2. Objective: This activity promotes flexibility,
communication, cooperation, and the ability to look
beyond oneself, and tap into the team's resources to
Numbered Heads: complete the puzzle in
On the count of 3, you will open the envelope
and put the puzzle together.
Winning team is the one that solves it first.
TEAM BUILDER: Puzzling Team
3. How did you feel when you discovered
that you didn’t have all the pieces that
you needed to complete your puzzle?
2. Who gave up the piece they didn’t need
before finding the one they did need?
Why did you do that?
3. Are there times when we need to look
beyond ourselves or our department for
Process Team Builder
4. Workshop Expectations
Take the pledge…
I will be the participant that
I want my own students to be.
What does this mean to you?
What does this sound like and
5. Session Objectives
Understand basic principles
of differentiating content,
process, and product in an
Be able to implement one or
more instructional strategies
that support differentiation.
Framing the Learning
Differentiation is a set of instructional
It should be enough for a school leader to
tell or show teachers how to differentiate
Differentiation is just about instruction.
Differentiation is something a teacher does
or doesn’t do.
True or False?
Differentiation is a set of
It should be enough for a
school leader to tell or
show teachers how to
Differentiation is just
something a teacher does
or doesn’t do.
Philosophy, way of thinking. Set
of principles and fact.
Requires teachers to rethink
their practices. About trial,
reflections, and adjustments.
While approach is about
instruction, cannot be separated
from positive learning climate,
While some attention is paid to
student variation, many
teachers do not proactively plan
to address student differences in
readiness, interest, etc.
DIGNITY AND RESPECT
THERE IS POSITIVE IN DIVERSITY
CLASSROOM COMMUNITY ALIGN WITH REAL
MOST STUDENTS CAN LEARN
BUILD CAPACITY OF LEARNER
do I show respect and value to my students?
do I learn the strengths, and needs of my students?
do I support students to see others’ values and
contributions in class?
can I be the most effective teacher for each
do I establish a sense of community in the
classroom characterized by respect?
Belief: Dignity and Respect
do I understand my own culture and how it
shapes my teaching?
can I help students to learn and seek
multiple perspectives on issues and topics in the
do I ensure there is equity of access to
quality learning opportunities in my classroom?
Belief: Positive in Diversity
can we create an all-inclusive
environment in order to learn together?
do we encourage, support, and celebrate
can I understand the diverse backgrounds
so I can use it to connect to real world to
help understand the concept of topic taught?
Belief: Alignment with Real World
do I learn the mindset of my students in
order to ensure success for them?
do I arrange the classroom to build on
their cultural preferences?
do I ensure that growth is the key and is
seen in data?
Belief: Students can Learn
I teaching up or watering down for groups
the curriculum designed to ensure
understanding for all?
all assignments respectful of students?:
requires them to think critically? Can students
work in authentic ways? Is it appealing to
Belief: Equity Access for All
are the next steps?
do we chart growth and quality
do we celebrate achievement?
Belief: Build Capacity of Learner
20. Differentiation Instruction (DI):
◦ Different Reading
◦ Taught Skill Practice
Combination of Whole-Class,
small group and individual
Flexible and Responsive
Learners of Multiple Abilities
Proactive planning and learning
and discuss assigned
On chart paper, describe the
strategy as if presenting to peers.
Explain how you will use it this
26. Can be practiced in many ways
Know your students
Set expectations for your students
Commit to practicing one strategy/quarter
Lessons to take away…
do I want students to
know and be able to do?
(Pre-assessment): Which of my students
already know the content/information or
can do it?
(Differentiation): what can I do for my
students for continued progress?
Questions to ask when planning…
28. Differentiated Instruction: Steps to beginning the
Identify the Outcomes
What should students know, understand, or be able to do?
Students and grouping them
Pre-assess readiness, interest, or learning profile
Implementation of Lesson
Create a common experience for the whole class
Differentiation I use or have
practiced regularly in the
Differentiation I would like
to try in the first marking
What additional resource or
training do I need to
increase differentiation in
31. Understanding Differentiation in Order to Lead by
Carol Ann Tomlinson and Marcia B. Imbeau
12 Simple Do-it-Yourself Team Building Games and
Icebreakers by David Greenberg
Differentiation tips for teachers: Practical strategies
for the classroom by Kirchner and Inman
Web Resources: REFERENCES