4. Let’s talk about the Activity.
• Which Station matches which Intelligence?
• Do you know your primary Intelligence/
intelligences?
• Have you done a formal assessment
before?
• Were there any surprises about the (types
of) Intelligences?
• Have you done activities like this before?
5. Learning Styles/ Modes of Learning
• Visual, Auditory, Tactile
• Which activity relates or asked you to use
this mode in the activity stations?
6. What is Differentiated Instruction?
SIMPLY:
• Tailoring Instruction to meet individual
needs.
• What does that look like?
7.
8. Teachers can differentiate at least
4 different areas based on students
• Content
• Process
• Products
• Learning Environment
9. Content: What the Student Needs
to Learn/ How they will get the
information
• Teaching to each student: reading level,
age appropriateness, presentation style,
using constructivist, situationist, cognitive,
behavioral
10. Process: Activities of Engagement
to Master the Content
• Activities: Creating activities that exist at
varying levels of complexity and skill set;
creating choice through interests centers/
stations; Agendas (action points); Object
Lessons and Manipulatives; time
allowances
11. Products: Culminating Projects that
ask the student to Rehearse, Apply
and Extend
• Giving students options for presentations
• Using Rubrics that match student skill
level
• Allowing students to work alone or group
work
• Fulfillment of assignments not specifically
defined (using key factors)
12. Learning Environment: The way the
Classroom/ Learning space works
and feels
• Quiet and collaborative spaces/ and times
• Respecting cultures/ families
• Setting out guidelines for independent
work
• Developing routines for helping students
• Helping learners understand each other’s
learning styles
13. Technology
How can technology be used to create a
differentiated classroom?
• Content/ Process/ Products/ Learning
Environment
• Using TV in the Classroom
• Webinars
• Social Networking (Educational Focus)
• Computer Scaffolding
14. Merits of Differentiation
• How can differentiated instruction be
valuable in the classroom?
• Is this valuable for ALL students?
• Will/ do students value differentiation?
• Does differentiation change based on
assessment method?
