Differentiated Instruction Journal Notes

Reading Discussion
Instructional Presentation
Chapter 4 Zarillo
Classroom applications
Pick out the top two you identified
Share with a partner
Celebrating cultural diversity
Questions to author
Share one of your questions on the board
What do you think?
3rd grade Westward Movement
Activity build covered wagons
Simulation of the journey
can versus cant take
1st grade Read A Chair For My Mother
A book about saving
Activity draw a picture of what they heard
Rewritten
4th grade project options on a novel
Create a new jacket for the book
Build a set for a scene in the book
Rewrite the novels ending
Suggested genres to redo ending
Elements of Differentiation
Focus on the Essentials
Attend to Student Differences
Modify
Content

 Process
Product
Individual Student Learning Plans
Early and frequent formative assessment
Standardized tests
Informal observations with check lists
Pre tests
Based on outcomes for the grade level
In conversation with Student and Parents
Basis for parent teacher conference
Allow students to respond to assignments in multiple ways.
Teach to multiple levels of ability.
Instructional Strategies
Stations (move to and different tasks)/Centers (go to and stay at) various
tasks, simultaneously
Entry points
Story, Art, aesthetic
Tiered Activities
Project Based Learning
Solid Unit Planning
Choose one Or Tic Tac Toe

Lets try Stations

Student Differences readiness, interest, learning profile

 K H2.0.1 through K-H2.0.4

Distinguish among yesterday, today, tomorrow - pink
Timeline of life events - yellow
Identify beginning, middle, and end - green
Ways people learn about the past - blue
Big Idea Essential Question
Where is the beginning, middle, and end of a event
Organization, order, and sequence
Brainstorm Activities with Evidence
Group:
Pre Test
Students write down their retelling of a story.
Stations that attend to student differences
Goldilocks and the Three Bears
Cutting out pictures and putting them in order from
the beginning, middle, and end
Pumpkins
Create a model for the growth of a pumpkin.
Materials can either be premade or created
Exit activity with evidence for EACH student
Cognitive Demand and Contextual Support
Differentiation does not mean that every single lesson includes
differentiated content, process and product for each students interest,
readiness level, and learning profile.
Partners
Briefly share one of your assessments for your assessment plans
Rate the level according to the Cognitive Demand & Contextual
Support scale on pg. 100 in your textbook.
Differentiation Matrix
Assessment in a Differentiated Classroom

 I found this was quite tough. Actually doing it versus just talking about
made it more of a challenge. There was a lot to keep in mind as each
knowledge or concept or skill had to integrate GLCEs and standards to
mini lessons.
Making a Difference
Good Samaritan
Love your neighbor
How close do they have to be to me?
Not very
How close will you get to them?

Action; relationship building

No significant learning will occur until there is a significant relationship.
Juwanzaa Kunjufu
Break down the lines that come between us.
Proverbs 3:3
Let love and faithfulness never leave you; bind them around your
neck, write them on the tablet of your heart.
Differences Among Students
Know your students
Multiple Intelligence/Learning Styles test
Student inventories
Check cumulative files for standardized test information; reading levels
Pre Tests
Student Profiles
Know the communities
Assess the resources available
Call home about positives and build relationships with parents
Home visits
Relationships are CRITICAL

Me and We
Ice Cream
Jazz
Broccoli
Action Movies
Novels
Rap/Hip Hop
Romantic Comedies
Pizza
Opera
Sports
Acting
I wish my teacher knew
Poverty Literacy
A comprehensive understanding of the general adverse effects poverty has
on lives and learning
Recognize the uniqueness of each individuals experience and response to
poverty
Ability (knowledge and skill) to recognize the conditions that too often deny
students in poverty equal access to educational opportunities
Willingness (disposition) to address and correct those conditions
What is poverty?
It is the extent to which an individual does without resources. (Payne, 1998)
Poverty knows no bounds neither race, gender, culture, nor language.
Resources:
Financial
Emotional
Mental
Spiritual
Physical

 Support systems
Relationships
Confronting Common Myths
Fact or Fiction
People in poverty are unmotivated and have weak work ethics
False/True
Education, as a way out of poverty, is readily accessible to everyone.
False/True
People living in poverty are uninvolved in their childrens educations
because they do not value education.
False/True
People living in poverty tend to abuse drugs and alcohol more than
people in other socioeconomic classes.
True/False
Power of Language
Multi Cultural Education
Movement toward equity or equity pedagogy
Curriculum reform
Multicultural Competence
Teaching toward social justice
Begin with the premise that we are all racists at least unconsciously
so.
Set a context of listening as action make dialogue an advice-free
zone.
Challenges:
White and Female
Achievement gap
Lesson Plan Rubric
Review the lesson plan rubric
Read the highest level

 Circle the features

Read the next level down (3)
Underline or highlight the differences between this and the top
level
Continue through to the bottom level
Time to grade
Each student will be given a different lesson to grade
Grade the lesson according to the rubric making comments on the
lessons
Share the lesson and the grade
Next Time NO CLASS
Reading Responses
Zarillo Chapter 6
Multicultural/Diversity Journal/Notes
Critique Online Lessons
Lesson Plan Reminders
Apply what you are learning in your lesson plans
If you are using a rubric include it in the lesson; dont just link to the rubric
Lessons dont have to be in a narrative format. If you prefer to go more step
by step and use bullets that is fine whatever makes it easier to follow the
lesson when you present it.
Materials and resources be sure to include any student instruction sheets,
or handouts with the lesson (typically at the end with page breaks for ease of
copying).
Write your lesson as if a sub will have to teach it spell it out as thoroughly
as necessary.
Cite your sources

What Information did you learn?

To put it simply, I learned a lot. With so many different variables that go along with
celebrating different cultures, languages, special needs, for both spectrums, it
seems much more daunting that before trying to cover all the bases. Plus the

planning for differentiated instruction activity in class was a struggle, but I learned
from it.
How has it affected me?
This has made me realize that in order to have differentiated instruction, I am going
to have to work hard on creating intentional lessons and activities.
Challenged my thinking?
I think this information we learned tonight was more in depth than I have ever
studied it. Differentiated instruction is one of those concepts that sounds easy, but
is actually much more difficult and complex to do if you do it correctly. So the
concept of differentiated instruction challenged me by helping me realize that there
is so much more detail and effort required to perform it well.