Session+3


 * Session 3**
 * February 8, 2010 **

To Create a climate for authentic learning and differentiated Instruction Elements of Differentiation
 * Objectives **

1. Review Lesson 1 from - [|Differentiated Instruction Modules] 2. Differentiated Instruction: Overview powerpoint [|DI OverviewWDI classroom Continuum revised.ppt]
 * __Readings__**

3.The how and why of differentiated instruction powerpoint [|DifferentiatedInstruction.ppt] 4. Strategies for Differentiated Instruction [|diff_strategies_s19.pdf]

5.Teaching Strategies for Differentiation of Instruction [|differentiation_of_instruction.pdf] 6. Integrating DI & Ubd chapters 3 & 4 7. Successful Teaching in the Differentiated classroom pages 87-100


 * __Assignment__**

1. Action Research Project begins Reflect on your own instruction and the components of a lesson or unit. Complete the Then and Now chart. Plan a forthcoming lesson using the puzzle pieces and consider what you might add, include or even change in this lesson that indicates a more authenticate approach to teaching and learning. How did you address academic diversity with this lesson? Share the lesson.

.

1. The authors make a case that backward design helps teachers avoid the twin sins of activity-based planning and planning for coverage. In what ways does backward design help educators avoid those pitfalls? What benefits should students derive from backward design? 2. What is the role of content standards in UbD? In what ways does that role differ from the role of standards in classrooms that don't use a UbD-type approach to planning curriculum? 3. Can we teach to standards and still be responsive to learners (standards without standardization)? Why might teachers perceive a conflict between standards-based teaching and differentiation? Based on information in this chapter (capsuled in Figure 3.3), why are standards and differentiation compatible and not in conflict? 4. Chapter 4 poses three final questions. Do we have the will and skill to accept responsibility for the diverse individuals we teach? Do we have a vision of the power of high-quality learning to help young people build lives? Are we willing to do the work of building bridges of possibility between what we teach and the diverse individuals we teach? How would you answer those questions? Use the bullet points accompanying each question to help you elaborate on your answers.
 * __Reflection Questions - Learning Log__**