students will feel physical, mental and emotional safety• There will be a persuasive expectation of growth• I will teach for success• A new sort of fairness will be evident and accepted• A new sort of fairness will be evident and accepted• We will collaborate for mutual growth and success
““Fair does not mean that every child gets theevery child gets the same treatment butsame treatment, but that every child getsthat every child gets
what he or she needs.”Richard D. Lavoie
Intention Statement
• Today I discovered…y
• And now I will• And now I will…
Exit Card Activity
Complete this activity on your 3-2-1 sheet
• 3 benefits of differentiating instruction• 2 strategies I have learned for2 strategies I have learned for
differentiating instruction• 1 question I still have about differentiating• 1 question I still have about differentiating
instruction
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