Leveling the Playing Field 1:1 Technology in the Differentiated Classroom Karen Godsoe-Daigle, BA, BED, MED Lausanne 1:1 Conference, Memphis TN July 2009.

Leveling the Playing Leveling the Playing FieldField

1:1 Technology in the Differentiated Classroom1:1 Technology in the Differentiated Classroom

Karen Godsoe-Daigle, BA, BED, MEDKaren Godsoe-Daigle, BA, BED, MEDLausanne 1:1 Conference, Memphis TNLausanne 1:1 Conference, Memphis TN

July 2009July 2009 http://www.xtranormal.com/watch?http://www.xtranormal.com/watch?

e=20090714185744314e=20090714185744314

BackgroundBackground

• NB’s Inclusion ModelNB’s Inclusion Model• Workload Model 25-Workload Model 25-

35% direct service to 35% direct service to students, students,

• Students on Special Students on Special Education Plans (SEP’s) Education Plans (SEP’s) & all students at-risk & all students at-risk

• Notebook Initiative – Notebook Initiative – research project 6 research project 6 years ago – now all years ago – now all grade 7’s & 8’s at grade 7’s & 8’s at Nashwaaksis MiddleNashwaaksis Middle

ExceptionalitiesExceptionalities• ADHD, ADDADHD, ADD• Intellectual Disability –Intellectual Disability –

intermittent, extensive or intermittent, extensive or pervasive pervasive

• Slower to LearnSlower to Learn• Down SyndromeDown Syndrome• MicrocephalyMicrocephaly• Learning DisabilitiesLearning Disabilities• Autism Spectrum Disorders Autism Spectrum Disorders

(ASD)(ASD)• PDD NOS PDD NOS • Asperger‘s SyndromeAsperger‘s Syndrome• Sensory Impairments:Sensory Impairments:• Visual ImpairmentVisual Impairment• DeafDeaf• Central Auditory Processing Central Auditory Processing

Disorder (CAP)Disorder (CAP)• Speech and Language Speech and Language

impairments (articulation & impairments (articulation & language reception)language reception)

• Fetal Alcohol Syndrome (FAS/E)Fetal Alcohol Syndrome (FAS/E)• Medically FragileMedically Fragile• Physical Disabilities such asPhysical Disabilities such as• Muscular DystrophyMuscular Dystrophy• Spina Bifida Spina Bifida • Tourette Syndrome Tourette Syndrome • Emotional & Behavioral Emotional & Behavioral

disabilities disabilities • Obsessive Compulsive Disorder Obsessive Compulsive Disorder

(OCD)(OCD)• Oppositional Defiance Disorder Oppositional Defiance Disorder

(ODD) (ODD) • Conduct DisorderConduct Disorder• Borderline Personality DisordersBorderline Personality Disorders• Anxiety DisordersAnxiety Disorders• Social PhobiaSocial Phobia• Bipolar DisorderBipolar Disorder• Schizophrenia Schizophrenia • Garden variety behavioral issuesGarden variety behavioral issues

They are In Your Class!They are In Your Class!

My Role & My StoryMy Role & My Story

• 10 classes of grade 8’s 10 classes of grade 8’s approximately 260 studentsapproximately 260 students

• ten homeroom teachers – organized ten homeroom teachers – organized into 3 teamsinto 3 teams

• My role – to work with their teachers My role – to work with their teachers • Approximately 50 students on Approximately 50 students on

Special Education Plans and another Special Education Plans and another 50 monitored 50 monitored

Mental FrameworkMental Framework

• That allows you to think beyond a That allows you to think beyond a single lessonsingle lesson

• Focus on competenciesFocus on competencies• ““Oh, what to do with the broken child?”Oh, what to do with the broken child?”• 1:1 computers1:1 computers• Truly differentiate your instructionTruly differentiate your instruction• Reach every studentReach every student• Regardless of the student’s readiness, Regardless of the student’s readiness,

interest, or learning profileinterest, or learning profile

Deci & Ryan (2007)Deci & Ryan (2007)

• Relatedness: I belong, Relatedness: I belong, am part of the group, am part of the group, and am supportedand am supported

• Competency: I have Competency: I have strengths & gifts that strengths & gifts that are recognized by are recognized by others.others.

• Autonomy: I have the Autonomy: I have the freedom to make freedom to make choiceschoices

Differentiation

Is a teacher’s response to learner’s needs

Guided by general principles of differentiation

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness Interest Learning Profile

Through a variety of instructional strategies such as:

Guided Reading…Graphic Organizers…Scaffolding Reading…Cubing…Tic-Tac-Toe…Learning Contracts….Tiering… Learning/Interest Centers… Independent Studies…

Intelligence Preferences..Orbitals..Complex Instruction…4MAT…WebQuests & Web Inquiry…ETC.

Quality Curriculum Building Community

BrandonBrandon• Tourette SyndromeTourette Syndrome• With the trilogy – TS, ADHD & OCDWith the trilogy – TS, ADHD & OCD• Vocal Tic – stuttering, & wounded seagull cryVocal Tic – stuttering, & wounded seagull cry• Motor Tic – kicking legMotor Tic – kicking leg• ODC – can’t finish a project because he has to ODC – can’t finish a project because he has to

restart it every day, loops in reading & writing, restart it every day, loops in reading & writing, loops in getting ready for school, loses all papers loops in getting ready for school, loses all papers & assignments, sometimes can’t go in classroom& assignments, sometimes can’t go in classroom

• ADHD – can’t attend to a task, executive ADHD – can’t attend to a task, executive functioning – poor decisionsfunctioning – poor decisions

• Which drug to take – each makes the other Which drug to take – each makes the other syndrome worsesyndrome worse

• Bright, creative & funnyBright, creative & funny• On an SEP Accommodated On an SEP Accommodated

http://videos.howstuffworks.com/howstuffworks/389-how-thttp://videos.howstuffworks.com/howstuffworks/389-how-tourette-syndrome-works-video.htm ourette-syndrome-works-video.htm

Brandon in the 1:1 Brandon in the 1:1 ClassroomClassroom

• Had had laptop since grade 5 but now looked like Had had laptop since grade 5 but now looked like everyone else!everyone else!

• No more assignments lost – saved on computer and No more assignments lost – saved on computer and dropped into shared drive (okay – fewer lost)dropped into shared drive (okay – fewer lost)

• Could take laptop to safe place to work on bad daysCould take laptop to safe place to work on bad days• Access to internet allowed him to learn about TSAccess to internet allowed him to learn about TS• Teacher Wiki space allowed him to get day’s work Teacher Wiki space allowed him to get day’s work

when OCD prevented him from crossing the threshold when OCD prevented him from crossing the threshold of the classroom.of the classroom.

• Teacher-prepared PowerPoints with prompts on each Teacher-prepared PowerPoints with prompts on each slide for assignmentsslide for assignments

• Blog & Facebook projectsBlog & Facebook projects• Pride and a sense of competencyPride and a sense of competency

NickNick• In Grade 8 but has not spent In Grade 8 but has not spent

an entire school year in school an entire school year in school due to behaviour since grade 2due to behaviour since grade 2

• Is manipulative and brightIs manipulative and bright• Diagnosis recently changed Diagnosis recently changed

from bipolar to PDD NOS and from bipolar to PDD NOS and anxiety disorderanxiety disorder

• Doesn’t see other’s Doesn’t see other’s perspective, becomes angry & perspective, becomes angry & defiant, needs to be reassured defiant, needs to be reassured that his father is not that his father is not sick/dyingsick/dying

• On an SEP AccommodatedOn an SEP Accommodated• http://www.monkeysee.com/play/50http://www.monkeysee.com/play/50

59-what-is-pdd-nos59-what-is-pdd-nos

Nick in the 1:1 Nick in the 1:1 ClassroomClassroom

• Computer allowed us some leverage – Computer allowed us some leverage – only responsible people are able to use only responsible people are able to use computercomputer

• Limited any type of game as it upset and Limited any type of game as it upset and agitated himagitated him

• When upset he could go to safe place and When upset he could go to safe place and work on his laptopwork on his laptop

• Teacher Wiki space made lessons Teacher Wiki space made lessons accessibleaccessible

• http://gautreau.wikispaces.com/http://gautreau.wikispaces.com/

ShaneShane• He won’t stay in his seat He won’t stay in his seat • He has to touch He has to touch

everythingeverything• He’s in grade 8 but reads He’s in grade 8 but reads

at the grade 1 levelat the grade 1 level• He’s on an SEP ModHe’s on an SEP Mod• He becomes angry and He becomes angry and

defiant if asked to do defiant if asked to do workwork

• Typical slower-to-learn, Typical slower-to-learn, ADHD (skills deficits)ADHD (skills deficits)

• Articulation issuesArticulation issues• http://www.monkeysee.com/plhttp://www.monkeysee.com/pl

ay/3348-what-are-the-challenay/3348-what-are-the-challenges-people-with-adhd-faceges-people-with-adhd-face

Shane in the 1:1 Shane in the 1:1 ClassroomClassroom

• Teacher Wiki space with links to short lessons that could be viewed multiple times

• Choices in what was available to do to Choices in what was available to do to accommodate short attention span – work could accommodate short attention span – work could be saved and gone back to at a later timebe saved and gone back to at a later time

• Skill exercises on-line that were leveled and able Skill exercises on-line that were leveled and able to be done multiple times – work at exactly the to be done multiple times – work at exactly the right level –right level –

• Scaffolded writing templatesScaffolded writing templates• Jeopardy template Jeopardy template • Read Romeo & Juliet with TumblebooksRead Romeo & Juliet with Tumblebooks• Improved reading using Click N ReadImproved reading using Click N Read

MattMatt

• Visually impaired - legally blind Visually impaired - legally blind 20/200, nystagmus, good mobility20/200, nystagmus, good mobility

• Reading skills limited – Reading skills limited – nystagmus makes focusing nystagmus makes focusing difficult & 20/200 acuity - text difficult & 20/200 acuity - text must be 200 pt – thus few words must be 200 pt – thus few words on a pageon a page

• Good mechanical/logical skillsGood mechanical/logical skills• Difficulty with friendships & Difficulty with friendships &

anger issuesanger issues• On an SEP Modified for LA and On an SEP Modified for LA and

Accommodated for all other Accommodated for all other subjectssubjects

Matt in the 1:1 Matt in the 1:1 ClassroomClassroom

• Able to stay in classroomAble to stay in classroom• Able to read books at his level – Tumble BooksAble to read books at his level – Tumble Books• Used Zoom textUsed Zoom text• Used text to speechUsed text to speech• Worked with sighted partner on projects and activitiesWorked with sighted partner on projects and activities• Skill exercises on-line at his levelSkill exercises on-line at his level• Created Photostory animation to retell a Paul Kropp novel Created Photostory animation to retell a Paul Kropp novel • In Math focused on numbers and operations and used sites In Math focused on numbers and operations and used sites

that were on the teacher’s Wiki to practice and to hear that were on the teacher’s Wiki to practice and to hear explanations of how to do operations.explanations of how to do operations.

• Used Click N Read to work on reading skills both at school Used Click N Read to work on reading skills both at school & at home& at home

• Reading skills – learned to decode because of Click N ReadReading skills – learned to decode because of Click N Read

• http://www.clicknkids.com/SampleLehttp://www.clicknkids.com/SampleLessonSelf.aspssonSelf.asp

Click on Matt & Shane’s Report to view their novel study Multiple Intelligence Project

MaryMary

• Profoundly deafProfoundly deaf• Won’t wear aid for Won’t wear aid for

cochlear implant cochlear implant because it is too noisybecause it is too noisy

• Very social – others in Very social – others in class have learned ASLclass have learned ASL

• Difficulty reading as Difficulty reading as ASL is her first ASL is her first languagelanguage

• Writing is IM languageWriting is IM language• On an SEP ModifiedOn an SEP Modified

Mary in the 1:1 Mary in the 1:1 ClassroomClassroom

• Able to understand more because of the Able to understand more because of the visual component of computervisual component of computer

• Continued to have signing interpreterContinued to have signing interpreter• Scaffolded writing assignments on Scaffolded writing assignments on

PowerPointPowerPoint• Blog and Facebook projectsBlog and Facebook projects• SkypeSkype• Closed captioning available on Brain PopClosed captioning available on Brain Pop• Collaborating with othersCollaborating with others• Became very adept at social networkingBecame very adept at social networking• Reduced her social isolationReduced her social isolation

Jesse R.Jesse R.• Duchenne Muscular Duchenne Muscular

DystrophyDystrophy• Gross motor – Gross motor –

motorized wheelchairmotorized wheelchair• Fine motor – can not Fine motor – can not

hold penhold pen• Deteriorating conditionDeteriorating condition• SEP AccommodatedSEP Accommodated

• U:\My Videos\U:\My Videos\RealPlayer Downloads\RealPlayer Downloads\BrainPOP animation BrainPOP animation about Duchenne about Duchenne Muscular Dystrophy.flvMuscular Dystrophy.flv

Jesse R. in the 1:1 Jesse R. in the 1:1 Classroom Classroom

• Had had laptop since grade 5 but now Had had laptop since grade 5 but now looked like everyone else!looked like everyone else!

• Had been very sensitive to that – Had been very sensitive to that – didn’t want to use it before class didn’t want to use it before class became a 1:1 classbecame a 1:1 class

• Blog & Facebook projectsBlog & Facebook projects• Worked closely with OT for other Worked closely with OT for other

adaptive devices as his fine motor adaptive devices as his fine motor skills deterioratedskills deteriorated

JesseJesse• ASD – PDDASD – PDD• ClassicClassic• Verbal & able to read at Verbal & able to read at

grade 2 levelgrade 2 level• Articulation issuesArticulation issues• Gross & fine motor Gross & fine motor

issuesissues• Doesn’t like change in Doesn’t like change in

routine or large noisy routine or large noisy crowdscrowds

• Will sit quietly – has Will sit quietly – has slipped through the slipped through the crackscracks

• Loves to bakeLoves to bake• On an SEP ModifiedOn an SEP Modified

Jesse in the 1:1 Jesse in the 1:1 ClassroomClassroom

• Now he looked like everyone else!Now he looked like everyone else!• Able to stay in classAble to stay in class• Able to read books at his level – TumblebooksAble to read books at his level – Tumblebooks• Scaffolded writing frameworks and the Scaffolded writing frameworks and the

internet made it possible for him to write internet made it possible for him to write speech and stories about bakingspeech and stories about baking

• Worked on reading skills using Click N ReadWorked on reading skills using Click N Read• Photostory Recipes Photostory Recipes

• ..\Documents and Settings\..\Documents and Settings\Karen.GodsoeKaren.Godsoe-Daigle\My Documents\My Videos\Videos\-Daigle\My Documents\My Videos\Videos\Biscuits.wmvBiscuits.wmv

LaurenLauren

• Diagnosed with learning Diagnosed with learning disabilitiesdisabilities

• Mother used to read all of her Mother used to read all of her school work to her and help school work to her and help her write essays and projects her write essays and projects by scribing for her – but by scribing for her – but mother recently lost her mother recently lost her vision and can’t help anymorevision and can’t help anymore

• Oral comprehension – high Oral comprehension – high school; reading school; reading comprehension – early comprehension – early elementary; spelling – grade 2elementary; spelling – grade 2

• On an SEP AccommodatedOn an SEP Accommodated

Lauren in the 1:1 Lauren in the 1:1 ClassroomClassroom

• In a 1:1 laptop classroom was able to In a 1:1 laptop classroom was able to come off Special Education Plancome off Special Education Plan

• Computer compensated for spelling, Computer compensated for spelling, organization, and readingorganization, and reading

• Participated in New Brunswick Participated in New Brunswick Technology ConferenceTechnology Conference

• Class leader – advocated at the Class leader – advocated at the district level for 1:1 laptops at the district level for 1:1 laptops at the high school levelhigh school level

DannyDanny

• EAL – KoreanEAL – Korean• Advanced Math Advanced Math

skills – bored in skills – bored in Math classMath class

• Written English Written English skills needed skills needed improvementimprovement

• Hard Hard worker/brightworker/bright

Danny in the 1:1 Danny in the 1:1 ClassroomClassroom

• Teacher had Wiki with links to higher Teacher had Wiki with links to higher level Mathlevel Math

• Created Multi-grade Differentiated Math Created Multi-grade Differentiated Math Enrichment group with 40 students tied to Enrichment group with 40 students tied to LeadershipLeadership

• Used Wiki (f2f class 1 x week)Used Wiki (f2f class 1 x week)• http://godsoe-daigle.wikispaces.com/Mathhttp://godsoe-daigle.wikispaces.com/Math

+Enrichment+Group+Enrichment+Group• Created on-line digital portfoliosCreated on-line digital portfolios• http://nms-mathletics.wikispaces.com/danihttp://nms-mathletics.wikispaces.com/dani

elkelk

Teachers can differentiate

according to student’s

Process EnvironmentContent Product

Readiness Interest Learning Profile

……through a range of instructional and through a range of instructional and

management strategies such as:management strategies such as: • Multiple intelligencesMultiple intelligences• Audio materialAudio material• Anchor activities Anchor activities • Learning contractsLearning contracts• Interest groups Interest groups • Interest centersInterest centers• Varying organizersVarying organizers• Small group instructionSmall group instruction

• Varied homeworkVaried homework• Literature circlesLiterature circles• Independent study Independent study • Complex instruction Complex instruction

• Tiered lessonsTiered lessons• Tiered centersTiered centers• Tiered productsTiered products• ScaffoldingScaffolding• JigsawJigsaw• Varied questioning Varied questioning • Varied journal promptsVaried journal prompts• Varied TextsVaried Texts• Varied Supplemental Varied Supplemental

MaterialMaterial• Group investigationGroup investigation• CompactingCompacting• OrbitalsOrbitals

1:1 Computers!1:1 Computers!• Change the environment to a 1:1 web-based Change the environment to a 1:1 web-based

environmentenvironment• Suddenly everything becomes easierSuddenly everything becomes easier• Text to speech, zoom text, speech to text, Text to speech, zoom text, speech to text, • Skill exercises in infinite levels of difficulty for patient Skill exercises in infinite levels of difficulty for patient

self-correcting practiceself-correcting practice• Leveled booksLeveled books• Wikis & BlogsWikis & Blogs• CAI both web-based & stand alone for reading CAI both web-based & stand alone for reading

instructioninstruction• Collaboration with students across the room, across Collaboration with students across the room, across

the country, around the worldthe country, around the world• Web 2.0 - Creators of ContentWeb 2.0 - Creators of Content

What’s NextWhat’s Next• More opportunities for More opportunities for

connections with students connections with students around the worldaround the world

• Students creating contentStudents creating content• Fast ForWordFast ForWord• Text to Speech animation Text to Speech animation

programsprograms– Social Stories to teach Social Stories to teach

behaviours for ASD studentsbehaviours for ASD students– Dialogue writingDialogue writing– Mini lessonsMini lessons– Reinforcing conceptsReinforcing conceptshttp://www.xtranormal.com/http://www.xtranormal.com/

watch?watch?e=20090706102345557e=20090706102345557

Link to Jesse’s Social Story

View my WikiView my WikiMain page :Main page :

• http://godsoe-daigle.wikispaces.com/http://godsoe-daigle.wikispaces.com/DifferentiationDifferentiation

• http://godsoe-daigle.wikispaces.com/Differentiated+Instruhttp://godsoe-daigle.wikispaces.com/Differentiated+Instruction+Portfoliosction+PortfoliosTechnology & Differentiation:Technology & Differentiation:

• http://godsoe-daigle.wikispaces.com/Technology+%26+Difhttp://godsoe-daigle.wikispaces.com/Technology+%26+Differentiationferentiation+ +

• http://godsoe-daigle.wikispaces.com/Technology+and+Diffhttp://godsoe-daigle.wikispaces.com/Technology+and+Differentiation+Part+2erentiation+Part+2

• ResourcesResources• http://godsoe-daigle.wikispaces.com/Student+%26+Teachhttp://godsoe-daigle.wikispaces.com/Student+%26+Teach

er+Resourceser+Resources• Math Enrichment UnitMath Enrichment Unit• http://godsoe-daigle.wikispaces.com/http://godsoe-daigle.wikispaces.com/

Math+Enrichment+GroupMath+Enrichment+Group

Want to Get Started on a Want to Get Started on a Differentiated 1:1 Differentiated 1:1

Classroom?Classroom?• The following slides will get you The following slides will get you

started in thinking about planning a started in thinking about planning a unit.unit.

• Download my planning guide to Download my planning guide to further organize your ideas further organize your ideas

• http://godsoe-http://godsoe-daigle.wikispaces.com/daigle.wikispaces.com/Differentiated+Instruction+PortfoliosDifferentiated+Instruction+Portfolios

Before you begin:Before you begin:

• Think about what you want your students to learn Think about what you want your students to learn and what timeframe:and what timeframe:

ObjectivesObjectives• Choose a topic and specific new outcomes Choose a topic and specific new outcomes

(desirable & essential). Do you want to reinforce (desirable & essential). Do you want to reinforce any previously taught concepts or practice for a any previously taught concepts or practice for a high-stakes test. The longer the unit – the more high-stakes test. The longer the unit – the more outcomes and enrichment opportunities. outcomes and enrichment opportunities.

TimingTiming• Choose a manageable timeframe - 2 weeks to 6 Choose a manageable timeframe - 2 weeks to 6

weeks. weeks.

Method of PresentationMethod of Presentation

• Think about how you are going to present Think about how you are going to present the ideas to the learner.the ideas to the learner.

• Remember that your class is made up Remember that your class is made up visual, auditory, and tactile/kinesthetic visual, auditory, and tactile/kinesthetic learnerslearners

• Mini lessons? Does it always have to be Mini lessons? Does it always have to be you? (Don’t choose frontal teaching as you? (Don’t choose frontal teaching as the only option.)the only option.)

• Technology - are there on-line mini Technology - are there on-line mini lessons or can you create ones using text-lessons or can you create ones using text-to-speech animation programs?to-speech animation programs?

Key Teaching PointsKey Teaching Points

• Organize key teaching points for the Organize key teaching points for the unitunit

• Break the key teaching points into Break the key teaching points into mini lessonsmini lessons

• This will help you think of different This will help you think of different ways to present that will allow ways to present that will allow multiple viewings and the opportunity multiple viewings and the opportunity for students to pace themselvesfor students to pace themselves

Routines & StandardsRoutines & Standards

• Think about how each class and each week will Think about how each class and each week will be structured. be structured.

• Making the classes predictable helps minimize Making the classes predictable helps minimize time wasted and behaviour problems. time wasted and behaviour problems.

• Set standards for behaviours and a marking Set standards for behaviours and a marking rubric for quantity and quality of work rubric for quantity and quality of work submitted.submitted.

• Think “flexible but predictable” (see chart of Think “flexible but predictable” (see chart of time-blocking activities.)time-blocking activities.)

• Will there be hard copy or digital end Will there be hard copy or digital end products?products?

Routines & StandardsRoutines & Standards

Examples: Examples: • mini lesson for the first 15 min. of each mini lesson for the first 15 min. of each

class Monday – Thursdayclass Monday – Thursday• Next 30 min to work in small groupsNext 30 min to work in small groups• A check-in day for minimum requirementsA check-in day for minimum requirements• Friday a catch-up day or full day for long-Friday a catch-up day or full day for long-

term multiple-intelligence enrichment term multiple-intelligence enrichment projectsprojects

• Don’t say “Full periods, next 6 weeks – Don’t say “Full periods, next 6 weeks – project!”project!”

Planning Content: Planning Content: The portfolio is organized into 5 The portfolio is organized into 5

sectionssections#1 Daily Activities or On-going Work#1 Daily Activities or On-going Work

#2 In-Depth Practice of Concepts#2 In-Depth Practice of Concepts

#3 End Products of Objectives#3 End Products of Objectives #4 Long-term Multiple Intelligences #4 Long-term Multiple Intelligences

ProjectsProjects

#5 Self-Evaluation#5 Self-Evaluation

AccountabilityAccountability

• Make sure no one gets Make sure no one gets more than a week behind more than a week behind by setting a minimum by setting a minimum standard of work that standard of work that should be finished each should be finished each week week

• Write your expectations Write your expectations of the minimum on the of the minimum on the board at the beginning of board at the beginning of the week the week

• Create a Wiki where Create a Wiki where expectations and expectations and materials are accessiblematerials are accessible

• Provide extra time at Provide extra time at noon or after school, noon or after school, extra M& R support, extra M& R support, catch-up classes, or catch-up classes, or what ever it takeswhat ever it takes

• If students are working If students are working in class, they should in class, they should not have any trouble not have any trouble meeting the minimum meeting the minimum

• To score a superior, To score a superior, they will need to both they will need to both work in class and at work in class and at homehome

Note to Self:Note to Self:

• Do not make work for yourself! Do not make work for yourself! • Your students will be producing more Your students will be producing more

work than usual. Do not feel that you work than usual. Do not feel that you must mark everything.must mark everything.

• Look at evaluating the portfolio as a Look at evaluating the portfolio as a whole based on your rubric.whole based on your rubric.

• You are now a facilitator not the main You are now a facilitator not the main person on stage doing all the talking (it person on stage doing all the talking (it will feel different)will feel different)

• Work on eliminating student learned Work on eliminating student learned helplessnesshelplessness

Want to Learn More About Want to Learn More About Differentiation?Differentiation?

• How to Differentiate How to Differentiate Instruction in Mixed-Ability Instruction in Mixed-Ability ClassroomsClassrooms

• The Differentiated The Differentiated ClassroomClassroom

• Differentiation in Practice, Differentiation in Practice, A Resource Guide for A Resource Guide for Differentiating CurriculumDifferentiating Curriculum

– All byAll by Carol Ann Tomlinson Carol Ann Tomlinson• Differentiation Through Differentiation Through

Learning Styles and MemoryLearning Styles and Memory–   By Marilee SprengerBy Marilee Sprenger

• Differentiation in Action: A Differentiation in Action: A Complete Resource with Complete Resource with Research-Supported Strategies Research-Supported Strategies – By Judith Dodge By Judith Dodge

• Various journal articles by Rick Various journal articles by Rick Wormeli such as “Busting Wormeli such as “Busting Myths about Differentiated Myths about Differentiated Instruction” -Instruction” -

Learning More About Learning More About DifferentiationDifferentiation

• Helps teachers inform their Helps teachers inform their instruction through on-going and instruction through on-going and frequent assessments, access frequent assessments, access multiple pathways for learning, multiple pathways for learning, foster "intrinsic" motivation, use foster "intrinsic" motivation, use "instructional intelligence" and "instructional intelligence" and flexible groupings, harness the flexible groupings, harness the power of visual tools, scaffold power of visual tools, scaffold instruction for struggling instruction for struggling learners, and provide challenging learners, and provide challenging options for advanced learners. options for advanced learners.