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Implementing Differentiated Instruction in Your Classroom
Middle/High Grades
1 to 3 Mar 2012, 9am to 4pm, Melbourne, Australia
 
  Overview

You have heard the term differentiated instruction and can talk about it, but how do you really implement it? Differentiated instruction has been a highly regarded topic in education for several years now.  With the great diversity in classrooms there is a demand for differentiated instructional practices.  These differences in the classrooms result from students coming to us with different ability levels, different experiences as well as different cultural values and practices. A teacher must reach out in a variety of ways to address those different levels, abilities and perspectives. Beyond acknowledging and honoring these differences, a teacher must then use that knowledge to tailor instruction to maximize the potential of each learner. There lies the real challenge of differentiated instruction.

In this workshop, participants will discover a systematic, practical process for the planning and implementation of differentiating instruction. Based on research, strategies to meet the needs of both highest performing students and struggling students will be explored.  Participants will gain new teaching practices that extend from the theories and research into practice.

 
  Objectives
At the end of the workshop, participants will be able to:

  • Define differentiated instruction with related philosophies and research of best practices

  • Distinguish between types of standards and objectives based on types of knowledge

  • Create big ideas to develop organization of knowledge

  • Apply appropriate accommodations for different learner needs

  • Identify strategies to increase challenge for high achieving learners

  • Apply research-based strategies to differentiate instruction to address different levels of learners as well as different thinking styles

  • Apply the practices and purposes associated with multiple types of assessments
 
  Outline
Day 1
  • Introduction to differentiated instruction

    • What it is and is not

    • Issues of fairness and honoring differences in the classroom

  • Differentiated instruction vs. differentiated curriculum

  • Levels of knowledge

  • Analyzing standards and objectives

  • Differences in instruction and differentiation of facts, skills and concepts

  • Developing big ideas to foster accurate schema

  • Reflection
Day 2

  • Approaching and managing the teaching of facts and skills

  • Providing accommodations in multiple areas

  • Self assessment and personal reflection for improved instruction

  • Pre-Assessments: Purposes, development and guidelines

  • Types of pre-assessments

  • Instructional strategies related to differentiating instruction

    • Using concrete-representational-abstract approach

    • Increasing depth and complexity

    • Differentiating by critical and creative thinking skills

    • Accommodating in multiple areas of instruction

    • Using technology as a tool for differentiating

  • Reflection
Day 3

  • Differentiation vs. Universal Design Principles

  • Managing the classroom

    • Whole group differentiation

    • Tiered lesson planning

    • Small group instruction

    • Individualized instruction

  • Assessment

    • Using diagnostic assessments

    • Using formative assessments to adjust instruction

    • Using progress monitoring tools for measuring student gains

    • Using summative assessments for growth indicators

  • Developing accurate assessments through rubrics

  • Summarizing and wrap up
  Trainer's Profile
Jodi is a Curriculum Specialist for Students with Special Needs and a professional developer for educators and administrators. She has presented at state, national and international conferences. With over 15 years as a teacher and administrator of general education, special education and gifted education, she recognizes the diverse needs of students and teachers. Her own experiences with differentiated instruction were first evident in the multiple stories of her teaching in Chicken Soup for the Teacher’s Soul (2002). Jodi specializes in professional development in the areas of differentiated instruction for both students with special needs and students identified as gifted. She has recently published Beyond Differentiated Instruction (2010), and will soon be releasing two other publications, RtI with Differentiated instruction: A Classroom Teacher’s Guide (Corwin, 2011). She is a former president of the Florida Association for Gifted and is on the Board of Directors for the Family Network on Disabilities in her local area. Jodi believes that teachers can change the lives of people more effectively than any other professionals. She is strongly committed to supporting teachers in efforts to inspire their students by celebrating the diversity and individuality of each child.
 
  Methodology
This workshop will include lecture, large and small group discussion, individual reflection, audiovisual presentations, and experiential activities. Participant communication will be encouraged for developing thoughts and ideas as well as sharing. The format is designed to be engaging and encouraging of continual interaction between the learners and instructor.
 
  Target Audience
This workshop is specially designed for all educators of Middle/High schools children (aged 13 to 18), those responsible for pre-service and in-service teacher education and all who are seeking to understand children and learn about innovative and effective ways to help children reach their academic potential by honoring and celebrating the diversity in the classroom.
 
  Investment
AUD690.00/pax
AUD600.00/pax if register by 1 Nov 11
AUD500.00/pax if register by 1 Sep 11
 
  Other Details
Duration: 3 days, 18 hours
Venue: Melbourne city, Australia (Exact venue to be advised)
Closing Date: 15 Feb 12
 
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