Differentiated Instruction Adapting the Product Facilitated By Sara

Differentiated Instruction: Adapting the Product Facilitated By Sara Fridley & Kathleen West Region 3 Education Service Agency sara. fridley@k 12. sd. us kathleen. a. west@k 12. sd. us Workshop 3

Workshop Outcomes Add to our personal professional library of resources on differentiation n Increased understanding of the importance of time & movement to learning n Increased understanding of how to differentiate the “process” & the “product” n Share and reflect on lesson planning n

Building Blocks for Learning n Movement – Minds in Motion • http: //www. state. sd. us/deca/cscf/schoolhealth/minds _in_motion/index. htm – Boost Up • http: //www. actg. org/programs/boostup_main. htm n Time Management

The Body, Movement, and the Brain n Essential Question – How can movement help the brain reach its potential? n The Brain-Compatible Classroom – Chapter 3 (pg 41) n What can you take from this resource back to your own classroom?

Time, and More Time n Essential Question – What role does TIME play in the classroom? n The Brain-Compatible Classroom – Chapter 5 (pg 75) n What can you take from this resource back to your own classroom?

Share & Reflect on Lessons n Peer Review of Lessons – Indicators of teaching for understanding – Rubric

Time For Lunch Return at 1: 00

Key #3 – Adapt Product n Students have choices of product n Students use key skills to create product – Bloom’s Taxonomy – Multiple Intelligence Theories n Common focus – Vary student activities – Vary complexity

Role Activity – What Hat Are You Wearing? Work in small groups n Follow instructions on your card n 10 minutes to complete task n Report out n

R. A. F. T. S. n Writing strategy (used in 6 + 1) n Puts students into authentic roles to prove content understanding n Helps them focus n Adaptable to all grade levels & content areas

R. A. F. T. S n R – role of the writer n A – audience for the piece of writing n F – format of the piece of writing n T – topic of the piece of writing n S – strong verbs to direct purpose

Designing R. A. F. T. S. n Role – helps writer decide point of view and voice (6 + 1) n Audience – reminds writer to communicate ideas to someone else – Helps writer determine content and style n Format – helps writer organize ideas – Determines conventions of format (letter, story, lab report, etc. )

Designing R. A. F. T. S. - more n Topic – Helps writer focus on main idea – Helps writer organize or select appropriate supporting details n Strong Verbs – Directs the writer’s purpose (persuade, compare, defend, etc. )

Watch the ASCD Video

Homework for April n Email final version of first lesson to Sara to post on ESA web page n Create 1 R. A. F. T. S. activity for your classroom to share with the group