November+Session

Please take a moment to take the feedback survey and give us your input from the November Differentiation Professional Learning session:

Staff Feedback for November PL

Ideas from **//How to Differentiate Instruction in Mixed-Ability Classrooms//** by Carol Ann Tomlinson, 2001. ASCD: Alexandria, VA.


 * = ** Easing in to Differentiation ** ||=  ||
 * Choice of books to read ||  ||
 * Varied journal prompts ||  ||
 * Homework choices ||  ||
 * Think-Pair-Share by readiness or interest ||  ||
 * Games to practice mastery and skill ||  ||
 * Multiple levels of questions ||  ||
 * Choice between working alone or together ||  ||
 * Use reading buddies ||  ||
 * Flexible seating ||  ||
 * Choices between supplementary materials ||  ||
 * = ** Jumping in to Differentiation ** ||=  ||
 * Tiered activities and labs ||  ||
 * Tiered projects ||  ||
 * Independent studies ||  ||
 * Learning contracts ||  ||
 * Variety of centers based on readiness and interests ||  ||
 * Problem-based learning ||  ||
 * Multiple texts ||  ||
 * Lecture coupled with graphic organizer ||  ||
 * Literature Circles ||  ||
 * Tape recorded materials ||  ||
 * Graduated rubrics ||  ||

Today's Powerpoint

Video Clip -The History Lesson

Teach Checklist for Group Work
from **//How to Differentiate Instruction in Mixed-Ability Classrooms//** by Carol Ann Tomlinson, 2001. ASCD: Alexandria, VA.


 * || ===**Behaviors that indicate readiness **=== ||
 * || Students understand the task goals. ||
 * || Students understand what's expected of individuals to make the group work well. ||
 * || The task matches the goals. (It leads students to what they should know, understand, and be able to do.) ||
 * || Most students find the task interesting. ||
 * || The task requires an important contribution from each group member based on the student's skill and interest levels. ||
 * || The task is likely to be demanding of the group and its members. ||
 * || The task requires genuine collaboration to achieve shared understanding ||
 * || Times lines are brisk but not ridig. ||
 * || Individuals are accountable for their own understanding of all facets of the task. ||
 * || There's a "way out" for students who are not succeeding within the group. ||
 * || There's an opportunity for teacher or peer coaching and in-process quality checks. ||
 * || Students understand what to do next after they complete their work at high levels of quality. ||