CSC/SC Differentiation Workshop 2009 Topics 1. Differentiation Instruction and its application to world languages learning 2. Critical and Creative Thinking 3. 21st Century skills and tools for WL Teachers

1. While we are waiting to start do the following: Teacher Strategy Profile-page 2 a. Check three you already do. b. Check one you want to do.

4. Visual Agenda

10. What patterns did you notice?

12. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

13. The Many Layers of Learning The many layers of a student

14. Our learners challenge us….. Running with the squirrels ad:http://www.youtube.com/watch?v=2Z2_kKAe9y0

15. In order to teach the squirrels, you must think like the squirrels!

25. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

27. Choice Board Menu

30. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

31. R.A.F.T. Assignment French 2--Traveling in France

33. Learning Centers

34. Flexible Grouping Practices Help create a safe and honoring learning environment

35. Content Process Product According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

36. Student Engagement Content Process Product

37. Greater Student Achievement Content Process Product

38. Activities

43. ART START

46. “ Gut” guessers

48. Grocery Shopping Math

49. The Tree of Life

54. Student generated questions and answers

55. Create questions in the chart below. Answer your own questions. What if? ? (If?) How? Why? Where? When? What? Who? Response Question Question word

57. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

59. R.A.F.T. Assignment French 2--Traveling in France

60. R.A.F.T.

61. KNOWL EDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

62. Knowledge Taxonomy-(Bloom’s) 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

64. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

70. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

75. KNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

76. KNOWL EDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

78. Toni Theisen Loveland High School Thompson School District Loveland, CO ACTFL Teacher of the Year 2009 970.412.0256 [email_address]