McAuliffe+Santanna,+Tara

Tara McAuliffe Final Project Edc. 920 Instead of a teaching unit for students I designed a professional development activity for faculty that starts as part of unified district professional development topic with a national expert speaker and then continues back at the building level with resources, discussion hands-on activities, lesson planning, professional sharing and using technology to research and develop resources and finally putting lesson plans and ideas into a school teaching and learning blog for all to access. These activities primarily encourage teachers to use technology themselves to uncover resources and practices that improve teaching and learning, but the secondary goal is that they then extend the technology for student use and differentation at the early elementary level. Subject: Differentiated Instruction for Diverse Learners Objectives : Teachers will be able to take an existing lesson or unit and be able to extend learning activities through varied experiences to meet students’ individual needs and learning styles. Teachers will expand their own instructional strategies and toolboxes to focus on essential elements of curriulm. Teachers will share their own best practices with their peers. Teachers will become comfortable and fluent in using technology to gain greater access to tools and resources that help them enhance and differentiate instruction for their students. Teachers will become comfortable using technology to sharing lesson plans and other useful professional practices with each other. Introduction: All faculty attends a one day seminar by national expert Roger Taylor on differentiated instruction to become more familiar and comfortable with the idea of differenting instruction for learners with special needs or gifted students. Dr Taylor gives an overview of why teachers need to do it and how they can get started and become proficient in it. His website [|www.rogertaylor.com] (in which we have a school membership) offers daily lesson plans as well as plenty of resources and ideas for teachers. Motivational Activity: Each teacher will be given a brown bag at the start of a faculty meeting. Each bag will have a color coded key of learning styles attached to the outside. Each bag will contain a mix of different Starburst candies and one Hershey kiss in corresponding colors. Each candy represent a students strengths. The lack of a particular color candy represents a student weakness or area in which he or she needs more assistance or growth in. The code looks like this: Student Profile Red Decoding Orange Comprehension Dk Purple Computation skills Pink Effective Communication Skills Listening/ Speaking/ Reading / Writing Blue Problem Solving Skills Lt Purple Respects self and others in school community Yellow Demonstrates independence/ knows how to access resources Primary Learning Style Silver Kiss Visual Purple Kiss Auditory Orange Kiss Kinestic Each teacher opens his/her bag and highlights the different skills and strengths that the “student” has. For example, if the bag has an orange, pink and purple Starburst and a purple Hershey kiss. The profile indicates a student with average or above average comprehension skills, is an effective communicator, respects himself and others and prefers an auditory learning environment. On the flip side this profile indicates a deficit in computation and problem solving skills and also has difficulty demonstrating independence in the classroom getting the help or resources he needs. The student does not prefer to engage or use in visual models or kinestic activities. Teachers go around the room and share their student profile and give some preliminary thoughts on techniques or ideas, accommodations or experiences they have had that might be successful in teaching a student with this learning profile. They may talk about what programs we already have in place in the school that may be helpful to such a child. This activity takes about an hour or entire faculty session available. 2nd Activity: Once teachers have reflected on their unique learner profile they are asked to take a lesson or activity they typically do in their classroom at their grade level and modify it to meet the needs of this particular learner. Teachers at the same grade level can choose to work together in pairs or as a larger group on the same lesson plan however they must present and explain modifications for the distinct student profile of each teacher in the group. Special educators and itinerant teachers are included in this exercise and are encouraged to work as part of a grade level group A written synopsis of the lesson plan with modifications should be brought to the next meeting along with any visuals or totable materials that make this more relevant to the group. Reporting out should takes approximately two faculty sessions. 3rd Activity Teachers post their lesson plan with student profile at top to Meadowbrook Teachers and Learners Blog. Principal or other teacher leaders facilillate by asking probing questions and referring to websites or articles that further the thinking on this topic. Hopefully this is ongoing throughout the year and opens other topics as natural extensions. Website Resources for Teachers: The following is a comprenhensive list of websites teachers can access to further learn about differentiating student instruction. ** Instructional Theory ** ** Practical Tips for the Classroom ** ** Sample Units and Lessons ** ** Multi-Link Sites ** **Other Documents (Word, PowerPoint, or Acrobat documents)** =a PowerPoint Show |= a document to print | = a Word document | = Adobe Acrobat document **Standards-based Interdisciplinary Curriculum with Rubrics** [|www.internet4classrooms.com/teacher.htm] [|www.lyrics.coolfreepages.com] [|www.contemplator.com/america/] http://www.songsforteaching.com/ [|www.niehs.nih.gov/kids/music.htm] [|www.lyrics.com] [|www.oyate.com] [|www.fiftiesweb.com/amerpie-1.htm] [|www.bossetunes.com] [|www-biology.ucsd.edu/classes/bibc102.SP98/songs/PHOTOSYNTHESIS.html] [|www.teacheroz.com/fire.htm] [|www.learningfromlyrics.org] [|www.sciencetimeline.net] [|www.crimsonbird.com/science/history.htm] [|www.chemsoc.org/timeline/pages/timeline.html] [|www.timelinescience.org] [|www.strangescience.net/timeline.htm] [|www.hyperhistory.com/online_n2/History_n2/a.html] [|www.digitalhistory.uh.edu/timeline/timeline.cfm] [|www.metmuseum.org/toah/splash.htm] __ http://www.foodtimeline.org/ (Food) __ http://www.dawcl.com/ http://www.google.com/ http://www.gutenberg.net/ [|www.unitedstreaming.com] [|www.digitalcurriculum.com] (Must have Windows Media Player or QuickTime) [|www.reelclassics.com/gallery/video.htm] [|www.apolloguide.com] [|www.aifisf.com] [|http://www.teachwithmovies.org] [|www.gigglepoetry.com] [|www.bartleby.com]
 * Learning Styles **
 * 1) [|Learning Styles Inventory Test]    - a quick questionnaire designed to determine your personal learning style
 * 2) [|Learning Styles Test]    - more detailed questionnaire with explanations and help to address the weakness and strengths, results shown on a continuum
 * 3) [|Learning Styles] - for younger children; This chart helps you determine your learning style.
 * 4) [|Multiple Intelligence] - Take this survey online to see your learning style
 * 5) [|Multiple Intelligences Inventory] - a snapshot in time of an individual's perceived MI preferences
 * 6) [|Multiple Intellegent Snowflake] - Interactive activity designed to show that everyone has all of the Intellegents in various degrees.
 * 7) [|Paragon Learning Style Inventory] - a self-administered survey that provides a very reliable indication of learning style and cognitive preference
 * 1) [|AllKindsofMinds] - "Take a close look at the skills that must be mastered, the neurodevelopmental factors that may influence student's success, and common obstacles that students may encounter on the road to mastery"
 * 2) [|The Art of Differentiation - Moving from Theory to Practice]
 * 3) [|Bloom's Revised Taxonomy] - or [|Bloom's Revised Taxomony PDF Sheet to print] - posters and explanations
 * 4) [|Curriculum Differentiation] - An overview of the research into the curriculum differentiation educational strategy
 * 5) [|Differentiated Instruction] - What is it?
 * 6) [|Differentiated Instruction] - Teaching strategies, lesson plans, understanding the basic concept.
 * 7) [|Differentiating Instruction] - Finding Manageable Ways to Meet Individual Needs. When students are diverse, teachers can either "teach to the middle" and hope for the best, or they can face the challenge of diversifying their instruction.
 * 8) [|Differentiated Instruction] - Scavenger Hunt
 * 9) [|Differentiated Instruction Resources] -
 * 10) [|Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom] - By Carol Ann Tomlinson
 * 11) [|Differentiated Instruction and Implications for UDL Implementation] - from CAST
 * 12) [|Teaching Every Student]
 * 13) [|Tools and Activities] - This section of Teaching Every Student supports strategic learning by offering tutorials, tools, templates, and activities to help teachers put UDL into practice.
 * 14) [|Differentiated Instruction] - This article first appeared in //Classroom Connect// magazine, February, 2003. (posted on Dr. Gus' site with permission from Classroom Connect)
 * 15) [|Finding Lost Children Through Differentiated Instruction] - Article - “If the work matches my needs, I do better.”
 * 16) [|Mapping a Route Toward Differentiated Instruction] - (//by Carol Ann Tomlinson//) striving to maximize the capacity of each learner
 * 17) [|Maximizing Learning in Inclusive Classrooms] - Teachers who use a variety of organizational, graphic, and mnemonic aids help all students make better sense of the curriculum (a curriculum update from ASCD)
 * 18) [|Reconcilable Differences? Standards-Based Teaching and Differentiation] - Standards-based instruction and differentiated learning can be compatible approaches in today's classrooms. (from the magazine Educational Leadership)
 * 19) [|Towards inclusive schools: a study of how a teacher facilitate differentiated instruction] -a long, scholarly paper presented at the European Conference on Educational Research, Edinburgh, 20-23 September 2000.
 * 20) [|Totally Positive Teaching: A Five-Stage Approach to Energizing Students and Teachers - Chapter One- Meeting Mutual Needs]
 * 21) [|What Differentiated Instruction //Is//, and //Is Not//]
 * 1) [|Anchor Activities] - what it is and how to use it in the classroom. [|Math Anchor Activities]
 * 2) [|Differentiated Instruction] - from the Center on Human Policy; Disability Studies for Teachers
 * 3) [|Differentiated Instruction] - An approach to planning so that one lesson is taught to the entire class while meeting the individual needs of each child. (also called //Multi-level Instruction//)
 * 4) [|Differentiated Instruction] - active ideas for working with all students.
 * 5) [|Differentiated Instruction Resources] - Free downloads for teachers
 * 6) [|Differentiated Instruction for Science] - What does Differentiated Instruction look like in the Science classroom?
 * 7) [|Differentiated Instruction in the English Classroom] - Content, Process, Product, and Assessment
 * 8) [|Dimensions of 'Differentiation'] - overview of the different aspects of differentiation
 * 9) [|Exit Cards] - quick assessment tool for teachers to help them become more aware of student understanding of concepts taught
 * 10) [|Finding Manageable Ways to Meet Individual Needs]
 * 11) [|High School Help] (from E-Subjects, //Origami for the Mind//) five practices which address communication and organization
 * 12) [|How to Differentiate Instruction] - Plan for differences
 * 13) [|How to Plan For Differentiated Instruction] (scroll past the Teachnology membership index)
 * 14) [|How to Work Effectively With a Heterogeneous Classroom] - Follow the *flow* of instruction in a differentiated classroom
 * 15) [|Instructional and Management Strategies] - many ideas to help individualize lessons
 * 16) [|Layered Curriculum] - an exciting and effective student-centered teaching method [  This page opens in a new window.  ]
 * 17) [|Management of Learning and Differentiation] - The management of learning for a range of individual differences involves three main features: Space, Time, and People
 * 18) [|Mapping a Route Toward Differentiated Instruction] - article about how different classrooms incorporate DI ; [|Annotated link]
 * 19) [|Nine different strategies for delivering differentiation in history] - "The matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning." Handbook for the Inspection of Schools
 * 20) [|Product Choices] - List of ideas of products using either auditory, visual or tactile
 * 21) [|Resources for Teachers] - all sorts of activities and black line masters created for differentiating instruction in your classroom posted by the West Bloomfield School District
 * 22) [|Strategies for Differentiating]
 * 23) [|Teaching in mixed-ability classrooms] - article from Mary Anne Hess
 * 24) [|Ten Tips for Differentiation] - for students who don't "get it," or don’t seem motivated or interested
 * 25) [|Tiered Curriculum Project] (from the Indiana Department of Education) - An index of example lessons for each grade K-12
 * 26) [|Tools for Differentiation] - Best practices that have helped meet the varying needs of students.
 * 27) [|Two Sides of the Same Coin] - explanation and lesson plan of 8th grade
 * 28) [|Using Technology to Support Diverse Learners] - help teachers integrate technology into the curriculum to support diverse learners.
 * 1) [|Board Game] - Directions for a board game project.
 * 2) [|Causes of the Civil War] - a tiered lesson plan
 * 3) [|Classrooms@Work] -Models of effective technology integration.
 * 4) [|Differentiation Information] - This is a list of sample lessons organized by grade, in MS Word format. Number of lessons: K (4), First (9), Second (1), Third (2), Fifth (4), and Eighth (2).
 * 5) [|Differentiated Instruction Using Technology] - an example lesson for upper elementary
 * 6) [|Differentiated Learning Egyptian Project] - Lesson plan for middle school - a page to print
 * 7) ** Differentiated Lessons for Teachers posted by Leon County **
 * 8) [|Elementary]
 * 9) [|Middle/High School]
 * 10) [|Patterns - Math Lesson] - middle school
 * 11) [|Photojournalism Tiered Lesson Plan **(** grades 10-12 )] - In this lesson, students explore how photographs can be interpreted as conveying rich stories to the beholder.
 * 12) [|Sample Layered Curriculum Units] posted by Dr. Kathie Nunley (the page starts with middle/high school but includes most middle/high subjects as well as some K-6 units near the bottom of the page)
 * 13) [|Social Studies - 2nd grade lesson] - Community
 * 14) [|Language Arts lesson - Heros and Heroines] - 7th grade
 * 1) [|Adjust Your Teaching Styles to Students' Learning Styles] - a list of links from Teacher's Network
 * 2) [|Differentiating Instruction] - many articles (posted by the Arizona Department of Education)
 * 1) [|Chaos: Modeling Differentiated Instruction for Pre-service Teachers] - The purpose of this article is to describe an activity the authors developed meant to introduce the construct of differentiated instruction to pre-service teacher candidates.
 * 2) [|Curriculum Differentiation] - The Maker Model
 * 3) [|Differentiated Instruction: A Research Brief for Practitioners University of Alberta] -
 * 4) [|Differentiated Instruction in Inclusive Classrooms] - PowerPoint show by Christina E. van Kraayenoord and John Elkins, School of Education, The University of Queensland, Brisbane, Queensland, Australia (23 slides)
 * 5) [|Differentiated Instruction in the Foreign Language Classroom] - Meeting the Diverse Needs of All Learners
 * 6) [|Differentiated Instruction in Science] - Clone Wars - Gail B. Wartmann ; meet the needs of science students with a variety of strengths, weaknesses and readiness.
 * 7) [|Differentiated Learning within Groups]  - (13 slides)
 * 8) [|Mapping a Route Toward Differentiated Instruction] - "Students can take different roads to the same destination".
 * 9) [|Sample Project list] - Adapted to Learning Style and Student Interest - Topic of Study: Romeo and Juliet
 * 10) [|Scence in All Sizes] - Shannon Cde Baca;
 * Web sites for Songs**
 * Web sites for Science**
 * Timelines**
 * Database of Up-To-Date Thematic Literature**
 * Web sites for Films**
 * Web sites for Poetry**
 * Web sites for Cultural Literacy**