Differentiated Instruction

  • Differentiation : Making Inclusion Happen (2-5 Days)

    This interactive and practical workshop will give participants a framework to develop skills and approaches for differentiating instruction in inclusive classrooms. Day One focuses on what differentiation is and isn't. Participants will examine how coming to know our students as learners is a critical component of differentiation. Day Two focuses on how UbD and Differentiation are complementary. Participants will explore the relationship between conceptual teaching and differentiation. They will examine and evaluate unit plans and craft mediative questions for colleagues.

    Using a "double track" curriculum of theory embedded in skills, educators will observe and participate in the "process" of differentiated teaching as it is orchestrated, modeled and explicated.

    Specifically, the workshop will focus on the following keys to differentiation:

    • Knowing Our Student
      • Student characteristics, including cognition, temperament, intelligence preferences and learning style.
      • Learning needs: learning disabilities, ESL, ADHD, gifted and talented.
      • Methods of data collection, including Cognitive Coachingsm, clinical observation, academic/non-academic grading.
      • Using student work/collaborative assessments as a way of knowing our students.
    • Knowing Our Curriculum
      • Teaching at a conceptual level
      • Backward design
      • Mediating higher order thinking
      • Asking meditative questions
    • Developing a repertoire of strategies for effective differentiation:
      • Lesson planning for diversity: a meta-cognitive script
      • Flexible grouping
      • Specific differentiation strategies
    • Learning to keep it simple and social:
      • Collaborative skills for differentiation
      • Models of co-teaching

    This workshop is suitable for teachers from K - 12.

  • Integrating Differentiation and Understanding by Design (2 days)

    Workshop Description :
    How can we help teachers along their journey towards differentiating instruction in mixed readiness classes? This interactive and practical workshop will give participants a framework to develop skills and approaches for differentiating instruction in inclusive classrooms.  Participants will explore how differentiation and UbD are complementary and support one another. Using a “double track” curriculum of theory embedded in skills, educators will observe and participate in the “process” of differentiated teaching as it is orchestrated, modeled and explicated.

    Specifically, the workshop will focus on the following keys to differentiation:

    • Knowing Our Student
      • Student characteristics, including cognition, temperament, intelligence preferences and learning style.
      • Learning needs: learning disabilities, ESL, ADHD, gifted and talented.
      • Methods of data collection, including Cognitive Coachingsm, clinical observation, academic/non-academic grading.
      • Using student work/collaborative assessments as a way of knowing our students.
    • Knowing Our Curriculum
      • Teaching at a conceptual level
      • Backward design
      • Mediating higher order thinking
      • Asking meditative questions
    • Developing a repertoire of strategies for effective differentiation:
      • Lesson planning for diversity: a meta-cognitive script
      • Flexible grouping
      • Specific differentiation strategies
    • Learning to keep it simple and social:
      • Collaborative skills for differentiation
      • Models of co-teaching
         

    This workshop is suitable for teachers from K - 12.

  • Teacher Leadership & Differentiaton (2 Days)

    Workshop Description:
    In this interactive and practical workshop, participants will have an opportunity to assess their own skills and explore how values and professional identity drive differentiated instruction.

    Using a “Double Track” curriculum of theory embedded in skills, we will examine ways in which we can achieve equity of access and excellence in education. Participants will explore how setting specific conditions for learning provide a “default” network of support for all learners, at the same time as they serve as powerful motivators for student learning. These specific conditions, or “meta-strategies,” include:

    • Use of nonverbal cues
    • Mediating student thinking
    • Creating a constructive learning community
    • Promoting self-directed learning; and
    • Using student responses to inform instruction

     

    Participants will:

    • Reflect on their own strengths and growth areas in differentiation and set personal learning goals;
    • Explore an extended simulation as to how specific learning activities may effect diverse learners
    • Explore how “production styles” can affect student learning;
    • Practice research-based techniques for mediating student thinking; and
    • Examine how Cognitive Coaching(SM) can be used as a planning tool for differentiated instruction.

     

    This workshop is suitable for teachers from K - 12.

  • "Who Are We Teaching?"

    By William Powell and Ochan Kusuma-Powell

    Who are the students that we meet daily, and how does our knowledge of them affect their learning? What do we need to know about these students individually and collectively in order to deliver effective instruction and maximize access to the curriculum for all children? What have special needs learners taught us about the ways in which teachers come to know their students?

    As we come to understand more about human intelligence and the links between cognition and emotion and the way the human brain works, it becomes critically important that teachers engage in a systematic exploration of their students as learners. Ochan and Bill Powell propose four dimensions of learner identity that support constructivist teaching and differentiated instruction. They suggest that our perceptions of childhood profoundly influence our instructional behavior.  They will devote special sections of this keynote to the differing ways in which boys and girls learn in our classrooms and how culture can impact learning.

  • Leadership For Differentiation (1 Day)

    Workshop Description:
    “The role of department chairs and team leaders is to enhance student learning.” This interactive workshop explores some of the ways that principals, other administrators and teaching colleagues can support the realization of this goal. Walk-through observations and follow-up reflective questions are explored as one means to improve instruction and develop professional learning communities. The role of descriptive feedback and mediational questions is also examined as a way to support teachers in becoming more reflective about their craft.

    The premise behind this workshop is that professional dialogue is vitally important for
    improved student learning.

    Participants will:

    • Understand the power of structured professional conversation
    • Know the characteristics of mediative questions
    • Practice the norms of collaboration
    • Understand the difference between dialogue and discussion
    • Engage in walk through observations

     

    This workshop is appropriate for administrators, team leaders and anyone interested in using professional conversation to improve instruction and enhance school culture.

  • How the Medium Affects The Message: Differentiated Performance Tasks (3 Hours)

    In this is a highly interactive workshop, participants will explore how the ways in which students demonstrate their learning can affect the quality and coherence of their products. In an extended simulation, participants will have an opportunity to determine their own preferred production styles, work in a collaborative group to produce an exhibit and then reflect upon the process.  Participants will also have an opportunity to self-assess dissimilar products against a common rubric.

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