Session+2


 * Session 2**
 * February 1, 2010 **

This course will outline instructional and management strategies of differentiated instruction that can be used in any classroom. In //Differentiated Instruction and Understanding by Design//, Carol Ann Tomlinson and Jay McTighe guide readers in thinking about what it means to establish classrooms based on curriculum and instruction designed to ensure that each student is fully supported in developing the enduring understandings of a discipline and in mastering its critical knowledge and skills. The book also provides practical suggestions for implementing and monitoring such classrooms. . Observe and survey students to identify their interests, learning styles, strength areas, product preferences for research-based activities, and for creating and analyzing when and how to use learner profiles.
 * Agenda: **
 * Teachers work on the readings and assignments
 * Overview **
 * Objectives **

1. [|Applying differentiation strategies podcast] Handout [|ads-session2-presentation.pdf] 2. [|What does differentiation look like?] 3. Differentiation Quick Reference Card [|DiffCard.pdf] 4. Differentiation Activity Matrix [|diff act matrix.pdf] 5. Examining ways to differentiate [|ways to diff.pdf] 6. A Treasure Chest of Differentiation Strategies [|A_Treasure_Chest_Differentiation_Strategies.pdf]
 * __Readings__**


 * __Assignment__**

1. Action Research Project begins

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 * Implement low prep differentiation strategies by content, process or product in a lesson you are about to teach. Reflect on what you differentiated and why you differentiated this lesson. Also embed two of Gardner’s entry points into two of your lessons. Explain that experience for you and for your students.

1. How do the lives of Elisa, Jason, Yana, and Noah shape their school experiences? Use Figure 2.1 and the vignettes about these real students to develop your explanation. 2. Think about several students in your school or class whose biology, degree of privilege, positioning for learning, and or preferences shape experiences with school. Describe some of the specific factors in their lives that you feel cause them to embrace school as it now exists or cause them to have difficulty with it. 3. Based on your experience and ideas in this chapter, what arguments would you propose to support the idea that effective teaching responds to factors in students' lives. Explain and illustrate your thinking. 4. This chapter suggests ten approaches to teaching or patterns of instruction that should be helping in developing a classroom that is more responsive to a broad range of learners. A. Which of the patterns seems useful in your setting? To what sorts of students would they be useful in promoting success? B. Which of the patterns seem less likely to be effective in your setting? Why would they not benefit students? 5. The chapter concludes with 7 questions. What might change in our teaching if we persistently planned and taught with these questions in the forefront of our thinking?
 * __Reflection Questions - Learning Log__**